Discovering the Self Individual, Nature, and Society

Home , Alix Spiegel, Ben Pridmore, Ode to the West Wind, To a Skylark

UNIT 5 Discovering the Self Individual, Nature, and Society

Discuss It If you could draw a map of the self, what would be its regions? Write your response before sharing your ideas. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

What Is the Self? SCAN FOR 538 MULTIMEDIA UNIT 5 UNIT INTRODUCTION ESSENTIAL QUESTION: LAUNCH TEXT NARRATIVE MODEL Early Dismissal How do we define ourselves? Robin Wasserman

WHOLE-CLASS SMALL-GROUP INDEPENDENT LEARNING LEARNING LEARNING

Historical perspectives NOVEL EXCERPT NEWSPAPER ARTICLES Focus Period: 1798–1832 from Mrs. Dalloway Seeing Narcissists An Era of Change Virginia Woolf Everywhere Douglas Quenqua

A Year in a Word: Selfie ANCHOR TEXT: POETRY COLLECTION 1 Poetry COLLECTION 3 Gautam Malkani Lines Composed a Apostrophe to the Few Miles Above Ocean ESSAY Tintern Abbey from Childe Harold’s from Time and William Wordsworth Pilgrimage George Gordon, Lord Byron Free Will Henri Bergson from The Prelude

E William Wordsworth The World Is Too Much With Us R

A William Wordsworth

OMP ANCHOR TEXT: POETRY COLLECTION 2 NOVEL EXCERPT

C London, 1802 William Wordsworth Ode to a from The Portrait of Nightingale NOVEL EXCERPT a Lady John Keats The Madeleine Henry James  MEDIA CONNECTION: from Remembrance Ode to a Nightingale of Things Past Marcel Proust Ode to the West Wind Percy Bysshe Shelley SCIENCE JOURNALISM The Most ANCHOR TEXT: NOVEL EXCERPT Forgetful Man in from Frankenstein the World Mary Wollstonecraft Shelley from Moonwalking With Einstein

E Joshua Foer R A MEDIA: RADIO BROADCAST OMP

C When Memories Never Fade, the Past Can Poison the Present from All Things Considered Alix Spiegel

PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-Based Assessment PRep Writing Focus: Speaking and Listening focus: Review Notes for a Personal Write a Personal Narrative Present a Narrative Narrative

PROMPT: What types of experiences allow us to discover who we really are?

539 UNIT 5 INTRODUCTION

Unit Goals Throughout the unit, you will deepen your perspective on how we define ourselves by reading, writing, speaking, listening, and presenting. These goals will help you succeed on the Unit Performance-Based Assessment.

Rate how well you meet these goals right now. You will revisit your ratings later when you reflect on your growth during this unit.

1 2 3 4 5

SCALE NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY WELL WELL WELL WELL WELL

READING GOALS 1 2 3 4 5

• Evaluate written personal narratives by analyzing how authors introduce and develop central ideas or themes.

• Expand your knowledge and use of academic and concept vocabulary.

WRITING AND RESEARCH GOALS 1 2 3 4 5

• Write a personal narrative in which you effectively develop experiences or events using well-chosen details and well-structured sequences.

• Conduct research projects of various lengths to explore a topic and clarify meaning.

LANGUAGE GOALS 1 2 3 4 5

• Correctly use serial commas to clarify meaning and dashes to add drama and emphasis in sentences.

SPEAKING AND LISTENING GOALS 1 2 3 4 5 • Collaborate with your team to build on  STANDARDS the ideas of others, develop consensus, L.11–12.6 Acquire and use and communicate. accurately general academic and domain-specific words and phrases, sufficient for reading, • Integrate audio, visuals, and text in writing, speaking, and listening at presentations. the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SCAN FOR 540 UNIT 5 • Discovering the Self MULTIMEDIA ESSENTIAL QUESTION: How do we define ourselves?

Academic Vocabulary: Personal Narrative Academic terms appear in all subjects and can help you read, write, and discuss with more precision. Here are five academic words that will be useful FOLLOW THROUGH Study the words in this chart, to you in this unit as you analyze and write personal narratives. and highlight them or their Complete the chart. forms wherever they appear in the unit. 1. Review each word, its root, and the mentor sentences. 2. Use the information and your own knowledge to predict the meaning of each word. 3. For each word, list at least two related words. 4. Refer to a dictionary or other resources if needed.

WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS

inanimate 1. A rock is an inanimate object. animate; animation 2. I thought my sister put a real ROOT: spider on my bed, then I -anim- realized I was screaming at an “spirit” inanimate object.

infuse 1. This author is able to infuse her story with details that make her ROOT: experiences come alive. -fus- 2. Your speech may be more “pour” enjoyable if you infuse it with a little humor.

anachronism 1. In today’s high-tech world, a beeper is an anachronism. ROOT: 2. Soon wired phones will be -chron- completely replaced by cell “time” phones and will represent nothing more than an anachronism.

repercussion 1. One repercussion of my having stayed up all night was that I ROOT: was exhausted all the next day. -cuss- 2. Try to anticipate every “shake” repercussion of your choice before you make your final decision.

revelation 1. During the campaign, one revelation about the candidate’s ROOT: past actually boosted his -vel- popularity with voters. “cover”; “veil” 2. In a good mystery story, the solution to the crime should be a revelation, but it should also be logical.

Unit Introduction 541 542 NOTES UNIT throughout thestory? does hersenseofself change and whatshewants.How the writerincludesaboutherself As youread, of this unit. Based Assessmentattheend mode forthePerformance- own life. You willwriteinthis a truestoryfromhisor her writing inwhichanauthortells personal narrative This textisanexampleofa LAUNCH TEXT

UNIT 5•DISCOVERING THESELF 5 INTRODUCTION

lookatthedetails |

NARRATIVE MODEL , atypeof 3 2 1 4 mirror thantheonehangingonbackofmybedroom door. Her face thefuture alone.Shewasalsomymirror—a farmore flattering was mysecurityblanket, the universe’sguaranteethatIwouldnot frightened child,nottomentionanonlyand mybestfriend not asmuchIlikedhavingabestfriend, that Iwasnolongeran behind itallwasthesame.Thesewere talismans:proof totheworld by eachofusasabadgeourunbreakable bond.Butthereasoning all, thebestfriendnecklace,whichcouldbebroken intwoandworn bracelets, scienceproject partnerships, manicsleepovers,andabove letter jackets,fraternitypins,andpromise rings,Icovetedfriendship beau, obsessedwiththetrappingsofmynewstatus.Instead if Imorphedintoafifties cheerleaderwho’djustscored avarsity and desperatetogetoneofmyown.OnceIfinallydid,itwasas Gables resident (if relatively mild)wildchild. sidekick totheschool’s pet. Iwaseasilybored, easilycharmed,andled,aready-made an oversizedhelpingofgleeatanyopportunitytobetheteacher’s with oversizedglassesstucktomyfacesincenurseryschooland grown-up tocare. Muchlessstillholdagrudge. rational, clear-eyed, culturallyconversant,healthy, mature, andstable The corollary tothisisthatitwouldberatherinappropriate forany of dumpingtheirbestfriendsandtheoneswhowillbedumped. twelve-year-old girlscomeinonlytwovarieties:theonesoncusp fundamental factsyouknowabouttheworld.Oneofwhichisthat W Don’t getmewrong. Iliked mybestfriendwellenough—just I wasalso,havingbeenreared onasteadydietof I wasborntobeadumpee,theepitomeofquietandbookish, , wellversedinthepursuitandcultivationof“kindred spirits,” healthy, mature, andstablegrown-up, there are certain hen you’re arational,clear-eyed, culturallyconversant, Early Dismissal Early Robin Wasserman I , buta we . any bestfriend.Iwasa Anne ofGreen MULTIMEDIA SCAN FOR

very existence was evidence that I couldn’t possibly be that ugly, that awkward, that unlovable, because she was perfect, and she not only NOTES loved me, but loved me best. 5 So you can imagine my surprise that sixth-grade day in the playground when, lurking in corners as I was wont to do, I overheard her casually tell some new group of admirers that, no, I wasn’t her best friend, why would anyone ever think that? 6 That was it. No dramatic breakup scene. No slammed books, no rumor mongering, no cafeteria shunning, no mean girl antics whatsoever. Which was almost worse, because if I had become her worst enemy, it would at least have been an acknowledgment that I was once her best friend. 7 Instead, from that moment on, I was nothing. 8 It was the first time in my life it had occurred to me that kindred spirits might not last—that life, no matter how many talismans of attachment you accumulated, would be a constant struggle against being alone. There would eventually, at least after I’d crossed the social desert of junior high, be other best friends. Better ones. But much as I may have believed in those friendships, I have never again taken it for granted that they would last. In the real world, the Grown-Up world, people leave, people die—people sometimes just get bored and move on to another part of the playground. Anything can happen. 9 There are certain fundamental facts that twelve-year-old girls know, while grown-ups, even the wisest of us, have forgotten: the names of Magellan’s ships, the difference between mitosis and meiosis, the formula to calculate the volume of a cube—and the fact that BFF is not meant to be ironic. 10 Knowing that no one’s guaranteed to stick around has probably made me a better friend, and I’m certainly a better accessorizer now that I’ve left the ratty friendship bracelets and plastic necklaces behind. 11 But I’ll admit: I liked believing in forever. ❧

 WORD NETWORK FOR DISCOVERING THE SELF

Vocabulary A Word Network is a collection of words related to a topic. As you read the unit selections, identify words related to the idea of self-discovery and add mature juvenile them to your Word Network. For example, you might begin by adding words from SELF- the Launch Text, such as mature, kindred, kindred related DISCOVERY and stable. For each word you add, add another word related to the word, such as © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson a synonym or an antonym. Continue to add stable steady words as you complete this unit. Tool Kit Word Network Model

Early Dismissal 543 544 UNIT

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INTRODUCTION DISCOVERING

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SELF desired effects offriendshiponyoursenseself. ad inwhichyoulistthequalitieslookforafriendanddescribe say about us and our sense of self? of sense our and us say about opinion noranalysis. concise, complete,objectiveoverviewofatext.Itshouldcontainneither Write asummaryof“Early Dismissal.”Rememberthata Summary Draft aPersonalAd Activity Launch • • • • Share yourpersonaladwithclassmates. sense ofself. you are lookingforinafriendandtheeffects ofthosequalitiesonyour yourpartner,With draftapersonaladthatcommunicatesthequalities your personalad. Identify three or four qualitiesandeffects that youwanttohighlightin quality onyoursenseofself inthesecondcolumn. for inafriend.Foreachitemthefirstcolumn,write the effect ofthat Create atwo-columnchart.Inthefirstcolumn,listqualitiesyoulook

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With apartner,With writeapersonal What do our friendships friendships our do What summary isa

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. you thinkabouttheprompt. Record yourfirstthoughtshere. Consider classdiscussions,presentations, thevideo,andLaunchText as QuickWrite PROMPT: MULTIMEDIA Evidence LogModel Evidence Loglookslike. The graphicshowswhatyour and theconnectionsyoumake. to record theevidenceyougather continue touseyourEvidenceLog After eachselection,youwill that supportsyourinitialposition. evidence from “EarlyDismissal” your EvidenceLog.Then,record in onesentencetorecord in Summarize yourinitialposition Review yourQuickWrite.  SCAN FOR

Tool Kit EVIDENCE LOG FOR DISCOVERING THE SELF THE DISCOVERING FOR LOG EVIDENCE

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CONTENTS HISTORICAL PErSPECTIVES

Focus Period: 1798–1832 An Era of Change

During the late eighteenth century to the mid-nineteeth century, deep social unrest and rapid industrialization caused people to challenge previous assumptions about the individual’s place in society.

ANCHOR TEXT: POETRY COLLECTION 1 Lines Composed a Few Miles Above Tintern Abbey William Wordsworth

from The Prelude William Wordsworth

By returning to the scene of memories, can we rediscover who we once were?

COMPARE ANCHOR TEXT: POETRY COLLECTION 2 Ode to a Nightingale John Keats

 media connection: Ode to a Nightingale

Ode to the West Wind Percy Bysshe Shelley

Through art, the self can take flight.

ANCHOR TEXT: NOVEL EXCERPT from Frankenstein Mary Wollstonecraft Shelley

Can love based on appearances truly be called love?

PERFORMANCE TASK WRITING TO SOURCES Write a Personal Narrative

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson The Whole-Class readings illustrate the will and determination it takes to define yourself and the world around you. After reading the selections, you will write a mixed-mode personal narrative about how we find ourselves, lose ourselves, and learn to define ourselves all over again.

Whole-Group Learning 547 1798 548

UNIT 5•DISCOVERING THESELF An EraAn of Change Voices of the PeriodVoices the of HISTORICAL PERSPECTIVES •FOCUS PERIOD: 1798–1832 TIMELINE “ “ to theworld. in whichanewarrangementtransmitsidea considering themastheexhibitionofhisthoughts; etc. likeapoetamongthelettersofalphabet, down amonglevers,screws,wedges,wheels, effect. ...Therefore,themechanicshouldsit arrangement willproduceanewanddesired judgment, whichdiscoversthataparticular may besaidtoold[,]itisanicediscriminating “ “ “ As thecomponentpartsofallnewmachines or herneverreachedus. any rankoflife,weprotestthatthenamehim If heeverhadafriend,dedicatedfriendfrom offools. dictionary Impossible isawordtobefoundonlyinthe have decidedtoagreeupon. istheversionofpasteventsthatpeople History when tobetheoneorother. The whole secretofgovernmentliesinknowing I amsometimesafoxandlion. hieroglyphics, isdiscovered. Stone, keytodeciphering 1799:

Egypt —From anobituaryonKingGeorgeIV ” military leaderandemperor ofFrance Rosetta

” —Robert Fulton,inventor

” —Napoleon Bonaparte, Britain andIreland. United KingdomofGreat 1801:

” ActofUnioncreates

” Great BritainandIreland. becomes official flagof 1801: UnionJack With Napoleoninexile,thevictorsmetat With defeated NapoleonatWaterloo (1815). into legend.Onland,theDukeofWellington at hismomentoftriumph,passedimmediately rule thewavesfornextcentury.Nelson,dying Trafalgar (1805),ensuringthatBritanniawould Nelson shattered theFrench fleetattheBattleof emerged forEngland.Atsea,Lord Horatio In theensuingconflict,twonationalheroes one ineveryfourBritishmenwasuniform. British society;bytheearly1800s,approximately £1,650,000,000. Ithadaprofound effect upon five continentsandcostBritainmore than lasted more thantwentyyears, extendedacross war withFranceforfiveyears.Thewar, which opened in1798,Britainhadalready beenat At War withFrance of the PeriodHistory came population growth; the population of almost came populationgrowth; thepopulationofalmost industrialization. Handinhandwithindustrialization nineteenth, asBritainsurpassedallothernationsin begun intheeighteenthcenturyexpanded The PowerofSteam politician imagined. were more powerfulthananyreactionary earth-shaking changesoftheIndustrialRevolution the ideasunleashedbythatrevolution andthe had beenbefore theFrench Revolution.However, (1814–15) andtriedtorestore Europe towhatit conference knownastheCongress ofVienna purchased fromFrance. Louisiana Territory is 1803:

United States

As theRomanticperiod The revolution that had The revolution thathad crowns himself emperor. 1804:

France Napoleon

Integration of Knowledge and Ideas

Notebook These paintings dramatize the way Romantic values challenged earlier beliefs. Which of the values described in the captions are still influential? Give examples from the world you live in today.

Wandering as a Rebel Seeking the Faraway and an Outcast

Feeling Awe for Nature Gaining Forbidden Knowledge

10 million in 1790 grew to more than 14 million from the spinning wheel in the kitchen to the in 1821. It was a young population, too, with an enormous steam-driven looms on the factory floor. estimated 60 percent at 25 years old or younger. Meanwhile, in the United States and England, Modernization of the textile industry had begun in steam was revolutionizing transportation. In England. By 1800, annual textile production had 1807, Robert Fulton launched his steamboat, increased to 400,000 pieces, from about 50,000 and in 1814, George Stephenson built a steam just thirty years earlier. It was the textile industry that locomotive. Railroads changed the face of was at the forefront of change, moving the weaver England, and steamships shrank oceans.

1805: Battle of Trafalgar 1806: Western Europe 1812: United States War Official end of the with Britain is declared. Holy Roman Empire

1806: Germany Prussia 1807: United States Fulton’s declares war on France. steamboat navigates Hudson River.

Historical Perspectives 549 1812 550

UNIT 5•DISCOVERING THESELF wealth nolongerdependedonland,and The ReformActof1832 a worldoftyrannyandfactories. eighteenth-century thought,nolongerappliedin Faith inscienceandreason, socharacteristic of (or failed tofindwork)inslum-riddencities. poverty andsuffering forthosewhoworked the growth ofmanufacturingbutalsobrought ideals, whiletheIndustrialRevolutionboosted the establishedorder inthenameofdemocratic upheavals. TheFrench Revolutionhadshaken challenged, inpartbythesocialandpolitical classicism andrationalismwere dramatically attitudes andassumptionsofeighteenth-century we nowcalltheRomanticperiod—all Voice ofthePeople workers oftenlivedinsqualor. and anewmiddleclasswouldbegintodevelop, to survive.Whilefactoryownerslivedinsplendor factories, oftenforwagesthatbarely allowedthem in whichmen,women,andchildren toiledin became smoky,crowded industrialcenters an industrialsociety,citiessuchasManchester As Britainmovedfrom being anagriculturalto an enormoushumanprice. for newopportunities.Economicprogress exacted of manywhocamefrom thecountrysidelooking up around them—destroyed the spirits and bodies Unfortunately, themills—andcitiesthatgrew while humanbeingsfeedand“tend”them. work—the creation ofmachines thatwork was abouttheapplicationofpowerto are aboutpower, andtheIndustrialRevolution Working andLivingConditions HISTORICAL PERSPECTIVES •FOCUS PERIOD: 1798–1832 TIMELINE steam locomotive. constructs firstsuccessful 1814: GeorgeStephenson

During thisperiod—what

With industrialization, With

Revolutions defeated atWaterloo. 1815:

Belgium Napoleonis was declared insane,andhissonwasnamedthe was abouttocomeanend.By1811,GeorgeIII A ChangingMonarchy voting rights. that,intheend,gaveallcitizens long journey Nonetheless, the1832billwasastepin of wealth,womenstillwere deniedsuffrage. to manymalespreviously disqualified bylack England. Althoughitextendedtherighttovote the peacefulrevolution that wastransforming The ReformBillof1832wasanotherpart abolished slaveryintheBritishEmpire. In the spiritofreform, justayearlaterParliament lower middleclasseswere stillunabletovote. the workingclassesandsomemembersof It increased thevotingrolls by57percent, but was afirststepinextendingtherighttovote. impulses andchangingeconomicconditions, Reform Billof1832,theproduct ofdemocratic they wouldhavetouniteinpoliticalaction.The workers, separatedfrom the land,realized that country intheworld. industrial mightmadeEnglandthemostpowerful symbol ofanerainwhichpoliticalreform and wouldbecomethequeenandthen Victoria, brother wasnextintheroyal line.Thatdaughter, diedin1837,thedaughterofhisyounger William common-law wife butnolegitimateheir. When whohadtenillegitimatechildren withhis William, In 1830,GeorgeIVwassucceededbyhisbrother reputation. Regent’s conductgavetheperioditsscandalous The periodbecameknownastheRegency. Prince Regent(aregent substitutesforaruler). for laborreform. peacefully demonstrating are killedatPeterloowhen 1819: Elevenprotesters crosses theAtlantic. 1819:

The age of the Hanovers Firststeamship

Literature Selections ADDITIONAL FOCUS PERIOD Literature of the Focus Period A number of the selections LITERATURE in this unit were written during the Focus Period. Most of them address ideas about the ways in which we define ourselves and Student Edition how those definitions might change over time. UNIT 3 “Lines Composed a Few Miles Above Tintern Abbey,” “Ozymandias,” Percy Bysshe Shelley William Wordsworth UNIT 4 “Kubla Khan,” Samuel Taylor Coleridge from The Prelude, William Wordsworth “Ode to a Nightingale,” John Keats “Ode to the West Wind,” Percy Bysshe Shelley from Frankenstein, Mary Wollstonecraft Shelley “Apostrophe to the Ocean,” George Gordon, Lord Byron “The World Is Too Much With Us,” William Wordsworth “London, 1802,” William Wordsworth Connections Across Time Of course, the search for self is a theme that writers continued to explore well past the Focus Period. The writers of the Romantic period have had a profound influence on the modern and contemporary writers included in this unit. from Mrs. Dalloway, Virginia Woolf “The Madeleine,” Marcel Proust “The Most Forgetful Man in the World,” Joshua Foer “When Memories Never Fade, the Past Can Poison the Present,” Alix Spiegel “Does Your Self Exist?” Steve Taylor “Seeing Narcissists Everywhere,” Douglas Quenqua “A Year in a Word: Selfie,” Gautam Malkani from Time and Free Will, Henri Bergson “The Soul with Boundaries,” Fernando Pessoa from The Portrait of a Lady, Henry James

1829: Robert Peel establishes Metropolitan Police in London. 1832: First Reform Act extends voting rights.

Historical Perspectives 551 552 independently andproficiently. grades 11–CCRtextcomplexityband and poems, atthehighendof literature, including stories, dramas, grade 12, readandcomprehend RL.11–12.10  Model Annotation First-Read Guideand

STANDARDS Tool Kit

UNIT 5•DISCOVERING THESELF MAKING MEANING POETRY COLLECTION 1

By theendof the first-read andclose-read activitiesforthe and Percy ByssheShelley.First, youwillcomplete WordsworthWilliam withpoemsbyJohnKeats In thislesson,youwillcompare poemsby Comparing Texts opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadPOETRY review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand Then, rankthewords inorder from mostfamiliar(1)toleast(6). Wordsworth. Before reading, notehowfamiliaryouare witheachword. You willencounterthefollowingwords asyouread thepoemsbyWilliam Concept Vocabulary from Above Lines Composed aFew Miles prepare youforyourfinalcomparison. Wordsworth poems.Theworkyoudowillhelp POETRY COLLECTION 1 you’ve already read. already knowandwhat the selectiontowhatyou CONNECT describes asinglemoment. whether thepoemtellsastoryor “speaking” thepoemand NOTICE The Prelude The Tintern Abbey Abbey Tintern who harmony ideas within tranquil sublime serene WORD desire or bliss what is the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing POETRY COLLECTION 2

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. (1770–1850) WordsworthWilliam Poet the About Wordsworth’s position wassecure, however:We radical thanWordsworth andColeridge,arose. Meanwhile, anewgenerationofRomantics,more radical newapproach topoetrygainedacceptance. from politicstoliterature. Eventually, Wordsworth’s Wordsworth translatedhisrevolutionary hopes thepublicationofthis work, Coleridge. With In 1798,Wordsworth published dreams oflibertyhadbeenbetrayed. and theRevolutionbecameincreasingly violent.His months later, in1793,Englanddeclared waronFrance, abruptly, however, whenhehadtoreturnhome.Two Wordsworth’s involvementwiththeRevolutionended stressed socialjusticeandindividualrights. Frenchideals ofthenewlyborn Revolution—idealsthat considerable timeinFrance.There, heembraced the Wordsworth traveledthrough Europe, spending After graduatingfrom CambridgeUniversity in 1787, reassurance there aswell. countryside, andinlateryears,hefoundpeace England, Wordsworth spenthisyouthroaming the love fornature. inthebeautiful Born LakeDistrict of Wordsworth’s revolution wasrooted inhisearly Romanticism. new direction, buildingthemovementknownas Wordsworth’s revolution tookliterature inadramatic of ordinary life andnature usingcommonlanguage. place, Wordsworth offered anintensified presentation complaints thathaddefinedpoetryinthepast.Intheir figures ofspeech,theeffusive praise,andthetragic Gone were theflowerylanguage, thewittilycrafted the proper style,words, andsubjectmatterforapoem. Coleridge rejected allthetraditional assumptionsabout the worldofpoetry.Together, Wordsworth and the firsteditionof remember himasthefatherofEnglishRomanticism. Samuel Taylor Coleridgepublished when Wordsworth andhisfriend of upheavalsandcrises.Yet in1798, words, notdeeds—hardly thescene quiet, meditativeactivity,amatterof Writing poetrymayseemlike a Lyrical Ballads , arevolution shook Lyrical Ballads with ESSENTIAL QUESTION country seemedonthevergeofachievingtrue optimistic daysoftheFrench Revolution.The In 1790,Wordsworth witnessedtheearly, from share theexperience. earlier. Thistimehebrought hissisteralongto had passedthrough theregion alonefiveyears a great medievalchurch, inWales. Wordsworth Abbey,once River WyeandtheruinsofTintern Wordsworth’s secondvisittothevalleyof This poemwaswrittenin1798,during Above Tintern Abbey Miles aFew Composed Lines Backgrounds (1793–1794), dashedWordsworth’s hopes. French Revolution,knownastheReignofTerror takenbythe in 1793)andtheviolentturn war betweenEnglandandFrance(declared standing onthetopofgoldenhours.”The fervor, Wordsworth felthewasseeing“France institutions. Caughtupintherevolutionary freedom from outdated,oppressive feudal The Prelude The : Howdowedefineourselves? Poetry Collection 1

553 ANCHOR TEXT | POETRY

Lines Composed a Few Miles Above

William Wordsworth © Pearson Education, Inc., or its affiliates. All rights reserved. 40 35 30 25 20 15 10 5 Until, thebreath ofthiscorporeal frame In whichtheaffections gently leaduson— Is lightened—that Of allthisunintelligibleworld In whichtheheavyandwearyweight To themImayhaveowedanothergift, Of kindnessandoflove.Norless,Itrust, His little,nameless,unremembered, acts On thatbestportionofagoodman’slife. As havenoslightortrivialinfluence Of unremembered pleasure: such,perhaps, With And passingevenintomypurer mind, Felt intheblood,andfeltalongheart; In hoursofweariness,sensationssweet, Of townsandcities,Ihaveowedtothem But oft,inlonelyrooms, and’midthedin As isalandscapetoblindman’seye: Through alongabsence,havenotbeentome The hermitsitsalone. Or ofsomehermit’scave,where byhisfire Of vagrantdwellersinthehouselesswoods, With someuncertainnotice,asmightseem Sent up,insilence,from amongthetrees! Green totheverydoor;andwreaths ofsmoke Of sportivewoodrun wild:thesepastoralfarms, These hedgerows, hardly hedgerows, littlelines ’Mid groves andcopses.OnceagainIsee Are cladinonegreen hue,andlosethemselves Which atthisseason,withtheirunripefruits, These plotsofcottageground, theseorchard tufts, Here, underthisdarksycamore, andview The dayiscomewhenIagainrepose The landscapewiththequietofsky. Thoughts ofmore deepseclusion;andconnect That onawildsecludedsceneimpress Do Ibeholdthesesteepandloftycliffs, With asoftinlandmurmur. Onceagain These waters,rolling from theirmountainsprings Of fivelongwinters!andagainIhear Five yearshavepast;fivesummers,withthelength 2. 1. And eventhemotionofourhumanblood In whichtheburthen Of aspectmore

corporeal burthen tranquil

burden.

(kawr PAWR ee uhl) PAWR ee (kawr restoration—feelings too sublime serene These beauteousforms, 1 ofthemystery, ; thatblessedmood, andblessedmood,

frame body. 2 Lines Composed a Few Miles Above Tintern Abbey Lines Composed aFewMilesAboveTintern peaceful; calm sublime peaceful; calm serene magnificent; awe-inspiring if necessary.) and consonant sounds mark words thatrepeat the opening scene? mood andmeaningofthe of thelinesaddto do thesoundqualities QUESTION: ANNOTATE: CLOSE READ NOTES tranquil CONCLUDE: these repeated sounds? poet choosewords with l. (Readthelinesaloud, (suh REEN) (suh BLYM) (TRANG kwuhl) Whydoesthe MULTIMEDIA Inlines1–8, Inwhatways SCAN FOR

adj

adj m, s, . .

adj

555 . oneness; peacefulness though itisaperson. or describingtheriveras the speakeraddressing mark detailsthatshow 556 speaker’s feelings? suggest theintensityof this useofpersonification CONCLUDE: QUESTION: ANNOTATE: CLOSE READ harmony NOTES human terms? or speaktoandofitin speaker

UNIT 5•DISCOVERING THESELF personify (HAHR muhnee) Whydoesthe Inlines49–57, Howdoes theriver,

n . 45 85 80 75 70 65 60 55 50 And somewhatofasadperplexity, And allitsdizzyraptures. Notforthis An appetite;afeelingandlove, Almost suspended,weare laidasleep I cameamongthesehills;whenlikearoe Though changed,nodoubt,from whatIwaswhenfirst For future years. And soIdare tohope, That inthismomentthere islife andfood Of present pleasure, butwithpleasingthoughts While here Istand,notonlywiththesense The picture ofthemindrevives again: With manyrecognitions dim andfaint, How oftenhasmyspiritturnedtothee! 3. Faint And allitsachingjoysare nownomore, Unborrowed from theeye.Thattimeispast, By thoughtsupplied,noranyinterest That hadnoneedofaremoter charm, Their colorsandtheirforms,were thentome The mountain,andthedeepgloomywood, Haunted melikeapassion;thetallrock, What thenIwas.Thesoundingcataract To mewasallinall—Icannotpaint And theirgladanimalmovementsallgoneby) (The coarserpleasures ofmyboyishdays, Who soughtthethingheloved.Fornature then Flying from somethingthathedreads, thanone Wherever nature led:more likeaman Of thedeeprivers,andlonelystreams, I boundedo’erthemountains,bysides O sylvan How oft,inspirit,haveIturnedtothee, Have hunguponthebeatingsofmyheart— Unprofitable, andthefeverofworld, Of joylessdaylight;whenthefretful stir In darknessandamidthemanyshapes Be butavainbelief,yet,oh!howoft— We seeintothelife ofthings. Of While withaneyemadequietbythepower In body, andbecomealivingsoul: 5. 4.

sylvan Faint roe harmony

5 type of deer. of type I,normournmurmur;othergifts

And now, withgleamsofhalf-extinguished thought, lose heart.

(SIHL vuhn) (SIHL 3 Wye! thouwanderer through thewoods, , andthedeeppowerofjoy,

adj . wooded. If this 4

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 125 120 115 110 105 100 95 90 A motionandaspirit,thatimpels Knowing thatNature never didbetray My dear, dearSister!andthisprayerImake May Ibeholdintheewhatwasonce, Of thywildeyes.Oh!yetalittlewhile My formerpleasures intheshootinglights The languageofmyformerheart,andread My dear, dearFriend,andinthyvoiceIcatch Suffer If Iwere notthustaught,shouldIthemore Of allmymoralbeing. The guide,theguardian ofmyheart,andsoul The anchorofmypurest thoughts,thenurse, In nature andthelanguageofsense, And whatperceive; wellpleasedtorecognize Of eye,andear—bothwhattheyhalf create, From thisgreen earth;ofallthemightyworld And mountains;andofallthatwebehold A loverofthemeadowsandwoods And rolls through allthings.Therefore amIstill All thinkingthings,allobjectsofthought, And thebluesky, andinthemind ofman; And theround oceanandthelivingair, Whose dwellingisthelightofsettingsuns, Of somethingfarmore deeplyinterfused, Of elevatedthoughts;asensesublime A presence thatdisturbsme withthejoy To chastenandsubdue. And Ihavefelt Nor harshnorgrating,thoughofamplepower The still,sadmusicofhumanity, Of thoughtlessyouth;buthearingoftentimes To lookonnature, notasinthehour Abundant recompense. ForIhavelearned Have followed;forsuchloss,Iwouldbelieve, 8. 7. 6. Rash judgments,northesneersofselfish men, With loftythoughts,thatneithereviltongues, With quietnessandbeauty, andso feed The mindthatiswithinus,soimpress From joytojoy;forshecan soinform Through alltheyearsofthis ourlife, tolead The heartthatlovedher;’tisherprivilege, Of thisfairriver;thoumydearest Friend, For thouartwithmehere uponthebanks

Friend genial spirits Suffer 6 mygenialspirits

allow. his sister Dorothy. sister his

creative powers. creative Nor perchance, 7 todecay; 8 Lines Composed a Few Miles Above Tintern Abbey Lines Composed aFewMilesAboveTintern play inthespeaker’s life. language ofthesenses” roles “nature andthe characterize thevarious 107–111, markwords that NOTES references? effect ofthesevaried QUESTION: ANNOTATE: CLOSE READ CONCLUDE: to refer tothesamething? speaker usedifferent terms Whydoesthe Inlines Whatisthe

557 558 NOTES

UNIT 5•DISCOVERING THESELF 155 150 145 140 135 130 Is fullofblessings.Therefore letthemoon Our cheerfulfaith,thatallwhichwebehold Shall e’erprevail againstus,ordisturb The dreary intercourse ofdailylife, Nor greetings where nokindnessis,norall More dear, bothforthemselvesandthysake! And thisgreen pastorallandscape,were tome Of absence,thesesteepwoodsandloftycliffs, That aftermanywanderings,years Of holierlove.Norwiltthouthenforget, With warmerlove—oh!withfardeeperzeal Unwearied inthatservice:rathersay A worshipperofNature, hithercame We stoodtogether;andthatI,solong That onthebanksofthisdelightfulstream Of pastexistence—wiltthouthenforget Thy voice,norcatchfrom thywildeyesthesegleams If Ishouldbewhere Inomore canhear And thesemyexhortations!Nor, perchance— Of tenderjoywiltthouremember me, Should bethyportion,withwhathealingthoughts If solitude,orfear, orpain,grief, For allsweetsoundandharmonies;oh!then, Thy memorybeasadwellingplace Shall beamansionforalllovelyforms, Into asoberpleasure; whenthymind When thesewildecstasiesshallbematured To blowagainstthee;and,inafteryears, And letthemistymountainwindsbefree Shine ontheeinthysolitarywalk;

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 5 Not favored spotsalone, butthewholeEarth, Which thenwasgoingforward inhername! A primeenchantress—to assistthework, When mostintentonmakingofherself When Reasonseemedthemosttoassertherrights The attractionofacountryinromance! Of custom,law, andstatute,tookatonce In whichthemeager, stale,forbiddingways But tobeyoungwasveryHeaven!Otimes, Bliss Upon ourside,uswhowere strong inlove! For mightywere theauxiliars whichthenstood wasitinthatdawntobealive, O pleasantexercise ofhopeandjoy! from

The Prelude William WordsworthWilliam bliss NOTES happiness; ecstasy ANCHOR TEXT|POETRY Poetry Collection 1

(blihs)

n MULTIMEDIA . great SCAN FOR

559 an initialconsonantsound. words inline23thatrepeat 560 desire the line? meaning andimpactof repeated soundaddtothe CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES strong wishorwant relationship? words withthissound the poethavechosen

UNIT 5•DISCOVERING THESELF (dih ZYR) Whymight Markthree Howdoesthe

n . longing; 15 55 50 45 40 35 30 25 20 Among thegrandestobjectsofsense, What temperattheprospect didnotwake The buddingrose abovetherose fullblown. Among thebowersofParadiseitself) (As atsomemomentsmightnotbeunfelt The beautywore ofpromise—that whichsets We findourhappiness,ornotatall! Of allofus,—theplacewhere, intheend, But intheveryworld,whichisworld Or somesecreted island,Heavenknowswhere! Not inUtopia,—subterraneanfields,— Were calledupontoexercise theirskill, And stuff athand,plasticastheycouldwish,— Did bothfindhelperstotheirhearts’ Now wasitthat And intheregion oftheirpeacefulselves;— Had fittedtheirownthoughts,schemersmore mild, Had watchedallgentlemotions,andtothese To wieldit;—they, too,whoofgentlemood As if theyhadwithinsomelurkingright And dealtwithwhatsoevertheyfoundthere Their ministers,—whoinlordly wisehadstirred All powersofswiftness, subtlety, andstrength The play-fellowsoffancy, who hadmade They whohadfedtheirchildhoodupondreams, Were roused, andlivelynatures raptaway! To happinessunthoughtof?Theinert The verybeingoftheimmortal soul. They clung,asif theywere itslife, naymore, Grow intoconsequence,till round mymind Of contest,didopinionseveryday Their temper, strainedthemmore: andthus,inheat More firmlytooldtenets, and,toprove Of mortified presumption, Iadhered Striving tohide,whatnoughtcouldheal,thewounds Of afalseprophet. While resentment rose But notdismayed,nortakingtotheshame With angervexed,withdisappointmentsore, The scaleofliberty. Iread herdoom, Openly intheeyeofearthandheaven, Which theyhadstruggled for:nowmountedup, For oneofconquest,losingsightall Frenchmen hadchangedawarofself-defense But now, becomeoppressors intheirturn, both found,themeekandlofty ⌘ ⌘ ⌘ ⌘ ⌘ ⌘ desire ,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 80 75 70 65 60 Yea, thewholebodyofsociety 1. And whichare thusconfounded, From Nature’s waybyoutward accidents, Out ofaheartthathadbeenturnedaside From theirbeginnings,inasmuchasdrawn By present objects,andbyreasonings false And theerrors intowhichIfell,betrayed What thenIlearned,orthinkoftruth, Than suittheworkwefashion,mightsetforth Livelier, andflingingoutlessguarded words That somedramatictale,enduedwithshapes Searched toitsheart.Share withme,Friend!thewish To anatomizetheframeofsociallife, I summonedmybestskill,andtoiled,intent Yielded upmoralquestionsindespair. Sick, weariedoutwithcontrarieties, All feelingofconviction,and,infine, And seekingitineverything,Ilost The sanction;till,demandingformal Of obligation,whattherule andwhence With impulse,motive,rightandwrong, theground Now disbelieving;endlesslyperplexed Her titlesandherhonors;nowbelieving, Suspiciously, toestablishinplain day Like culpritstothebar;callingmind, Dragging allprecepts, judgments,maxims,creeds, Misguided, andmisguiding.SoIfared,

confounded bewildered.

(kuhn FOWN dihd) FOWN (kuhn

adj . confused; mixed together indiscriminately; indiscriminately; together mixed . confused; 1 more andmore proof , NOTES from ThePrelude

561 562 Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension 2. 1. 4. 3. 2. 1. from ABBEY TINTERN ABOVE MILES AFEW COMPOSED LINES

UNIT 5•DISCOVERING THESELF place—Utopia, heaven,orthereal world? According tothespeaker, where dotheeventsdescribedinlines1–40take To whatdoesthephrase“pleasantexercise ofhopeandjoy”inline1refer? especially duringdifficult times? What effects doesthespeakerbelievethatmemoriesofscenewillhavelaterinlife, Who isthecompanionthataccompaniesspeakerinthispoem? When didthespeakerfirstviewscenebeingdescribed? Abbey? From whatperspectivedoes thespeakerviewTintern Th e P rel u de

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. formulate aresearch Write question. your here. question Research to Explore Research to Clarify Research RESEARCH 4. 3. of the poem? research that detail. what In way the information does you learned shed light an on aspect

of theleadersFrench Revolution? whatemotionsdoesthespeakerreact tothechangethatoccurredWith intheactions fundamental way? According tothespeaker, inwhatwaysdidthewarofself-defense changeina

Choose unfamiliar at one least detail from of one Briefly the poems.

Choose something that interested you from and the poems, Poetry Collection 1 563 564 beautiful. is particularlyfresh, engaging, or multiple meaningsorlanguagethat and tone, includingwordswith specific wordchoicesonmeaning meanings; analyzetheimpactof including figurative andconnotative as theyareusedinthetext, meaning ofwordsandphrases RL.11–12.4 an objectivesummaryofthetext. produce acomplexaccount;provide interact andbuildononeanother to course ofthetext, includinghowthey analyze theirdevelopmentoverthe themes orcentral ideasofatext and RL.11–12.2  Model Annotation Close-Read Guideand

S T

t ool Kit UNIT 5•DISCOVERING THESELF making meaning a n POETRY COLLECTION1 da

Determine the Determine twoormore r

d s 1. TextClose Readthe 2. 1. TextAnalyze the 5. 4. 3. 3. 2.

with questionsandconclusions.Closeread thepassage,and Abbey,“showstwosampleannotations,along Above Tintern This model,from lines62–65 of“LinesComposedaFewMiles conclusion. find anotherdetailtoannotate.Then,writeaquestionandyour (a) Abbeyhasbestowed uponhim? “another gift” thatthissceneofTintern I poems connecttotheidea of E attitudes ofobserverstoward theFrench Revolution? Historical Perspectives speaker resolved hisconflict? Nature’s way”? aside/Fromthe speakermeanwhenhesayshisheart“hadbeenturned (a) connect withWordsworth’s hopesinlines62–65? Abbey? of thepoemaboutTintern choice?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst close-read notes. For more practice,gobackintothetext,andcomplete

nterpret N ssential Question: Whatwishforhissisterdoesthespeakerexpress inthelastsection

otebook I nterpret For future years. That inthismomentthere islife andfood Of present pleasure, butwithpleasing While here Istand,notonlywiththe “pleasure.” and emphasizesthewords “present” and CONCLUDE: alliteration? QUESTION: ANNOTATE: thoughts sense

To whatisthespeakerreferring inline36whenhementions

questions Respond tothesequestions. In lines69–70oftheexcerptfrom

(b) Whatistheeffect ofthis Thespeakerrepeats a

The alliterationconnects

nalyze How dowedefineourselves? suchas“Whydidtheauthormakethis conclude

What does

At theendofexcerpt,howhas defining oneself? ? annotate (b) p The Prelude sound.

Connect whatyounotice.

The Prelude, reveal aboutthe How doesthiswish to supportyouranswers. Cite textualeviden

How memories canbe that happy speaker believes CONCLUDE: mean? does thismetaphor QUESTION: a momenttofood. speaker compares ANNOTATE: nourishing.

do thesetwo whatdoes What The The c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Wordsworth. Hispoetrywasdrivenbycertainphilosophicalideasandvalues. their philosophicalvision. poetry thatwasmore immediate,expressive, andpersonal. reason, language,theRomanticssoughttocreate wit,andelaborate, ornate century literarymovement.Whereas earlierNeoclassicalwritersfavored Romantic Philosophy Literary Movement:Romanticism Analyze CraftandStructure Romantic Aesthetic • • • • 2. 1. excerpt from Abbey”andthe Reread “LinesComposedaFewMilesAboveTintern Practice and celebratedcommonfolk. and Americanrevolutions. Theyvaluedfreedom, rejected thearistocracy, Emphasis onFreedom: nature thatleadtoadeeper awareness ofself. relationship tothenatural world. Theirpoemsemphasizeresponses to Emphasis ontheSelf: speaker feels. phrases thatevokesenseexperiencesandhelpthereader feelwhatthe world. Thisledtotheiremphasisonsensorylanguage,orwords and Sensory Language: the commonpersonoveraristocracy. in favoroflanguagethatsoundsmore likecommon speech.Itelevates Ordinary Diction: Sensory Language Ordinary Diction Emphasis onFreedom Self Emphasis onthe

the poem. describe athemeexpressed inthepoem.Supportyouranswerwithevidence from Choose oneofthepoems.Usingchartandyourunderstanding ofthepoem, poetry intheseworks. Use thecharttorecord examplesofthecharacteristicsRomantic Notebook The Prelude

Respond tothesequestions.

Wordsworth rejected clever, flowery,“poetic”diction The Romantics’aesthetic,orartistic,choicessupport

Romanticsvaluedtheexperienceofself in the English Romanticism began with William English RomanticismbeganwithWilliam TheRomanticsvaluedtheprivateself andits . TheRomanticswere influenced bytheFrench LINES

Romanticism C O MP OSE D . wasalate-eighteenth- essential question: T H E PR ELU D E Howdowedefineourselves? to supportyouranswers. CITE TEXTUALEVIDENCE Poetry Collection 1

565 566 denotations. the meaningofwordswithsimilar L.11–12.5.b word meanings. word relationships, andnuances in understanding offigurative language, L.11–12.5 standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c impact. and meaningaswellitsaesthetic contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5   Network. from thetextstoyourWord related toself-discovery Add interesting words

STANDARDS

WORD NETWORK UNIT 5•DISCOVERING THESELF LANGUAGE DEVELOPMENT

POETRY COLLECTION1 Demonstrate

Analyze howan Consult general and Analyze nuancesin 6. 5. 4. 3. 2. 1. Concept Vocabulary Denotation andNuance Word Study Practice Why TheseWords? 2. 1. considers thenoblegoalsandactionsofearlyFrench revolutionaries. in Abbeyandtherusticscenearound him.Likewise,thespeaker views Tintern described inthetwopoems.Onespeakerfeels understand thespeakers’spiritualandemotionalresponses totheevents from thoseofatleastoneitssynonyms. the conceptvocabularywords. Explainhowthenuancesofeachword differ Use aprintoronlinecollege-leveldictionarythesaurus tofindsynonymsof words. reveals histhoughtsandemotionsthrough theuseofcarefully chosen Poets usenuancetoadddepthandrichnesstheirpoems. Wordsworth calm inthemidstofdifficulty orturbulence. serene different definitions. Synonymshavethesamedenotation,butthey mayhaveslightly

The Prelude surrounding it?Explain. Would adilapidatedbuildingstandin How wouldyouexpecta likely afamilywouldbeinstateof haddonetotheirhome,isit After seeingthedamagethattornado good night’s sleep?Whyorwhynot? Would anoisycitynightprovide a inaction? Explain. Is someone’s strong Why orwhynot? Would youwanttolookat harmony tranquil What otherwords doyou know thatconnecttothisconcept? and emotionalstates? What doestheconceptvocabularyconveyaboutnature ofspiritual

Notebook describeacalmemotionalstate,but nuances, feels

Respond tothesequestions orshadesofmeaning.Forexample,both bliss

desire These conceptvocabularywords helpthereader , oranoverwhelmingsenseofwell-being,whenhe bliss sublime

tranquil Words have toachievesuccesslikelyresult in sublime laketolook? serene sceneryonavacation? bliss harmony denotations, ? Explain. environment thatpromotes a serene . desire serene tranquil withabeautiful landscape isoftenusedtosuggest orliteraldictionary and sublime tranquil ashe and

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Wordsworth’s poemsfeature thefollowing structuralelements: vehicle. Lyric poemsmayberhymedorunrhymed,metered orfree verse. Romanticism, aliterarymovementforwhichthelyricpoemwasperfect Wordswortha musicalquality.William iscredited withtheinventionof instrument calleda verses sungbytheancientGreeks totheaccompanimentofastringed thoughts andfeelingsofasinglespeaker. Theearliestlyricpoemswere Wordsworth’s PoeticStructure andStyle Conventions 1. Practice 2. STRUCTURAL E Enjambment Blank Verse Simple Language Fluid Stanzas

written examplesare toolong. uses inthetwopoemsthiscollection.Record linenumberswhere Use thecharttoidentify examplesofthestructural elementsWordsworth Connect toStyle the poems? blank verse,andenjambmentcontributetotheeffect andmeaningof • • • • continues beyondtheendofonelineontonext. Wordsworth uses meter anddoesnotnecessarilyindicatetheendofathought.Often, Fluid LineBreaks: like naturalspeechinEnglish. by astressed one.Althoughitishighlycrafted,blankversesounds five metricalfeet,eachconsistingofanunstressed syllablefollowed pentameter. Blankverseconsistsoftensyllablesperlinearranged in Blank Verse: along withfigurativelanguageandsounddevices. or cleverdictionofearlierpoeticgenerations.Heusessimplediction, Simple Language: new thought. has beenfullyexplored. Astanzabreak indicatesthebeginningofa Variable StanzaLengths: le m lyre e Wordsworth wrote in n

t How doesWordsworth’s useoffluidstanzas, . Thoughnolongersung,mostlyricpoemshave enjambment Po Theend—orbreak—of alineisdictatedbythe Wordsworth intentionallyabandonedtheflowery e m Wordsworth’s stanzasflowuntilanidea

Lyric poetry , atechniqueinwhichthesentence blank verse Ex expresses thepersonal a m ple , orunrhymediambic esse n t i al q uest ion: Howdowedefineourselves? what you’ve learned what you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa from Abbey” andtheexcerpt Few MilesAboveTintern from “LinesComposeda  Poetry Collection 1 EV The Prelude id e n ce

. l og

567 568 independently andproficiently. grades 11–CCRtextcomplexityband and poems, atthehighendof literature, including stories, dramas, grade 12, readandcomprehend RL.11–12.10 period treatsimilarthemesortopics. two ormoretextsfromthesame American literature, includinghow century foundationalworksof nineteenth-, andearlytwentieth- knowledge ofeighteenth-, RL.11–12.9  Model Annotation First-Read Guideand

Tool Kit STANDARDS

UNIT 5•DISCOVERING THESELF MAKING MEANING POETRY COLLECTION 1

Demonstrate

By theendof

Shelley. Then,compare thetwopoetrycollections first read andcloseread ofthepoemsbyKeatsand generation ofRomanticpoets.First,completea You willnowread twopoemsfrom asecond Comparing Texts opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadPOETRY review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand order from mostfamiliar(1)toleast(6). reading, notehowfamiliar youare witheachword. Then,rankthewords in You willencounterthefollowingwords asyouread thepoems.Before Concept Vocabulary toOde the West Wind toOde aNightingale ways thepoetsapproach their subjects. to analyzethesimilaritiesanddifferences inthe POETRY COLLECTION 2 “speaking” thepoemand NOTICE you’ve already read. already knowandwhat the selectiontowhatyou CONNECT or describesasinglemoment. whether eachpoemtellsastory who sepulcher decaying hemlock requiem corpse WORD ideas within dirge or what is the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING POETRY COLLECTION 2 by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. boat in a storm. He was twenty-nine years old. years was twenty-nine He in astorm. boat Shelley, wrote Godwin Wollstonecraft Mary married he writers, Wind” andto “To West the aSkylark.” of numerous Afriend are works “Ode his finest nineteen. Among at age seriously poetry of twenty-five. succumbed to age at tuberculosis the Sadly, Keats areof masterpieces. to considered which be famous, many is for most he which creativity, poems wrote he the with fired period, anine-month Over engaged. became he of love his the life, met after Fanny soon Keats Brawne, to whom from career. his new not did swerve Keats rejection, critical the published 1818, In apoet. that to profession become abandoned soon Keats About the Poets Endymion Frankenstein , a long poem that the critics panned. Despite Despite panned. that critics the poem , along Necessity of Atheism Necessity writing after from Oxford was expelled his he fatherbroke relations with when off would have in Parliament aseat inherited but He estate. acountry on and raised parents to upper-class was born Romantic poet, Shelley Bysshe Percy he but (pharmacist), an apothecary became and eventually medicine studying began 1815, In Londoners. working-class Keats to was born He was not an aristocrat. and Shelley, Byron contemporaries Keats Unlike his Romantic poets. primary the Keats John . Shelley drowned at sea while sailing a sailing while at sea drowned . Shelley (1795–1821) of one is considered . Shelley began writing writing began . Shelley (1792–1822), another , who, as Mary , who, Mary as The The ESSENTIAL QUESTION feeling onthesongofournightingale.” or fiveinnumber, containedhispoetic On inquiry,Ifoundthosescraps,four was quietlythrustingbehindthebooks. scraps ofpaperinhishand,andthesehe into thehouse,Iperceived hehadsome sat fortwoorthree hours. Whenhecame grass plotundertheplumtree, where he his chairfrom thebreakfast tabletothe hetook joy inhersong;andonemorning house. Keatsfeltatranquilandcontinued a nightingalehadbuilthernestnearmy was composed:“Inthespringof1819 following descriptionabouthowtheode his friendCharlesBrown. Brown wrote the in 1819,whilelivingHampsteadwith Keats composed“OdetoaNightingale” Nightingale a to Ode Backgrounds as well. these themesin“OdetotheWest Wind” the role ofthepoet,andsomepeoplesee address politicalchange,revolution, and poems Shelleywrote atthesametime and asmany500were injured. Other reform. Elevenpeoplewere killed, who were demandingparliamentary a demonstrationofsome70,000people Manchester, England,cavalrydisrupted recently takenplace.Inthismassacre, in Peterloo Massacre ofAugust1819had collection. Whenhewrote thepoem, published thefollowingyearaspartofa in 1819nearFlorence, Italy.Itwas Shelley wrote “OdetotheWest Wind” Wind to West the Ode : Howdowedefineourselves? Poetry Collection 2

569 ANCHOR TEXT | POETRY Ode to a Nightingale John Keats © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson © Pearson Education, Inc., or its affiliates. All rights reserved. 30 25 20 15 10 5 Tasting ofFlora 7. 6. ’Tis notthrough envyofthy happylot, 5. 4. 3. O forabeakerfullofthewarmSouth, Where palsyshakesafew, sad,lastgrayhairs, The weariness,thefever, andthefret Fade faraway, dissolve,andquiteforget O, foradraft Or emptiedsomedullopiatetothedrains My heartaches,anddrowsy numbnesspains 2. 1.

previous winter. .dies youth inspiration. of waters the flowed fountain this From Mount Helicon. Hippocrene songs. love sang and composed who troubadours, its for Ages Middle late the in renowned Provençal Flora draft Dryad classical mythology. Lethe-wards Of beechengreen, andshadowsnumberless, Dance, andProvençal Cooled alongageinthedeep-delvedearth, Where Beautycannotkeepherlustrous eyes, But beingtoohappyinthinehappiness,— Where youthgrows pale,andspecter-thin, anddies; Here, where mensitandheareachothergroan; What thouamongtheleaveshastneverknown, One minutepast,andLethe-wards My sense,asthoughof Singest ofsummerinfull-throated ease. That Imightdrink,andleavetheworldunseen, That thou,light-wingedDryad Full ofthetrue, theblushfulHippocrene, And withtheefadeawayintotheforest dim: In somemelodiousplot Or newLovepineatthembeyondtomorrow. Where buttothinkisbefullofsorrow With beadedbubbleswinkingatthebrim,

in classical mythology, the goddess of flowers, or the flowers themselves. flowers the or flowers, of goddess the mythology, classical in And leaden-eyeddespairs, And purple-stainedmouth; drink.

(DRY ad) (DRY

(proh vuhn SAHL) vuhn (proh

(HIHP uh kreen) uh (HIHP 3 toward Lethe, the river of forgetfulness in Hades, the underworld, in in underworld, the Hades, in forgetfulness of river the Lethe, toward ofvintage!thathathbeen

Keats is referring to his brother, Tom, who had died from tuberculosis the the tuberculosis from brother, to his Tom, died had referring is who Keats in classical mythology, a wood nymph. awood mythology, classical in 4 andthecountrygreen,

in classical mythology, the fountain of the Muses on on Muses the of fountain the mythology, classical in pertaining to Provence, a region in southern France, France, southern in aregion to Provence, pertaining 5 song,andsunburntmirth! hemlock II I III 2 Ihaddrunk, ofthetrees, 1 hadsunk: 6 7 life. negative aspectsofhuman mark detailsthatsuggest hemlock NOTES aspects ofhumanlife? “never known”aboutthese that thenightingalehas be importanttothespeaker CONCLUDE: QUESTION: ANNOTATE: CLOSE READ prepared from it poisonous herboradrink negative ideas? speaker emphasizethese Ode toaNightingale (HEHM lok) Whydoesthe MULTIMEDIA InstanzaIII, Whymightit SCAN FOR

n .

571 death. in stanzaVIthatrefer to 572 requiem revealed inthisstanza? about thespeakeris CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES honoring thedead n speaker feelaboutdeath? . musicalcomposition

UNIT 5•DISCOVERING THESELF (REHK wee uhm) Howdoesthe Markdetails Whatinsight

60 55 50 45 40 35 Already withthee!tenderisthenight, 15. 14. Save whatfrom heaveniswiththebreezes blown Now more thaneverseemsitrichtodie, The grass,thethicket,andfruit-tree wild;

17. 16. Called himsoftnamesinmanyamused Away! away!forIwillflytothee, Darkling But, inembalmed I cannotseewhatflowersare atmyfeet, But ontheviewless 13. 12. 11. 10. 9. 8.

in a chariot drawn by leopards (“pards”). leopards by drawn achariot in Bacchus Fays haply Poesy eglantine embalmed Darkling verdurous viewless mused And haply Though thedullbrainperplexesandretards: Through verdurous Still wouldstthousing,andIhaveearsinvain— To ceaseuponthemidnightwithnopain, To takeintotheairmyquietbreath; White hawthorn,andthepastoraleglantine; Wherewith theseasonablemonthendows I havebeenhalf inlovewitheasefulDeath, The comingmusk-rose, fullofdewywine, Nor whatsoftincensehangsupontheboughs, Not chariotedbyBacchus To thyhigh While thouartpouringforththysoulabroad The murmurous hauntoffliesonsummereves. Fast fadingvioletscovered upinleaves; Clustered around byallherstarryFays; But here there isnolight, In suchanecstasy! And mid-May’seldestchild,

fairies.

perhaps.

poetic fancy.poetic 16 meditated.

Ilisten;and,formanyatime (BAK uhs) (BAK

in the dark. the in invisible.

(EHG luhn tyn) luhn (EHG (VUR juhr uhs) juhr (VUR perfumed. 11 theQueen-Moonisonherthrone, requiem in classical mythology, the god of wine, who was often represented represented often was who wine, of god the mythology, classical in 14 darkness,guesseachsweet 9 wings ofPoesy, sweetbrier or sweetbrier honeysuckle. 13

adj. adj. gloomsandwindingmossyways. becomeasod. green-foliaged. V IV VI 8 andhispards, 10 17 rhyme, 12 15

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 80 75 70 65 Media Conne Adieu! adieu!thyplaintiveanthemfades 18. Adieu! thefancycannotcheatsowell Forlorn! theveryword islikeabell Perhaps theselfsame songthatfoundapath The voiceIhearthispassingnightwasheard Thou wastnotbornfordeath,immortalBird! 19.

in the corn (wheat) fields. (wheat) corn the in Ruth famed As sheisfamed To tollmebackfrom theetomysoleself! Through thesadheartofRuth, In ancientdaysbyemperor andclown: No hungrygenerationstread theedown; Charmed magiccasements,openingonthefoam Was itavision,orwakingdream? Past thenearmeadows,overstillstream, Of perilousseas,infairylandsforlorn. She stoodintearsamidthealiencorn; Fled isthatmusic:—DoIwakeorsleep? Up thehillside;andnow’tisburieddeep The samethatofttimeshath In thenextvalley-glades:

Ode toaNightingale in the bible (Ruth 2:1–23), a widow who left her home and went to Judah to work to work to Judah went and home her 2:1–23), (Ruth left bible who the in awidow

reported. c tion 19 todo,deceivingelf. VIII VII 18 when,sickforhome, Write yourresponse beforesharingyourideas. writing thepoem? add toyourunderstandingofKeats’s inspirationfor

Discuss It

How doeslisteningtothisaudiorecording begins stanzaVIII. that endsstanzaVIIand CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES speaker andonthereader? does thisword haveonthe speaker? word soimportanttothe Ode toaNightingale Whyisthis Marktheword Whateffect MULTIMEDIA SCAN FOR

573 574 ANCHOR TEXT corpse NOTES

UNIT 5•DISCOVERING THESELF MULTIMEDIA SCAN FOR (kawrps)

| . deadbody

POETRY 10 5 2. 1. Thine azure sisteroftheSpring Each likea The wingèdseeds,where theyliecoldandlow, Who chariotesttotheirdarkandwintrybed Pestilence-stricken multitudes:Othou, Yellow, andblack,pale,hecticred, Are driven,likeghostsfrom anenchanterfleeing, Thou, from whoseunseenpresence theleavesdead O wildWest Wind, thoubreath of Autumn’s being, Her clarion Destroyer andpreserver; hear, oh,hear! Wild Spirit,whichartmovingeverywhere; With lovinghuesandodorsplainhill: (Driving sweetbudslikeflockstofeedinair)

clarion Spring the of sister West Wind Percy ByssheShelley Ode

n. trumpet producing clear, tones. sharp producing trumpet corpse 2 o’erthedreaming earth, and fill

within itsgrave,until the wind prevailing during spring.

to the I 1 shallblow

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 40 35 30 25 20 15 All overgrown withazure mossandflowers 6. 5. The sea-bloomsandtheoozywoodswhichwear Cleave themselvesintochasms,whilefarbelow For whosepaththe Atlantic’s levelpowers So sweet,thesensefaintspicturingthem! Quivering withinthewave’sintenserday, And sawinsleepoldpalacesandtowers Beside apumice Lulled bythecoilofhiscrystallinestreams, The blueMediterranean,where helay, Thou whodidstwakenfrom hissummerdreams Angels Shook from thetangledboughsofHeavenandOcean. Loose cloudslikeearth’s Thou onwhosestream, ’midthesteepsky’scommotion, 4. 3. And tremble anddespoil themselves: oh,hear! Thy voice,andsuddenlygrow graywithfear, The saplessfoliageoftheocean,know Black rain,andfire, andhailwillburst:oh,hear! Of vapors,from whosesolidatmosphere Vaulted withallthycongregated might Will bethedomeofavast Of thedyingyear, towhichthisclosingnight The locksoftheapproaching storm.Thou Of thehorizontozenith’sheight, Of somefierce Maenad, Like thebrighthairuplifted from thehead On thebluesurfaceofthineaerysurge,

Baiae’s pumice Maenad angels lie submerged. lie 3

ofrainandlightning:there are spread

messengers. (BAY yeez) (BAY

(PUHM ihs) (PUHM (MEE nad) (MEE 5

isleinBaiae’sbay, bay n. priestess of Bacchus, the Greek and Roman god of wine and revelry. wine of god Roman and Greek the Bacchus, of priestess volcanic rock. volcanic site of the ancient Roman resort near Naples, parts of which of parts Naples, near resort Roman ancient the of site 4 evenfrom thedimverge decaying sepulcher III II leavesare shed, 6 , dirge

Ode totheWest Wind decomposing; rotting in partIII. words attheendsoflines CLOSE READ decaying NOTES power, andbeauty? the poem’s musicaleffect, ofrhymeaddto pattern QUESTION: ANNOTATE: CONCLUDE: this poem? rhyme isthepoetusingin dirge sepulcher tomb (durj) (dih KAY ihng) (SEHP uhlkuhr)

What pattern of Whatpattern n Markrhyming Howdoesthis . songofgrief

adj

575 n . . to somethingelse. speaker compares himself in partIVwhichthe 576 on thesedetails? about thespeaker, based conclusion canyoudraw CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES comparisons? the speakermakethese

UNIT 5•DISCOVERING THESELF Whydoes Markdetails What 45 70 65 60 55 50 A heavyweightofhourshaschainedandbowed As then,whentooutstripthyskyeyspeed A wavetopantbeneaththypower, andshare And, bytheincantationofthisverse, If Iwere aswift cloudtoflywiththee; If Iwere adeadleafthoumightestbear; 7. Make methylyre, One toolikethee:tameless,andswift, andproud. I falluponthethornsoflife! Ibleed! Oh, lift measawave,leaf,cloud! As thuswiththeeinprayermysore need. Scarce seemedavision;Iwouldne’erhavestriven The comradeofthywanderingsoverHeaven, I were asinmyboyhood,andcouldbe Than thou,Ouncontrollable! Ifeven The impulseofthystrength, onlylessfree Ashes andsparks,mywords amongmankind! Scatter, asfrom anunextinguishedhearth Like withered leavestoquickenanewbirth! Drive mydeadthoughtovertheuniverse My spirit!Bethoume,impetuousone! Sweet thoughinsadness.Bethou,Spiritfierce, Will takefrom bothadeep,autumnaltone, The tumultofthymightyharmonies What if myleavesare fallinglikeitsown! If Winter comes,canSpringbefarbehind? The trumpet ofaprophecy! OWind, Be through mylipstounawakenedearth

lyre musical sounds when the wind passes over it. over passes wind the when sounds musical

Aeolian Aeolian (ee OH lee uhn)(ee lee OH 7 evenastheforest is: lyre, or wind harp, a stringed instrument that produces produces that instrument astringed harp, wind or lyre, IV V

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension You may wish to share your findings the class. with similarities and differences and in British American approaches to similar topics. or themes instance, ofone their poems—for William Cullen Bryant’s “To aWaterfowl.” Consider work was influenced whose poets byAmerican the British Romantics. Choose and read Research to Explore Research to Clarify Research RESEARCH 3. 2. 1. 3. 2. 1. research that detail. what In way the information does you learned shed light an on aspect of the poem? Ode t Ode t Ode

With whatquestiondoesthepoetendpoem? With In lines61–62,whatdoesthespeakerwantwind’s “Spirit”tobecome? How doesthepoetendeachoffinalstanzaspartsI,II,andIII? What word is“likeabell” to thespeakerinstanzaVIII? What doesthespeakerofthispoemwanttoforget? What doesthenightingaledoatendofstanzaI? o o the West Wi West the aNighti n gale

n Choose unfamiliar at one least detail from of one Briefly the poems.

d Briefly research group anineteenth-century of the Fireside Poets, Poetry Collection 2

577 578 impact. and meaningaswellitsaesthetic contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5 an objectivesummaryofthetext. produce acomplexaccount;provide interact andbuildononeanother to course ofthetext, includinghowthey analyze theirdevelopmentoverthe themes orcentral ideasofatext and RL.11–12.2  Model Annotation Close-Read Guideand

S T

t ool Kit UNIT 5•DISCOVERING THESELF making meaning a n POETRY COLLECTION2 da

Analyze howan Determine twoormore r

d s 1. TextClose Readthe 3. 2. 4. 3. 2. 1. TextAnalyze the

passage, andfindanotherdetailtoannotate.Then,writeaquestion sample annotations,alongwithquestionsandconclusions.Closeread the This model,from lines21–25 of“OdetoaNightingale,”showstwo What can you Ask yourself first read. Readthissectionclosely,and Revisit asectionofonethepoemsyoufoundimportantduringyour notes. For more practice,gobackintothepoems,andcompleteclose-read and yourconclusion. learned aboutthenaturelearned oftheself byreading thesetwopoems? E serve? the West Wind” I posed inthepoem? Nightingale.” (a) thine happiness”(lines5–6)? notthrough envyofthyhappylot,/Butbeingtoo happy in he says,“’Tis I

nterpret nterpret N ssential Question:

otebook Where palsyshakesafew, sad,lastgray Here, where mensitandheareachother The weariness,thefever What thouamongtheleaveshastnever Fade faraway, dissolve,andquite forget Describe thespeaker’s stateofmindinlines75–80“Odetoa what distresses him—feverandfret. the speakerwants—tofadeandforget—with CONCLUDE: QUESTION: that startwith ANNOTATE: groan; known, hairs,

What doesthespeakerof“OdetoaNightingale”mean when What purposedotheimagesofdeathanddyingin“Ode to questions

Respond tothesequestions. (b) conclude Whatdoesthisalliterationshow? Thespeakerusesmanywords

The alliterationconnectswhat Connect f.

How dowedefineourselves? suchas“Whydidthepoetmakethischoice?” ?

How mightyouanswerthefinalquestion , andthefret annotate to supportyouranswers. Cite textualeviden whatyounotice.

What haveyou nightingale does CONCLUDE: speaker making? What pointisthe QUESTION: the worldofmen. nightingale and the worldof contrast between speaker setsupa ANNOTATE: old age. of wearinessor not knowthepain

The The c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. poetry todevelop Shelley andKeatsusetheodeformaswellotherelementsofRomantic that thespeakeraddresses directly. traditionally, aformal,dignified tone.Odespayrespect toapersonorthing such astheGreek ode.An not followaspecific form,thelaterpoetswere drawntotraditionalforms, Although Wordsworth andotherearlyRomanticsoftenwrote poemsthatdid key ways: work. However, theyoungergenerationdepartedfrom theireldersinafew self, heightenedemotional expression, andtheprimacyofnature intheir Percy ByssheShelley.Allof thesepoetsemphasizedtheimportanceof writers were inthe1790s;thisgenerationincludesJohnKeatsand born represented Wordsworth, byWilliam amongothers.Thesecondgeneration comprises writerswhowere inthe1770sand1780s;thisgenerationis born may bedividedintotwoperiodsor“generations.”Thefirstgeneration Literary Movement:Romanticism Analyze CraftandStructure • • 4. 3. 2. 1. Practice mythologies inawaythatfirst-generationwritersdidnot. Second-generation poetsidealizedancientRomeandGreece andtheir their optimismregarding revolutionary politics. political movementsoftheirtime.Second-generationwritersretained First-generation Romanticsbecamedisappointedwithrevolutionary Serious Theme Language Formal, Dignified Honors aSubject

(b) (a) Identify theelementsofanodeevidentineachtwopoems. Nightingale.” (a) characteristics ofearlierRomanticpoetry? reflectWhat detailsin“OdetoaNightingale”andtheWest Wind” Notebook

Whichdetailsorimagesin each poemconnecttothethemeofimpermanence? Whatmessagedothespeakers ofthesepoemsconveyaboutthatidea? Find

two

themes

references Respond tothesequestions. (b) Whatpurposedothesereferences serve? , orinsightsintolife andhumannature. ode

to O What subject? What is the theme? What isthe What are someexamples? isalongpoemwithseriousthemeand, de toa

classical

The RomanticmovementinEngland

Greek N ig h tingale

and

Roman essential question:

mythology O What is the theme? What isthe What are someexamples? What subject? de tot

“Ode to h e WestWind Howdowedefineourselves? to supportyouranswers. CITE TEXTUALEVIDENCE

Poetry Collection 2

579 580 word meanings. word relationships, andnuancesin understanding offigurative language, L.11–12.5 standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c beautiful. is particularlyfresh, engaging, or multiple meaningsorlanguagethat and tone, includingwords with specific wordchoicesonmeaning meanings; analyzetheimpactof including figurative andconnotative as theyareusedinthetext, meaning ofwordsandphrases RL.11–12.4 an objectivesummaryofthetext. produce acomplexaccount;provide interact andbuildononeanotherto course ofthetext, includinghowthey analyze theirdevelopmentoverthe themes orcentral ideasofatextand RL.11–12.2   Network. from thetextstoyourWord related toself-discovery Add interesting words

STANDARDS

WORD NETWORK UNIT 5•DISCOVERING THESELF LANGUAGE DEVELOPMENT

POETRY COLLECTION2 Demonstrate

Determine the Determine twoormore Consult general and Concept Vocabulary 2. Latin Root:- Word Study 2. 1. “Ode to theWest Wind.” The conceptvocabularywords appearin“Ode toaNightingale”and Practice Why TheseWords? 2. 1. song. nightingale singsamournful the speakerusesword the ideathatspeakerfeelsasif hehasbeendruggedorpoisoned.Later, My sense,asthoughof emotional stateinthisway:“Myheartaches,anddrowsy numbnesspains/ and decay.Forexample,thespeakerof“OdetoaNightingale”describeshis dead humanbody. thewordbody. Forexample,in“OdetotheWest Wind,” employ thisroot oftenhavetodowiththehuman bodyoranotherkindof 1.

decaying hemlock of thewords. corpulent, corps Consult athesaurustofindsynonymsforthefollowing words: define thewords Use yourunderstandingoftheroot the paragraphyouwrote inthepreceding activity? sentence. Howisthemoodofeachsentencedifferent from themoodof nearly oppositemeaningtoeachoftheconceptwords, anduseitina Challenge yourself tothinkofaword orphrasethathasanopposite the contextconveysthatyouunderstandmeaningofeachword. Write aparagraphinwhichyouusealloftheconceptwords. Makesure What otherwords inthepoems connecttotheideaofdeathanddecay? of thepoems? What impactdoestheconceptvocabularyhaveonmoods

Notebook corp . Then,usethesynonymsyoufoundtoinfermeanings -

corporation The Latinroot

These conceptvocabularywords alldescribedeath hemlock dirge requiem requiem and Ihaddrunk.”Theword tosaythathewishesdiewhilethe -corp- incorporate -corp- means“body.”Englishwords that andyourpriorknowledgeto . sepulcher corpse hemlock corpse refers toa conveys corporeal,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. and description. a characterthatyouinvestwithdeepermeaningthrough theuseofdetails one strong symbol.Your symbolmaybeaplace,an object,anevent,oreven Read It Use ofSymbolism andStyle Conventions Write It 2. 1. 3. repeatedly described,oraddressed withspecialemotionalintensity. at anyelementthatthepoetemphasizes.Itmaybereferred tointhetitle, deeper message,or are opentointerpretation. Often,thatinterpretation illuminatesthework’s meanings. Instead,theirmeaningsare shapedbythedetailsofworkand is acommonsymbolforlove.Literarysymbols,however, donothavefixed abstract idea.Stocksymbolshavefixedmeanings.Forexample,ared rose event thathasitsownmeaningbutalsorepresents somethingelse,oftenan West Wind Ode tothe Nightingale Ode toa

Connect toStyle “Ode toaNightingale”andShelley’s “OdetotheWest Wind.” Use thischarttogatherdetailsthatsuggestsymbolicmeaningsinKeats’s meaning asitrecurs throughout thepoem. Describe Explain. passage mostclearlyorpowerfullysuggestsitssymbolicmeaning?

Notebook

how oneofthesymbolsyouanalyzedgainsdeeperthematic

Write ashortparagraphorpoeminwhichyouuseatleast theme

Choose oneofthesymbolsyouanalyzed.Which symbol SIGNIFICANT DETAILS . To analyzeasymbolinpoem,lookcarefully isacharacter, aplace,anobject,or essential qu SYMBOLIC MEANING(S) estion : Howdowedefineourselves? Poetry Collection 2

581 EFFECTIVE EXPRESSION

Writing to Compare You have read two poems from the early Romantic period and two from the later Romantic period. Deepen your understanding of all four poems by analyzing the influence of setting on the poems’ themes and expressing your ideas in writing. POETRY COLLECTION 1

Assignment The historical context of a poem is the social and cultural backdrop of the time period in which it is set or was written. The setting of a poem is the time and place in which the speaker speaks. In some works, historical context and setting are essentially the same. In other works, such as those set in the past or in an imagined world, they are different. Write an informative essay in which you compare the historical contexts POETRY COLLECTION 2 and settings of the early Romantic poems with those of the later Romantic poems. Explain how the historical contexts and settings help to advance one or more themes in each pair of poems.

Prewriting Clarify Historical Contexts Review information about the Romantic era provided in this unit. (See the Historical Perspectives feature, poets’ biographies, and Literary Movement: Romanticism instruction). Note key facts in the charts.

Early Romantic Period Later Romantic Period

 STANDARDS RL.11–12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

W.11–12.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and Notebook Analyze the Texts Use a chart to identify the poems’ information clearly and accurately themes and explore how setting contributes to their expression. through the effective selection, organization, and analysis of content. 1. How are the settings of the two pairs of poems similar and different?

W.11–12.9.a Apply grades 11–12 2. How do similar settings in each pair of poems contribute to Reading standards to literature. similar themes?

POEM CENTRAL THEME(S) DETAILS RELATED TO SETTING CONNECTION TO THEME

Lines Composed . . .

Ode to the West Wind

Ode to a Nightingale

582 UNIT 5 • DISCOVERING THE SELF © Pearson Education, Inc., or its affiliates. All rights reserved. frames like these: Keats’s andShelley’s laterRomanticworks.Record yourideasusingsentence to thethemesofWordsworth’s earlyRomanticpoemsandthethemesof Use yourcompletedsentencesasaworkingthesis. Synthesize Ideas Drafting and mechanics. theme, image, language. Makesure youuseappropriate literarytermssuchas notice animbalance,addordeletematerialasneeded. Next,editforprecise blocks shouldappearinaregular andbeofsimilarquantity.Ifyou pattern to eachpoeminadifferent color. Ifyourorganizationissound,thecolored Once youhaveacompletedraft,revise itforbalance.Marksectionsrelating Review, Revise,andEdit Generate Content Organize Ideas each poemwithinpair. Here isonewayoforganizingyouressay. use themtodraftyouressay. evidence from thetexts,onthatpage.Arrangepagesinorder, andthen a newpage.Record yourmainideasforeachsection,alongwithsupporting

III. II. I.

A. “Prelude” A. Early RomanticPoems B. B. Introduction In Keats’s andShelley’s laterRomanticpoems, In Wordsworth’s earlyRomanticpoems,

“Ode toaNightingale” Abbey” “Tintern “Ode totheWest Wind” “Prelude” 2. 1. 2. 1. 2. 1. 2. 1.

related themes settings related themes settings related themes settings related themes settings and

To compare bothsetsofpoems,youwillneedtodiscuss

symbol Review yourPrewriting notes. Decidehowsettingrelates

Write eachmajorheadingofyouroutlineatthetop . Finally,proofread toeliminateerrors ingrammar essential question: setting, Poetry Collection 1•PoetryCollection2

Howdowedefineourselves? “Ode totheWest Wind.” “Ode toaNightingale”and fromwhat you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

evidence log

583 584 features. their themes, purposes, andrhetorical historical andliterary significancefor foundational U.S. documentsof eighteenth-, andnineteenth-century RI.11–12.9 public advocacy. purposes, andarguments in worksof legal reasoningandthepremises, constitutional principlesanduseof texts, includingtheapplication of the reasoninginseminalU.S. RI.11–12.8 independently andproficiently. grades 11–CCRtextcomplexity band and poems, atthehighend ofthe literature, includingstories, dramas, grade 12, readandcomprehend RL.11–12.10  poetry. promoting herlatehusband’s writing herownbooksand point Marystillcarriedon, boating accident.From that age 29,Percy drowned ina nothing buttragedy.At their livesknewalmost major poets.Together, become oneofthecentury’s Shelley, whowouldgoonto in lovewithPercy Bysshe figures. Atage16,shefell most prominent literary of thenineteenthcentury’s early yearsinthecompany wealthy familyandspenther asMaryGodwinintoa born Shelley Mary Wollstonecraft About the Author Model Annotation First-Read Guideand

Tool Kit STANDARDS

UNIT 5•DISCOVERING THESELF MAKING MEANING (1797–1851)was

Analyze seventeenth-, Delineate andevaluate

By theendof

You willencounterthefollowingwords asyouread thisexcerptfrom Concept Vocabulary from opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand Then, rankthewords inorder from mostfamiliar(1)toleast(6). Frankenstein you’ve already read. already knowandwhat the selectiontowhatyou CONNECT involved react astheydo. when about, NOTICE ithappens,and Frankenstein consternation . Before reading, notehowfamiliaryouare witheachword. what whom malicious hideous despair odious WORD dread ideas within happens, the story is thestoryis why where those those and and you wanttorevisit. vocabulary andkeypassages ANNOTATE summary oftheselection. and bywritingabrief the Comprehension Check RESPOND YOUR RANKING by marking by completing

from Frankenstein

Mary Wollstonecraft Shelley

BACKGROUND In Frankenstein, arguably the first modern science-fiction novel, a scientist SCAN FOR named Victor von Frankenstein uses the body parts of corpses to create a MULTIMEDIA living man. The Creature, as he is known, is the narrator of Chapter 15, the first section of this excerpt. At this point in the novel, after having fled to the woods, the Creature has returned to Dr. Frankenstein’s home, where he describes his encounters with a family who lived in a small cottage near his hideout. Victor von Frankenstein narrates Chapter 17, the second section of this excerpt.

Chapter 15 NOTES

1 uch was the history of my beloved cottagers. It impressed © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson “Sme deeply. I learned, from the views of social life which it developed, to admire their virtues and to deprecate the vices of mankind. 2 “As yet I looked upon crime as a distant evil, benevolence and generosity were ever present before me, inciting within me a desire

from Frankenstein 585 586 NOTES ugly ordisgusting physical appearance. relate tothemonster’s Mark otherdetailsthat relate tointenseemotions. in paragraphs4and5that hideous his outerappearance? monster’s innerbeingand contrast betweenthe details suggestabouta CONCLUDE: QUESTION: ANNOTATE: CLOSE READ extremes offeeling? author stress themonster’s

UNIT 5•DISCOVERING THESELF (HIHD eeuhs) Whydoesthe Markdetails Whatdothese

adj . 5 4 3 occurred inthebeginningofmonth August ofthesameyear. of theprogress ofmyintellect,Imustnotomitacircumstance which qualities were calledforthanddisplayed.Butingivinganaccount to becomeanactorinthebusyscenewhere somanyadmirable 1. protectors, Ifoundontheground aleathernportmanteau where Icollectedmyownfoodandbrought homefiringformy no pretension, butitsankdeep.Thedisquisitions being thanIhadeverbeheldorimagined;hischaractercontained in myownbosom.ButIthoughtWerter himself amore divine among myprotectors andwiththewantswhichwere forever alive object somethingoutofself, accorded wellwithmy experience combined withloftysentimentsandfeelings,whichhadfortheir and astonishment.Thegentledomesticmannersitdescribed, subjects thatIfoundinitanever-ending source ofspeculation many lights,thrown uponwhathadhithertobeentomeobscure its simpleandaffecting story, somanyopinionsare canvased;so the lowestdejection.In sometimes raisedmetoecstasy, butmore frequently sunkmeinto produced inmeaninfinityofnewimagesandfeelings,that occupations. these histories,whilstmyfriendswere employedintheirordinary delight; Inowcontinuallystudiedandexercised mymindupon Sorrows ofWerter they consistedof in thelanguage,elementsofwhichIhadacquired atthecottage; and returned withittomyhovel.Fortunatelythebookswere written several articlesofdress andsomebooks.Ieagerlyseizedtheprize none andrelated tonone. ‘Thepathofmydeparture wasfree,’ and understood them,butIwasunformedinmind; dependenton whose conversationIwasalistener. Isympathizedwith andpartly strangely unliketothebeingsconcerningwhomIread andto feelings andcondition.Ifoundmyself similaryetatthesametime the hero, whoseextinctionIwept,withoutprecisely understandingit. enter intothemeritsofcase,yetIinclinedtowards theopinionsof suicide were calculatedtofillmewithwonder. Ididnotpretend to continually recurred, butIwasunabletosolvethem. I? WhencedidIcome?Whatwasmydestination? These questions my stature, gigantic.What didthismean?WhowasI?What there wasnonetolament my annihilation.Mypersonwas 2.

portmanteau disquisitions “One nightduringmyaccustomedvisittotheneighboringwood “I canhardly describetoyoutheeffect ofthesebooks.They “As Iread, however, Iappliedmuchpersonallytomyown

(dihs kwuh ZIHSH uhnz) ZIHSH (dihs kwuh (pawrt man TOH) man (pawrt . Thepossessionofthesetreasures gavemeextreme Paradise Lost

Sorrows ofWerter n . suitcase. , avolumeofPlutarch’s

n . essays. , besidestheinterest of 2 upondeathand Lives 1 containing , andthe hideous ;

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 6 8 7 creation. You minutelydescribed inthesepaperseverystepyoutook diligence. Itwasyourjournalofthefourmonthsthat preceded my characters inwhichtheywere written,Ibegantostudythemwith first Ihadneglectedthem,butnowthatwasable todecipherthe pocket ofthedress which Ihadtakenfrom yourlaboratory. At Soon aftermyarrivalinthehovelIdiscovered somepapersinthe bliss ofmyprotectors, the bittergallofenvyrose withinme. fitter emblemofmycondition,foroften,likehim,whenIviewedthe wretched, helpless,andalone.ManytimesIconsidered Satanasthe and acquire knowledgefrom beingsofasuperiornature, butIwas by theespecialcare ofhisCreator; hewasallowed to conversewith the handsofGodaperfectcreature, happyandprosperous, guarded different from mineineveryotherrespect. Hehadcomeforthfrom united bynolinktoanyotherbeinginexistence;buthisstatewasfar their similaritystruck me,tomyown.Like Adam, Iwasapparently was capableofexciting.Ioftenreferred theseveral situations,as that thepicture ofanomnipotentGodwarringwithhiscreatures hands, asatrue history. Itmovedeveryfeelingofwonderandawe read it,asIhadread theothervolumeswhichhad fallen intomy sensations. for gloryandslaughter, Ishouldhavebeenimbuedwithdifferent introduction tohumanityhadbeenmadebyayoungsoldier, burning these impressions totakeafirmholdonmymind;perhaps, if myfirst Romulus andTheseus.Thepatriarchal livesofmyprotectors caused peaceable lawgivers,Numa,Solon,andLycurgus, inpreference to pain alone.Inducedbythesefeelings,Iwasofcourseledtoadmire those terms,relative astheywere, asIappliedthem,topleasure and me, andabhorrence forvice,asfarIunderstoodthesignification of massacring theirspecies.Ifeltthegreatest ardor forvirtuerisewithin of action.Iread ofmenconcernedinpublicaffairs, governingor human nature, butthisbookdevelopednewandmightierscenes of myprotectors hadbeentheonlyschoolinwhichIstudied unacquainted withtownsandlarge assemblagesofmen.Thecottage country, mightyrivers,andboundlessseas.ButIwasperfectly I hadaveryconfusedknowledgeofkingdoms,wideextents Many thingsIread surpassedmyunderstandingandexperience. of myownreflections, toadmire andlovetheheroes ofpastages. taught mehighthoughts;heelevatedabovethewretched sphere from Werter’s imaginationsdespondencyandgloom,butPlutarch a fardifferent effect uponmefrom the histories ofthefirstfoundersancientrepublics. Thisbookhad “Another circumstance strengthened andconfirmedthesefeelings. “But “The volumeofPlutarch’s Paradise Lost exciteddifferent andfardeeperemotions.I Lives whichIpossessedcontainedthe Sorrows ofWerter . Ilearned Paradise Lost. in JohnMilton’s epicpoem to AdamintheBibleand monster compares himself mark placesinwhichthe NOTES about hisviewofhimself? Creature’s comparisonssay CONCLUDE: QUESTION: ANNOTATE: CLOSE READ Creature share withAdam? similarities doesthe from Frankenstein What Inparagraph 7, Whatdothe

587 dread abandon allhope great fear odious despair repulsive extremely unpleasantor 588 NOTES

UNIT 5•DISCOVERING THESELF (drehd) (OH deeuhs) (dih SPAIR)

n . stateof

. adj . 11 10 9 reflected inwaterormyshadow inthemoonshine,evenasthatfrail cherished hope,itistrue, butitvanishedwhenIbeheldmyperson only discovered tomemore clearlywhatawretched outcastIwas. mine becameeverydaymore tumultuous.Increase ofknowledge contented andhappy;theirfeelingswere serene and peaceful,while in theirlaborsbyservants.Theydidnotappearrich,buttheywere spent more timeinamusementandconversation, andwere assisted found thatagreater degree ofplentyreigned there. Felixand Agatha presence ofSafiediffused happinessamongitsinhabitants,andIalso fields ofParadise,anddared tofancyamiableandlovelycreatures I allowedmythoughts,uncheckedbyreason, torambleinthe trial whichinafewmonthsIresolved toundergo; andsometimes image andthatinconstantshade. circumstances whichproduced itissetinview;theminutest my accursedorigin;thewholedetailofthatseriesdisgusting they are. Everythingisrelated inthemwhichbearsreference to of domesticoccurrences. You doubtlessrecollect thesepapers.Here in theprogress ofyourwork;thishistorywasmingledwithaccounts 3. months shouldhaveaddedtomysagacity. I wasunwillingtocommencethisundertakinguntilafewmore understanding improved somuchwitheveryday’sexperiencethat inspired mewitha some monthslonger, fortheimportanceattachedtoits success them whichwoulddecidemyfate.Ipostponedthisattemptfor not to who solicitedtheircompassionandfriendship?Iresolved, atleast, deformity. Couldtheyturnfrom theirdoorone,howevermonstrous, virtues theywouldcompassionatemeandoverlookmypersonal when theyshouldbecomeacquaintedwithmyadmirationoftheir their amiableandbenevolentdispositions,Ipersuadedmyself that solitude; butwhenIcontemplatedthevirtuesofcottagers, I amsolitaryandabhorred.’ had hiscompanions,fellowdevils,toadmire andencouragehim,but type ofyours,more horridevenfrom theveryresemblance. Satan beautiful andalluring,afterhisownimage;butmyformisafilthy that even YOU turnedfrom meindisgust?God,pity, mademan agony. ‘Accursedcreator! Whydidyouformamonstersohideous sickened asIread. ‘HatefuldaywhenIreceived life!’ Iexclaimedin which paintedyourownhorrors andrendered mineindelible.I description ofmy

sagacity “I endeavored tocrush thesefearsand tofortify myself forthe “Several changes,inthemeantime,tookplacecottage.The “These were thereflections ofmyhoursdespondencyand despair

(suh GAS uh tee) uh (suh GAS , butineverywaytofitmyself foraninterviewwith odious dread

n. wisdom. lestIshouldfail.Besides,foundthatmy and loathsomepersonisgiven,inlanguage 3

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 14 13 12 I remembered Adam’s supplication no Evesoothedmysorrows norshared mythoughts;Iwasalone. countenances breathed smilesofconsolation.Butitwasalladream; sympathizing withmyfeelingsandcheeringgloom;theirangelic 4. mine? Hehadabandonedme,andinthebitternessofmyheartI ground anddiffused cheerfulness,althoughitdeniedwarmth,Safie, by hismeansbetoleratedmyyoungerprotectors. I couldgainthegoodwillandmediationofoldDeLacey, Imight terrible init;Ithought,therefore, thatif intheabsenceofhischildren who hadformerlybeheldme.Myvoice,althoughharsh,nothing hideousness ofmypersonwasthechiefobjecthorror withthose should bealone.Ihadsagacityenoughtodiscoverthattheunnatural I finallyfixedwastoenterthedwellingwhenblindoldman cottage ofmyprotectors. Irevolved manyprojects, butthatonwhich was solelydirected towards myplanofintroducing myself intothe had takenplacesinceIawokeintolife. Myattention atthistime sympathy; butIdidnotbelievemyself utterlyunworthyofit. for greater treasures thanalittlefoodorrest: Irequired kindnessand that stoppedattheirdoorwere neverdrivenaway. Iasked,itistrue, they wouldturnthemfrom mewithdisdainandhorror. Thepoor affection wastheutmostlimitofmyambition.Idared notthinkthat amiable creatures; toseetheirsweetlooksdirected towards mewith and kindness;myheartyearnedtobeknownlovedbythese I sawofthem,thegreater becamemydesire toclaimtheirprotection interrupted bythecasualtiesthattookplacearound them.Themore with oneanother;andtheirjoys,dependingoneachother, were not decreased bytheabsenceofsummer. Theylovedandsympathized with more attentiontowards thecottagers.Theirhappinesswasnot all thegayapparel ofsummer;whenthosedesertedme,Iturned But mychiefdelightswere thesightofflowers,birds, and fitted bymyconformationfortheenduranceofcoldthanheat. moon. Yet Ididnotheedthebleaknessofweather;wasbetter appearance ithadwornwhenIfirstbeheldthewoodsandlovely decay andfall,nature againassumethebarren andbleak cursed him. before. At firsthiscountenancewasilluminatedwithpleasure, butas sweet airs,more sweetand mournfulthanIhadeverheard himplay had departed,hetookuphisguitarandplayedseveral mournfulbut at hisowndesire, wasleft aloneinthecottage.Whenhischildren Agatha, andFelixdepartedonalongcountrywalk, andtheoldman,

supplication “One day, whenthesunshoneonred leavesthatstrewed the “The winteradvanced,andanentire revolution oftheseasons “Autumn passedthus.Isaw, withsurpriseandgrief,theleaves

n . plea. 4 tohisCreator. Butwhere was the beautyofnature. the Creature’s response to 12, markdetailsthatshow nature? summer suggestabouthis Creature’s delightinthe CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES Creature’s loveofbeauty? the authoremphasize from Frankenstein Whydoes Inparagraph Whatdoesthe

589 590 NOTES

UNIT 5•DISCOVERING THESELF 18 17 16 15 5. exerting allthefirmness plan, mylimbsfailedmeandIsanktotheground. Again Irose, and it wasanexcellentopportunity;yet,whenIproceeded toexecutemy gone toaneighboringfair. All wassilentinandaround thecottage; which woulddecidemyhopesorrealize myfears.Theservantswere aside theinstrument, hesatabsorbedinreflection. he continued,thoughtfulnessandsadnesssucceeded;atlength,laying door oftheircottage. air revived me,andwithrenewed determinationI approached the which Ihadplacedbefore myhoveltoconcealretreat. Thefresh for you.’ and asIamblind,afraidshallfinditdifficult toprocure food relieve yourwants;but,unfortunately, mychildren are from home, remain afewminutesbefore thefire.’ of alittlerest; youwould greatly obligemeif you wouldallowmeto

firmness “My heartbeatquick;thiswasthehourandmomentoftrial, “‘Enter,’ saidDeLacey, ‘andIwill try inwhatmannerIcanto “I entered. ‘Pardon thisintrusion,’ saidI;‘Iamatravelerinwant “I knocked.‘Whoisthere?’ saidtheoldman.‘Comein.’

n . courage; resolve. . courage; 5 ofwhichIwasmaster, removed theplanks

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 24 23 22 21 20 19 hopes.’ friends, whomIsincerely love,andofwhosefavorIhavesome that languageonly. Iamnowgoingtoclaimtheprotection ofsome French?’ language, stranger, Isupposeyouare mycountryman;are you commence theinterview, whentheoldmanaddressed me.‘Byyour was precious tome,yetIremained irresolute inwhatmannerto and rest onlythatIneed.’ and if thesefriendsare good andamiable,donotdespair.’ are fullofbrotherly loveand charity. Rely, therefore, onyourhopes; the heartsofmen,whenunprejudiced byanyobviousself-interest, fail there, Iamanoutcast in theworldforever.’ have neverseenmeandknowlittleofme.Iamfull offears,forif I relation orfrienduponearth. TheseamiablepeopletowhomIgo unfortunate anddesertedcreature, Ilookaround andIhaveno “‘Do notdespair. To befriendless isindeedtobeunfortunate,but “‘No, theyare French. Butletuschangethesubject.Iaman “‘Are theyGermans?’ “‘No; butIwaseducatedbyaFrench familyandunderstand “I satdown,andasilenceensued.Iknewthateveryminute “‘Do nottrouble yourself, mykindhost;Ihavefood;itiswarmth NOTES from Frankenstein

591 by others. the wayinwhichheisseen repeatedly tocharacterize that theCreature uses 25–27, marktheword 592 emphasis onthisword? think Shelleyplacessuch CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES its connotations? word mean,andwhatare

UNIT 5•DISCOVERING THESELF Whatdoesthis Inparagraphs Whydoyou 25 36 35 34 33 32 31 30 29 28 27 26 dispositions; mylife hasbeenhitherto world; but,unfortunately, they are prejudiced against me.Ihavegood 6. ought toseeafeelingandkindfriend,theybeholdonlydetestable beneficial; butafatalprejudice cloudstheireyes,andwhere they whom Iseek.Donotyoudesertmeinthehourof trial!’ the time!Saveandprotect me! You andyourfamilyare thefriends moment tolose,butseizingthehandofoldman, Icried,‘Nowis that momentIheard thesteps ofmyyoungerprotectors. Ihadnota all myremaining strength; Isankonthechairandsobbedaloud. At vainly forfirmnesssufficient toanswerhim,buttheeffort destroyed was torob meoforbestowhappinessonforever. Istruggled success withthosefriendswhomIamonthepointofmeeting.’ shall beforever grateful;andyourpresent humanity assures meof lips firsthaveIheard thevoiceofkindnessdirected towards me;I innocent; judge,therefore, if Idonotfeelforyourmisfortunes.’ am unfortunate;Iandmyfamilyhavebeencondemned,although only driveyoutodesperation,andnotinstigatevirtue.Ialso creatures.’ I shallnotbedrivenfrom thesocietyandsympathyofyourfellow raise mefrom thedustbythiskindness;andItrust that,byyouraid, true pleasure tobeinanywayserviceableahumancreature.’ me thatyouare sincere. Iampoorandanexile,butitwillafford me countenance, butthere issomethinginyourwords whichpersuades be ofuseinundeceivingthem.Iamblindandcannotjudgeyour unreservedly confidetometheparticularsofyourtale,Iperhaps may and itisthatprejudice whichIwishtoovercome.’ kindness towards them;buttheybelievethatIwishtoinjure them, have, unknowntothem,beenformanymonthsinthehabitsofdaily I feelsomanyoverwhelmingterrors. Itenderlylovethesefriends; you undeceivethem?’ monster.’

hitherto “‘They are kind—theyare themostexcellentcreatures inthe “‘Great God!’exclaimedthe oldman.‘Whoare you?’ “I paused.This,Ithought,wasthemomentofdecision,which ‘“May Iknowthenamesandresidence ofthosefriends?’ “‘How canIthankyou,mybestandonlybenefactor?From your ‘“Heaven forbid!Evenif youwere really criminal,forthatcan “‘Excellent man!Ithankyouandacceptyourgenerous offer. You “The oldmanpausedandthencontinued,‘Ifyouwill “‘Near thisspot.’ “‘Where dothesefriendsreside?’ “‘I amabouttoundertakethattask;anditisonaccount “‘That isindeedunfortunate;butif youare really blameless,cannot

adv . until now.. until 6 harmlessandinsomedegree

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 37 42 41 40 39 38 supernatural force tore mefrom hisfather, towhosekneesIclung, friend, rushed outofthecottage.Felixdartedforward, andwith on beholdingme? Agatha fainted,andSafie,unabletoattendher Agatha entered. Whocandescribetheirhorror and threatening, Iamcontent to reason withyou.Iam consent.” Begone! Ihaveanswered you;youmaytorture me,butIwillnever like yourself, whosejointwickednessmightdesolatetheworld. you shallnevermakemebaseinmyowneyes.ShallIcreate another consent from me. You mayrender methemostmiserableofmen,but burned withinme. cottagers, andashesaidthisIcouldnolongersuppress theragethat that haddiedawaywhilehenarratedhispeacefullife amongthe refuse toconcede.” alone cando,andIdemanditofyouasarightwhichmustnot interchange ofthosesympathiesnecessaryformy being.Thisyou proposition. Hecontinued, to arrangemyideassufficiently tounderstandthefullextentofhis expectation ofareply. ButIwasbewildered, perplexed,andunable in thegeneraltumultescapedunperceived tomyhovel.” blow, when,overcome bypainandanguish,Iquittedthecottage, sickness, andIrefrained. Isawhimonthepointofrepeating his lion rends theantelope.Butmyheartsankwithinmeaswithbitter violently withastick.Icouldhavetornhimlimbfrom limb,asthe in atransportoffury, hedashed metotheground andstruck me every benefituponhimwithtearsofgratitudeathis acceptance.But the interchange ofkindness, andinsteadofinjuryIwouldbestow Shall Irespect manwhen he condemnsme?Lethimlivewithmein those ice-rifts anddestroy myframe,theworkofyourownhands. would notcallitmurder if youcouldprecipitate me intooneof and tellmewhyIshouldpitymanmore thanhepitiesme? You my creator, wouldtearmetopiecesandtriumph;remember that, I ammiserable. Am Inotshunned andhatedbyallmankind? You, “At thatinstantthecottagedoorwasopened,andFelix,Safie, “You are inthewrong,” replied thefiend;“andinsteadof “I dorefuse it,”Ireplied; “andnotorture shalleverextorta The latterpartofhistalehadkindledanewinmetheanger “You mustcreate afemaleformewithwhomIcanliveinthe The beingfinishedspeakingandfixedhislooksuponmeinthe Chapter 17Chapter * * * malicious consternation because

intense confusion;dismay 41 and42,markdetails monster’s logicalreasoning. details thatrelate tothe emotions. Markother Frankenstein’s strong that relate toVictor shuhn) ANNOTATE: CLOSE READ consternation NOTES intending todoharm;evil malicious one characterortheother? the reader’s sympathiesfor do thesecontrastsaffect CONCLUDE: QUESTION: logical? monster asreasoned and and emotionalthe Dr. Frankensteinasangry does Shelleypresent from

n . suddenfeelingof Frankenstein (muh LIHSHuhs) Why Inparagraphs Inwhatways (kon NAY stuhr

593 adj . future. the Creature’s planforhis 44, markthehighlightsof 594 own unhappiness? that hecanescapefrom his deluding himself inthinking CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES will endhismisery? Creature thinkthathisplan

UNIT 5•DISCOVERING THESELF Whydoesthe Inparagraph IstheCreature 47 46 45 44 43 kindness, andyouwillmeet withtheirdetestation;yourevilpassions man, persevere inthisexile? You willreturn andagainseektheir companions. Howcanyou,wholongfortheloveand sympathyof dwell inthosewildswhere thebeastsoffieldwillbeyouronly so ardently desire. “ me seizethefavorablemomentandpersuadeyou to promise whatI as youhavebeentowards me,Inowseecompassioninyoureyes;let could denyitonlyinthewantonnessofpowerand cruelty. Pitiless present toyouispeaceful andhuman,youmustfeelthat will shineonusasmanandripenourfood. Thepicture I with thesamefare. We shallmakeourbedofdriedleaves;thesun companion willbeofthesamenature asmyself andwillbecontent appetite; acornsandberriesafford mesufficient nourishment.My is notthatofman;Idodestroy thelambandkidtoglutmy see usagain;IwillgotothevastwildsofSouth America. Myfood saw mychangeoffeelingandcontinued, all theportionofhappinessthatitwasinmypowertobestow?He to beacreature offinesensations,anddidInotas his makerowehim his argument. Histaleandthefeelingshenowexpressed proved him consequences ofmyconsent,butIfeltthatthere wassomejusticein sympathy ofsomeexistingthing;donotdenymemyrequest!” gratitude towards youforonebenefit!LetmeseethatIexcitethe the miseryInowfeel.Oh!Mycreator, makemehappy;letfeel Our liveswillnotbehappy, buttheywillbeharmlessandfree from world; butonthataccountweshallbemore attachedtooneanother. shall contentme.Itistrue, weshallbemonsters,cutoff from all the myself; thegratification issmall,butitallthatIcanreceive, andit moderate; Idemandacreature ofanothersex,butashideous bliss thatcannotberealized. WhatIaskofyouisreasonable and make peacewiththewholekind!ButInowindulgeindreams of hundred andahundredfold; forthatonecreature’s sakeIwould felt emotionsofbenevolencetowards me,Ishouldreturn thema you donotreflect that YOU are thecauseofitsexcess.Ifanybeing inextinguishable hatred. Haveacare; Iwillworkatyourdestruction, chiefly towards youmyarchenemy, becausemycreator, doIswear revenge myinjuries;if Icannotinspire love,Iwillcausefear, and union. Yet mineshallnotbethesubmissionofabjectslavery. Iwill that cannotbe;thehumansensesare insurmountablebarrierstoour 7. he calmedhimself andproceeded— into contortionstoohorribleforhumaneyestobehold;butpresently of yourbirth.” nor finishuntilIdesolateyourheart,sothatyoushallcursethehour

detrimental A fiendishrageanimatedhimashesaidthis;hisfacewaswrinkled “You propose,” replied I,“to fly from thehabitationsofman,to “If youconsent,neithernoranyotherhumanbeingshallever I wasmoved.shuddered whenIthoughtofthepossible “I intendedtoreason. Thispassionisdetrimental

adj . harmful. 7 tome,for

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 48 52 51 50 49 moved bymyrepresentations, andwhydoyouagainharden yourself cannot consent.” the taskofdestruction. Thismaynotbe;ceasetoargue thepoint,forI will berenewed, andyouwillthenhaveacompaniontoaidin 8. you? Maynoteventhisbeafeint shown adegree ofmalicethatshouldreasonably makemedistrust portion ofhappinesswhichwasyetinmypowertobestow. sympathize withhim,Ihadnorighttowithholdfrom himthesmall hatred. Itriedtostifle thesesensations;Ithoughtthatascouldnot heart sickenedandmyfeelingswere altered tothoseofhorror and upon him,whenIsawthefilthymassthatmovedandtalked,my him andsometimesfeltawishtoconsolehim,butwhenIlooked I shallnotcursemymaker.” sympathy! Mylife willflowquietlyaway, andinmydyingmoments savage ofplaces.Myevilpassionswillhavefled,forIshallmeetwith the neighborhood ofmananddwell,asitmaychance,inthemost by youthatmademe,withthecompanionbestowIwillquit to mycomplaints?Iswearyou,bytheearthwhichinhabit,and female whowillaccompany youinyourexile.” neighborhood ofman,as soon asIshalldeliverintoyourhandsa solemn oathtoquitEurope forever, andeveryotherplace inthe Turning tohim,therefore, Isaid,“Iconsenttoyourdemand,on creatures demandedofmethatIshouldcomplywithhisrequest. reflection Iconcludedthat thejusticeduebothtohimandmyfellow faculties itwouldbevaintocopewith. After alongpauseof among theridgesofinaccessibleprecipices wasabeingpossessing exist intheicecavesofglaciersandhidehimself from pursuit threats were notomittedinmycalculations;acreature whocould which hisprotectors hadmanifested towards him.Hispowerand the subsequentblightofallkindlyfeelingbyloathingandscorn virtues whichhehaddisplayedontheopeningofhisexistenceand arguments whichhehademployed.Ithoughtofthepromise of excluded.” linked tothechainofexistenceandeventsfrom whichIamnow equal. Ishallfeeltheaffections ofasensitivebeingandbecome virtues willnecessarilyarisewhenIliveincommunionwithan My vicesare thechildren ofaforced solitudethatIabhor, andmy I shallbecomeathingofwhoseexistenceeveryonewillbeignorant. portion; theloveofanotherwilldestroy thecauseofmycrimes,and If Ihavenotiesandaffections, hatred andvicemust bemy affording awiderscopeforyourrevenge?”

feint “You swear,” Isaid,“tobeharmless;buthaveyounotalready His words hadastrangeeffect uponme.Icompassionated “How inconstantare yourfeelings!Butamomentagoyouwere I pausedsometimetoreflect onallhehadrelated and thevarious “How isthis?Imustnotbetrifled with,andIdemandananswer.

(faynt)

n. trick. 8 thatwillincrease yourtriumphby NOTES from Frankenstein

595 setting. that relate tothephysical 55 and56,markdetails 596 character? understanding ofVictor’s scene addtothereader’s CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES eyes? the scenethrough Victor’s author provide thisviewof

UNIT 5•DISCOVERING THESELF Whydoesthe Inparagraphs Whatdoesthis 53 57 56 55 54 unutterable anxiety;andfearnotbutthatwhenyouare ready Ishall home andcommenceyourlabors;Ishallwatchtheirprogress with while theyexistyoushallneverbeholdmeagain.Departtoyour by thefire oflovethatburnsmyheart,if yougrantmyprayer, how Ilistenedtoeveryblastofwindasif itwere adulluglysiroc to youhowtheeternaltwinklingofstarsweigheduponmeand depart, andleavemeindarkness.” crush sensationandmemory;letmebecomeasnought;butif not, clouds andwinds,yeare allabouttomockme;if ye really pityme, bitterly, andclaspingmyhandsinagony, Iexclaimed,“Oh!Starsand wonderful solemnityandstirred strangethoughtswithinme.Iwept here andthere abroken tree layontheground; itwasasceneof passed from overthem;thedarkpinesrose before me, andevery myself besidethefountain.Thestarsshoneatintervalsasclouds far advancedwhenIcametothehalfway resting-place andseated emotions whichtheoccurrences ofthedayhadproduced. Nightwas feet firmlyasIadvancedperplexedme,occupiedwasbythe of windingamongthelittlepathsmountainandfixingmy in darkness,butmyheartwasheavy;steps,slow. Thelabor my descenttowards thevalley, asIshouldsoonbeencompassed verge ofthehorizonwhenhedeparted.Iknewthatoughttohasten undulations oftheseaice. greater speedthantheflightofaneagle,andquicklylostamong change inmysentiments.Isawhimdescendthemountainwith appear.” 9. scarcely didIspeak.felt asif Iwere placedunderaban—asif I appearance awokeintensealarm,butIanswered noquestion, house, presented myself tothefamily. Myhaggard andwild agony beneaththem.ThusIreturned home,andenteringthe on mewithamountain’sweightandtheirexcessdestroyed my heart Icouldgivenoexpression tomysensations—theyweighed took norest, butreturned immediatelytoGeneva.Eveninmyown its waytoconsumeme. thought onlyhadtomethereality oflife. other circumstance ofexistence passbefore melikeadream, andthat most abhorred task.Theprospect ofsuchanoccupation madeevery adoration; andtosavethem,Iresolved todedicatemyself tomy I enjoycompanionshipwiththem. Yet eventhusIloved themto had norighttoclaimtheirsympathies—asif nevermore might

siroc “I swear,” hecried,“bythesun,andbyblueskyofheaven, These were wildandmiserablethoughts,butIcannotdescribe His talehadoccupiedthewholeday, andthesunwasupon Saying this,hesuddenlyquittedme,fearful,perhaps, ofany Morning dawnedbefore Iarrivedatthevillageof Chamounix;I

(suh ROK) (suh

n. hot, oppressive, dusty wind. dusty oppressive, hot,

❧ 9 on

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension wish to share the class. with your observations Frankenstein in his in ideas Chapter the plea monster to expresses differences the doctor between 17 of attentionclose to the opening lines of the Preamble. Then, consider similarities and States during Find the 1800s. and read acopy of the Declaration of Independence, paying political ideas that were becoming increasingly in both Europe important and the United 6. 5. 4. 3. 2. 1. Research to Explore Research RESEARCH

understanding ofthetext. What doestheCreature plantodooncehisdemandhasbeenmet? What demanddoestheCreature makeinChapter17? the cottage? What istheresponse oftheyoungercottagerswhentheyfindCreature in first, andunderwhatconditions? In hisplantogainfavorwiththecottagers,whomdoesCreature intendtoapproach his creator’s laboratory? What doestheCreature findinthepocketofadress (labcoat)thathehadtakenfrom

Notebook and those the authors of and the authors the Declaration those in the Preamble. express You may

Write asummaryofthisexcerptfrom

Shelley’s Frankenstein Frankenstein touches scientific, on philosophical, and Frankenstein toconfirmyour from Frankenstein

597 598 word meanings. word relationships, andnuancesin understanding offigurative language, L.11–12.5 impact. and meaningaswellitsaesthetic contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5  Model Annotation Close-Read Guideand

S T

tan ool Kit UNIT 5•DISCOVERING THESELF making meaning

d Demonstrate

Analyze howan from ar

d FRANKENSTEIN s 5. 1. TextClose Readthe 4. 3. 2. 1. TextAnalyze the 3. 2.

learned aboutthenaturelearned oftheself from reading thistext? E those scientific revolutions? beginning tochangelives.Inwhatwayis medicinewas the IndustrialRevolutionwasunderwayandmodern the passage,andfindanotherdetailtoannotate.Then,writea annotations, alongwithquestionsandconclusions.Closeread This model,from paragraph 25ofthetext,showstwosample Historical Perspectives argument forafemalecompanion?Explain. E companion? (a) What evidencedoeshecitetosupportthisclaim? A question andyourconclusion. you questions Read thissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirstread. notes. For more practice,gobackintothetext,andcompleteclose-read

N ssential Question: valuate nalyze How does Victor initiallyrespond HowdoesVictor totheCreature’s request fora otebook conclude monster.’” friend, theybeholdonlyadetestable they oughttoseeafeelingandkind prejudice cloudstheireyes,andwhere in somedegree beneficial;butafatal my life hasbeenhithertoharmlessand against me.Ihavegooddispositions; “‘. .unfortunately, theyare prejudiced “in somedegree.” words suchas CONCLUDE: word choice? QUESTION: in thispassage. ANNOTATE:

The Creature saysthatheisthemostsolitarybeingonEarth. What are thestrengths andweaknessesintheCreature’s suchas“Whydidtheauthormakethischoice?”Whatcan

(b) Respond tothesequestions. ?

Whatisinteresting abouthis E TheCreature describeshimself

The valuate good

Creature ismodest,using How dowedefineourselves? (insteadof

Shelley published

Is Victor’s initialresponse fair?Explain. annotate great ) and whatyounotice.Askyourself Frankenstein Frankenstein to supportyouranswers. Cite textualeviden Whathaveyou acommentaryon atatimewhen intensity ofhis terms reflect the CONCLUDE: language? use suchstrong does theCreature QUESTION: negative terms. are highlycharged, ANNOTATE: anger. suffering and Why These These c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Literary Movement:GothicLiterature Analyze CraftandStructure recesses ofthehumanpsyche byusingthefollowingelements: reason. Gothicliterature extendedtheRomanticimpulseintodarkest the oppositedirection, emphasizingintensefeelingandimaginationover could beexplainedthrough reason. Romanticauthorspushedliterature in ability toreason wasthemostimportanthumantrait,andthatworld rejection oftwocentralbeliefs oftheearlierEnlightenmentperiod—that of thelateeighteenthandearlynineteenthcenturies.Romanticismwasa Gothic literature, book‑length narrative. Gothic stylefounditsmostsuccessfulexpression inthe Gothic writersproduced manyshortstoriesand evenpoetry.However, • • • • • • 4. 3. 2. 1. Practice Got Intense Emotion Tormented Characters Gloomy Settings mystery andterror aswaystoprovoke deeplyemotionalresponses cheerless, tormentedcharacters dark, gloomysettingssuchasoldcastles,ruins,orwildnaturallocations multiple narrators,plotlines,andthemeswithinasinglework eventsthatdefylogic,includingghostsandmonsters supernatural reason, order, andrestraint emphasis onimagination,freedom, andintenseemotion—asopposedto

Why doyouthinktheGothic styleisstillpopulartodayinbooksandmovies? two chaptersfrom In whatwaysare humanreason andemotionatwarwitheachotherinofthe Record additionalGothicelementsfrom thenovel supernatural? (b) (a) Notebook What supernatural charactersandeventsdoesShelleypresent Whatsupernatural in h Whatideasaboutlife orhumannature doesShelleyexplore withheruseofthe ic

ELE M ENT

astylethatgrew popular during theRomanticperiod Respond tothesequestions. Frankenstein ?

Frankenstein E X A MP LE novel, Frankenstein essential question: isanexampleof inFrankenstein or inthechart. Frankenstein Howdowedefineourselves? to supportyouranswers. CITE TEXTUALEVIDENCE ? from Frankenstein

599 600 word orphrase. determination ofthemeaninga L.11–12.4.d standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c and spellingwhenwriting. English capitalization, punctuation, of theconventionsstandard L.11–12.2 writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1   Network. from thetexttoyourWord related toself-discovery Add interesting words

STANDARDS

WORD NETWORK UNIT 5•DISCOVERING THESELF LANGUAGE DEVELOPMENT

Demonstrate command Demonstrate command

Consult general and Verify thepreliminary from FRANKENSTEIN Concept Vocabulary 2. Latin Root: Word Study 6. 5. 4. 3. 2. 1. Practice Why TheseWords? 2. 1. a senseofrepulsion anddisgust. self-image. Bothwords gobeyondtheideaofbeingunattractive,conveying describes himself as of fearandgloomthatthecharactersin “wrongly,” asin a prefix, itmaycarrythatsamemeaning,ormean“poorly” vocabulary word 1.

dread hideous or onlinecollege-leveldictionarytocheckyourwork. Identify anddefinetwootherwords thathavetheroot dictionary. of theLatinroot Write adefinitionoftheword would bringonasenseof When watchingyourteamplayanimportantgame,whatkindofevent When mightyouexperienceasenseof you woulddescribeas Name acharacterinstory,movie,televisionshow, orvideogamethat odious What issomethingyoumightfindintherefrigerator thatyouwouldcall that isnot. Explain thedifference betweentwodogs—onethatis Under whatconditionsmightaperson What otherwords intheselection connecttothisconcept? How dotheconceptvocabularywords heightenthemoodofstory? Notebook ? -mal-

Respond tothesequestions. malicious, malformed consternation odious

-mal- hideous The Latinroot

These conceptwords help to showtheextreme sense . Checkyouranswerinaprintoronlinecollege-level hideous means“bad”or“evil.”Whenitisusedas and , meaning“poorlyformed.” consternation odious malodorous . -ma l - malicious despair , twotermsthatvividlyshowhis , whichappearsintheconcept Frankenstein despair dread ? basedonyourunderstanding aboutanupcomingevent? ? feel.Themonster malicious -mal- . Useaprint andone

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. ideas. Atthesametime,itcreates arhythmthat mimicsnaturalspeech. Writing thesentenceellipticallyemphasizesconnectionbetween Notice that,ineachcase,theideastwoclausesare closelyrelated. least oneellipticalsentence. Commas inEllipticalSentences andStyle Conventions Write It 2. 1. Read It are stillunderstood. underlined words havebeen omittedandreplaced withcommas,butthey This chartshowsexamplesofpunctuationinellipticalsentences.The been omitted,replace the understood word orwords withacomma. When punctuatinganellipticalsentenceinwhichaverborphrasehas between adjacent,parallelphrasesorclauses. elliptical sentencestomimicspeechoremphasizethecloseconnection in whichaword orwords thatare understoodare omitted.Writers mayuse Original sentence Creature are that emotions fardeeper. are moderate,butMilton’s Plutarch’s soonafter. cottage leaves the andAgatha immediately, cottage Safie leavesthe The Creature speakssoftly. andVictor speaksloudly,

Connect toStyle c. b. a. or words thatare understood. Frankenstein Read eachoftheseellipticalsentencesfrom theexcerptfrom effect oftheellipticalconstruction. Identify whichsentenceyouhavechosen.Inyourownwords, explainthe

Notebook

my steps,slow. should soonbeencompassedindarkness,butmyheart washeavy; I knewthatoughttohastenmydescenttowards thevalley,asI My personwashideous;mystature, gigantic. subjects. . . . many lights,thrown uponwhathadhitherto beentomeobscure In the Lives Sorrows ofWerter

. Markthecommathatindicatesanomission.Write theword excites in the Creature excitesinthe that emotions Write aparagraphabout

Choose oneoftheellipticalsentencesinitem1. Paradise Lost Paradise , .somanyopinionsare canvased;so

An elliptical sentence excites in the excitesinthe Frankenstein inwhichyouuseat E are moderate;Milton’s Plutarch’s after. soon Agatha, immediately; cottage Safie leavesthe The Creature Victor, speaksloudly; softly. essential questi lliptical sentence isasentence Lives excites in the Creature excitesinthe that emotions o n: Paradise Lost Paradise Howdowedefineourselves? from , fardeeper. Frankenstein

601 602 events, and/orcharacters. plot lines, todevelopexperiences, description, reflection, andmultiple techniques, suchasdialogue, pacing, W.11–12.3.b progression ofexperiencesorevents. or characters; createasmooth and introducinganarrator and/ one ormultiplepoint(s)ofview, and itssignificance, establishing problem, situation, orobservation orient thereaderbysettingouta W.11–12.3.a well-structured eventsequences. technique, well-chosendetails, and experiences oreventsusingeffective to developrealorimagined W.11–12.3 

STANDARDS

UNIT EFFECTIVE EXPRESSION

Write narratives

from Engage and Use narrative

•

DISCOVERING FRANKENSTEIN

THE

SELF elliptical sentence. of theconceptvocabularywords inyournarrative. Try toincludeatleastone acceptance andfriendship?Oristhereal monstertheonewhowithholdsit? Creature. Onemightwanttoask:Isthemonsteronewhohungersfor It ishard toread Shelley’s Writing toSources 3. 2. 1. questions. After youhavedraftedyourpersonalnarrative,answerthefollowing on YourReflect Writing Vocabulary andConventionsConnection Frankenstein’s creature. Include the following in your elements narrative: place in you the world. recount Connect the story to of the experiences your achieving insight self-awareness your or on identity own of your Write a Assignment

Why TheseWords? How couldyourevise yournarrativetomakeitmore effective? Creature in How didwritingyourownnarrativechangeunderstandingofthe dread hideous to your writing. Whichwords didyouspecifically choosetoaddpowerorclarity • • • • Frankenstein’s creature connections betweentheexperiencesdescribedandthoseof dialogue thatreveals thoughts andperceptions a logical,clearsequenceofevents engage andorientthereader a descriptionofthepeopleinvolvedandbackground informationto personal narrative personal

personal Frankenstein consternation odious

narrative?

Frankenstein The words youchoosemakeadifference inyour ?

in which events you that describe to led withoutfeelingsympathyforthe malicious despair

You maywanttousesome

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1. Speaking and 2. 4. 3. Frankenstein Assignment appealing. Include digital media from media each. digital appealing. Include of other formats. Create a

the oneshowntoanalyzepresentations of yourclassmates. Evaluate thePresentation Present andDiscuss Prepare Your Presentation Choose Your Adaptations television show. Includethefollowinginyourpresentation: the story.Makesure atleastoneofyouradaptationsisafilm,video,or adaptations of Frankenstein presentations, engageinadiscussion.Compare thedifferent versionsof evaluation guideasareference. Practice yourpresentation before youpresent ittotheclass,using presentation software oracombinationofchartsandmediaplayers. Presentation to 4(demonstrated). Rate eachstatementonascaleof1(notdemonstrated) Frankenstein • • • • • •

digital media,suchasphotos,videoclips,oraudio compares withShelley’s originalinplot,characters,andformat a summaryofeachadaptationandconsiderationhowit the author, title,anddateofeachadaptation view oftheoriginalstory? How didseeingalltheseadaptationsof of Which adaptationdidthebestjobofenhancingoriginalmeaning What madeeachadaptationof The speakerpresented materialclearlyandinalogicalsequence. the The speaker’s toneandpace were appropriate andeffective. gestures andbodylanguageeffectively. andused audience the The speakermaintainedgoodeyecontactwith presentation.meaning ofthe materialpresented media The digital was appropriate andenhancedthe Frankenstein has adapted been for plays, movies, graphic novels, and thatclassmatespresented. Then,discussquestions suchas: adaptations. three on Focus adaptations that you find Frankenstein E valuation Guide orshowingthestoryinanewlight? L

research presentation istening After youandyourclassmateshavegiven . Choosethree verydifferent versionsof

Use an Internet searchUse anInternet tolocatemultiple Use apresentation evaluationguidelike Pull togetheryourinformationusing Frankenstein Frankenstein that surveys the range that surveys specialordifferent? essential question: changeyour Howdowedefineourselves? interest. reasoning, and evidenceandtoadd enhance understandingoffindings, of digitalmediainpresentationsto SL.11–12.5 the data. noting anydiscrepanciesamong and accuracy ofeachsourceand problems, evaluating thecredibility to make informeddecisionsandsolve diverse formatsandmediainorder sources ofinformationpresentedin SL.11–12.2 persuasively. expressing theirownclearlyand issues on discussions withdiversepartners effectively inarange ofcollaborative SL.11–12.1  excerpt from fromwhat youlearned the Evidence Logandrecord new selection,gotoyour Before movingontoa  STANDARDS grades 11–12topics, texts, and , buildingonothers’ideasand from evidence log

Frankenstein Make strategic use Integrate multiple Initiate andparticipate Frankenstein

603 . 604 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.11–12.10 well-structured eventsequences. relevant descriptivedetails, and or eventsusingeffectivetechnique, develop realorimaginedexperiences W.11–12.3.a–e  Personal Narrative Student Modelofa of the inthebeginning learned academic vocabularyyou consider usingsomeofthe As youcraftyournarrative, v ACADEMIC revelation repercussion anachronism infuse inanimate • • • • • oca

WRITING TOSOURCES from ODE TOTHEWESTWIND ODE TOANIGHTINGALE from TINTERN ABBEY FEW MILESABOVE LINES COMPOSEDA Tool Kit S

tandards UNIT Performance Task: Wri

FRANKENSTEIN THEPRELUDE unit. b u l

5 ar Write routinelyover

•

Write narratives to

y DISCOVERING

THE

SELF Frankenstein You havejustread severalpoemsandtwoexcerptsfrom thenovel Write aPersonalNarrative Model PersonalNarrative Effective personalnarrativesoftencontaintheseelements: on justafewevents. longer works,suchasautobiographiesormemoirs,personalnarrativesfocus A Elements ofPersonalNarrative that newunderstandinginthefaceofharshrejection. from or worldeventscontributetotheirshifting sensesofself. Intheexcerpts write yourownpersonalnarrative. look more closelyattheseelementsasyouprepare to examples oftheelementsdescribedabove.You will Text, “EarlyDismissal.”ReviewtheLaunchText for well-crafted personalnarrative,seetheLaunch examples from thepoemsand a personlosesandthenfindshimself orherself. Connectyourideastospecific a role inshapingpeople’s when identities.Explainwhatlessoncanbelearned Write aboutatimeyoucametotherealization thattheworldaround usplays personal narrative ideas abouttheself asanindividual,innature, orinsociety.Write abrief Use yourknowledgeofthepoemsand Assignment • • • • • • personal narrative correct spellingandgrammar, andaccurateuseofpunctuation from it a conclusionthatreflects onanexperienceand theinsightsgained conflict betweenpeopleorapersonandanotherforce coherent story a sequenceofeventsthatclearlybuildononeanothertocreate a details, suchassights,sounds,andsmells a settingwithscenesandincidentsinspecific locationsandconcrete interesting people,withthemainfocusonwriter Frankenstein to oursenseofself? worldaroundHow doesthe uscontribute . Inthepoems,speakersrelate experiencesinwhichnature t ing focus , theCreature gainsasenseofself butthengrappleswith thataddresses thisquestion: tellsareal storyfrom thewriter’s life. Asopposedto

Frankenstein For amodelof Frankenstein . toexplore your LIT17_SE12_U05_LT.indd 542 542 NOTES UNIT throughout thestory? does hersenseofself change and whatshewants.How the writerincludesaboutherself As youread, of this unit. Based Assessmentattheend mode forthePerformance- own life. You willwriteinthis a truestoryfromhisor her writing inwhichanauthortells personal narrative This textisanexampleofa LAUNCH TEXT

UNIT 5•DISCOVERINGTHESELF LAUNCH TEXT 5 INTRODUCTION lookatthedetails |

NARRATIVE MODEL , atypeof 4 3 2 1 mirror thantheonehangingonbackofmybedroom door. Her face thefuture alone.Shewasalsomymirror—a farmore flattering was mysecurityblanket,theuniverse’sguaranteethatIwouldnot frightened child,nottomentionanonlyandmybestfriend not asmuchIlikedhavingabestfriend, that Iwasnolongeran behind itallwasthesame.Thesewere talismans:proof totheworld by eachofusasabadgeourunbreakable bond.Butthereasoning all, thebestfriendnecklace,whichcouldbebroken intwoandworn bracelets, scienceproject partnerships,manicsleepovers,andabove letter jackets,fraternitypins,andpromise rings,Icovetedfriendship beau, obsessedwiththetrappingsofmynewstatus.Instead if Imorphedintoafifties cheerleaderwho’djustscored avarsity and desperatetogetoneofmyown.OnceIfinallydid,itwasas Gables resident (if relatively mild)wildchild. sidekick totheschool’s pet. Iwaseasilybored, easilycharmed,andled,aready-made an oversizedhelpingofgleeatanyopportunitytobetheteacher’s with oversizedglassesstucktomyfacesincenurseryschooland grown-up tocare. Muchlessstillholdagrudge. rational, clear-eyed, culturallyconversant,healthy, mature, andstable The corollary tothisisthatitwouldberatherinappropriate forany of dumpingtheirbestfriendsandtheoneswhowillbedumped. twelve-year-old girlscomeinonlytwovarieties:theonesoncusp fundamental factsyouknowabouttheworld.Oneofwhichisthat W Don’t getmewrong. Ilikedmybestfriendwellenough—just I wasalso,havingbeenreared onasteadydietof I wasborntobeadumpee,theepitomeofquietandbookish, , wellversedinthepursuitandcultivationof“kindred spirits,” healthy, mature, andstablegrown-up, there are certain hen you’re arational,clear-eyed, culturallyconversant, Early Dismissal Early Robin Wasserman I , buta we . any bestfriend.Iwasa Anne ofGreen MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. your senseofself. examples toyourowninsights abouthowtheworldaround youhasaffected the speakersorcharactersaffected hissenseofself. Then,connect these in the poems.Thinkalsoabouthowlivingnearfamily affects theCreature an oldabbey,anightingale,andthewestwindeachaffect thespeakersof poems inthisunitandtheexcerptsfrom • • • To chooseatopicforyourpersonalnarrative,useoneofthesestrategies: Choosing Your Topic Prewriting /Planning Connect Across Texts Gather Details details, consider: our senseofself. You needtosupportyourideaswithdetails.To gather own life andusethatincidenttoillustratehowtheworldaround usaffects camping with family in the woods familyinthe camping with G • • • • • • convey. Narrow ageneral topic to focus key one on event that helps you to make that point. YourNarrowing Topic Using Sentence Starters and placespeople in the key events, and your examine of sense how self. they affected something yourself. about as many down Jot the ideas as you for can. Then, look between connections Freewriting Frankenstein e Under pressure, I I learned somethingnewaboutmyselfI learned when I foundmyself forthefirsttime/againwhen incident ortimeperiod looking atdiaryentries,photographs,orvideofootage thatrelate tothat discussing theeventwiththosewhoshared it withyou places, andevents. brainstorming detailedwords andphrasesthatdescribethepeople, n e ral T opic . Locateexamplesthatshowhowtheworldaround eachof Spend five minutes in writing your experiences about life that you helped understand

The assignmentasksyoutoshare anincident from your

The prompt asksyoutoconnectyourideasthe Make your topic by more specific focusing the on onekey point you want to Complete sentences to generate these ideas: I wasuneasy. Camping wasuncomfortable,and N arrow Frankenstein e d T opic . Thinkabouthow Ess Performance Task: Write aPersonalNarrative e ntial Qu adventurer, butIreally the like Iwouldbeanoutdoor I thought comforts ofhome. I nsi e stion: Howdowedefineourselves? gh t setting, and/or characters. picture oftheexperiences, events, sensory languagetoconveyavivid and phrases, telling details, and W.11–12.3.d progression ofexperiencesorevents. and/or characters; createasmooth and introducinganarrator one ormultiplepoint(s)ofview, and itssignificance, establishing problem, situation, orobservation orient thereaderbysettingouta W.11–12.3.a  personal narrative. might wanttociteinyour and identify keydetailsyou Review yourEvidenceLog  S

tandards evidence log

Engage and Use precisewords . . .

605 606 narrative. resolved overthecourseof what isexperienced, observed, or that followsfromandreflectson W.11–12.3.e outcome. build toward aparticulartoneand to createacoherentwholeand so thattheybuildononeanother techniques tosequenceevents W.11–12.3.c events, and/orcharacters. plot lines, todevelopexperiences, description, reflection, and multiple techniques, suchasdialogue, pacing, W.11–12.3.b progression ofexperiencesorevents. characters; createasmooth introducing anarrator and/or multiple point(s)ofview, and significance, establishingoneor situation, orobservation andits the readerbysettingoutaproblem, W.11–12.3.a 

Standard

UNIT 5•DISCOVERING THESELF Performance Task: Wri

Use avariety of Provide aconclusion Engage andorient Use narrative s sense ofself. connect themtobroader ideasabouthowtheworldcontributestoone’s fromlearned theeventsyouhavedescribed.Summarize yourinsightsand want tosequenceeventsandideassothattheycreate aunified whole, connections totheselections,itistimestartwriting.Rememberthatyou Once youhavechosenandnarrowed yourtopicandthoughtabout Drafting Write aFirstDraft Provide aConclusion Highlight theConflict Shape Your Writing appreciation orunderstanding ofyourself. you willconstructyournarrativesothatitshowshowgainedanew including aconclusionthatflowsnaturallyfrom thenarrative.Inthiscase, that reflects ontherest ofthenarrative. your insightsinthesecond half ofyournarrative,andprovide aconclusion build thesequenceofevents sothattheycreate acompellingwhole.Explain conclusion towriteyourfirstdraft.Makesure tointroduce thetopicand readers’ attentionintheintroduction. written thehighlightsofstory,thinkaboutbestwaytograbyour down eventsandinsightsintheorder inwhichtheyoccurred. Afteryouhave you tosharpentheconflict. with a line ofdialogue. aline with Grab readers’ attention Dialogue: Begin With place. and time the Highlight Focus onSetting: important person. ofan adescription with Person: Introduce anImportant essay inanengagingway. topicofher explains the Launch Text, author the Introduce anIdea: Opening Strategy only lovedme,butme ugly, Vivid: Flat:

that

I really likedhavingabestfriend,someoneIcamefirstwith. Try opening

“Her veryexistencewasevidencethatIcouldn’tpossibly be awkward, t ing focus

In the In the

Use yourintroduction, sequenceofevents,and

that As youstarttowrite,itmaybehelpfulfirstjot

In thelastpartofyournarrative,explainwhatyou Concentrate ondescriptionsandeventsthathelp unlovable,becauseshewasperfect,andnot dumped. be oneswhowill bestfriendsandthe their cuspofdumping onesonthe the varieties: twelve-year-oldthat girlscomeinonlytwo world.Oneofwhichis you knowaboutthe grown-up, there are certain fundamentalfacts mature,conversant, healthy, andstable When you’re clear-eyed, arational, culturally to go in the woodsalone!” to gointhe “Gabriel, didn’t youhearme?Itoldnot werebooks that rotting. old smell—like wasthe The secondthing windowsills. grimeonthe apartment wasthe aboutournew Inoticed The firstthing thinking. I begantowonderwhatshewasreally toourfriends’conversation, as shelistened playground, hersmirking butwhenInoticed shyestgirlonthe the seemedlike Amelia E xample best.” – ”Early Dismissal” that

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. a vowel. syllable, doublethefinalconsonantwhenaddingasuffix thatbeginswith For abaseword endingwithaconsonant+vowelinstressed with avowel. For abaseword endingin preceded byaconsonant,change to thebasemakepronunciation easier. someprefixes, thespellingofprefixWith changes when joined the spellingofbaseremains thesame. Spelling WithPrefixes Review thesespellingrules. your writingtospellingrulesthatapplywords withprefixes orsuffixes. or causethemtotakeyourideaslessseriously.Payparticularattentionin seriously. Spellingerrors candistractyourreaders from whatyouare saying If youwantreaders totake yourwritingseriously,youneedtotakespelling CorrectlySpell LANGUAGE DEVELOPMENT: CONVENTIONS online college-leveldictionary. spelling. Ifyouare unsure ofthespellinganyword, consult aprintor words withprefixes orsuffixes, andmakesure youare usingthecorrect After youdraftyouressay,makesure words are spelledcorrectly. Focuson Write It 3. 2. 1. Correct themisspellingsinthesesentences,andidentify theruleyouapplied. Read It Spelling WithSuffixes

Proveing thatIwasreliable wasnoteasy. Herhappynessmademehappy,too. Ourchessteamhadbeginer’s luck. SOME EXCEPTIONS:fixing,throwing, playable trim +-er=trimmer SOME EXCEPTIONS:mileage,seeing,changeable move +-ing=moving try +-ing=trying defy +-ant=defiant in- +mortal=immortal un- +usual=unusual

When aprefix isaddedto a baseword, e When addingasuffix toa base word endingin , drop the

terrify +-ing=terrifying petty +ness=pettiness admit +-ed=admitted seize +-ure =seizure com- +found=confound over- +react =overreact y to e i unlessthesuffix beginswith whenaddingasuffix beginning Ess Performance Task: Write aPersonalNarrative e ntial Qu i . y e

stion: Howdowedefineourselves? words thatmaybemisused. dictionary orusageguidefor draft carefully, andchecka compliment such as commonly confusedwords spelling errors, itwillmiss software willcatchmany function ofmostwriting Although thespell-check CLARIFICATION L.11–12.2.b and spellingwhenwriting. English capitalization, punctuation, of theconventionsstandard L.11–12.2  S tandards complement

Demonstrate command

. Readyour Spell correctly. and

607 608 setting, and/or characters. picture oftheexperiences, events, sensory languagetoconveyavivid and phrases, tellingdetails, and W.11–12.3.d 

affection world. toshowthe wantsmementosof author the with, contrasts herself 1950scheerleadershe the The reader like caninferthat, interest a12-year-old girl. would that set ofthings afairlytypical The detailslist relationships.books than sheknowsmorethat about reader the allowing toinfer from aclassicchildren’s book, got ideasaboutfriendship revealsThe author she that Standard

UNIT 5•DISCOVERING THESELF Performance Task: Wri

Use precisewords s the twounderlinedgroups ofwords: the LaunchText appealstoreaders’ sensesofsightandsoundwith better imaginethestory.Noticehowfollowingpassagefrom language, Using Details MAKING WRITINGSOPHISTICATED Use SensoryLanguage details enlivensanarrative. This excerptfrom theLaunchText showshowtheuseofprecise andvivid Read It rather thanstatingcharacteristicsoutright. use detailstohelpreaders inferinformationaboutpeopleandcharacters, readers understandevenmore aboutthecharactersandplaces.Authors revealing. Thedetailsshould bespecific andwellchosensothattheyhelp precise details LAUNCH TEXT to theworldthatIwasnolongeran behind itwasallthesame.Thesewere talismans:proof as abadgeofourunbreakable bond.Butthereasoning which couldbebroken intwoandwornbyeachofus sleepovers, andaboveall,thebestfriendnecklace, friendship bracelets,scienceproject partnerships,manic jackets, fraternitypins,andpromise rings,Icoveted with thetrappingsofmynewstatus.Insteadletter cheerleader who’djustscored avarsitybeau,obsessed Once Ifinallydid,itwasasif Imorphedintoafifties of “kindred spirits,”anddesperatetogetoneof myown. of Green Gables I wasalso,havingbeenreared onasteadydietof So you can imagine my surprise that sixth-grade dayin sixth-grade So youcanimaginemysurprisethat anyone ever think that? anyone everthink admirers no,Iwasn’t that, herbestfriend,why would to do,Ioverheard somenew group tell hercasually of playground asIwaswont the when,lurkingincorners words thatappealtothefivesenses,helpreader t ing focus

, detailsaboutcharactersandplacesthatare especially In order tobringyourstory tolife, youshouldinclude , wellversedinthepursuitandcultivation

Good authorsalsouse I , buta sensory we . Anne

College and Career Readiness

Write It Use a graphic organizer like this one to jot down details about a person, place, or event you describe in your personal narrative. Create a web for each person, place, or event that you feel needs additional detail.

person, place, or event

• Read over your draft, and consider where you might strengthen your writing by adding a telling detail or sensory language. Record your ideas here.

Paragraph Person, place, or event New telling detail

You might find that some of the details you have listed above do not work in the context of the narrative. Discard them. When you add details, think about the effect that each will have on the reader. Ask yourself: Will this © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson detail strengthen the reader’s impression of this person or setting? Does the reader need to know this information to understand my ideas? Avoid adding unimportant details. They will distract readers and make your overall point harder to comprehend.

Performance Task: Write a Personal Narrative 609 610 narrative. resolved overthecourseof what isexperienced, observed, or that followsfromandreflectson W.11–12.3.e setting, and/orcharacters. picture oftheexperiences, events, sensory languagetoconveyavivid and phrases, tellingdetails, and W.11–12.3.d outcome. build toward aparticulartoneand to createacoherentwholeand so thattheybuildononeanother techniques tosequenceevents W.11–12.3.c events, and/orcharacters. plot lines, todevelopexperiences, description, reflection, andmultiple techniques, suchasdialogue, pacing, W.11–12.3.b progression ofexperiencesorevents. characters; createasmooth introducing anarrator and/or multiple point(s)ofview, and significance, establishingoneor situation, orobservation andits the readerbysettingouta problem, W.11–12.3.a   your personalnarrative. from yourWord Networkin Include interesting words FOCUS andOrganizati

Standard

WORD NETWORK

UNIT Performance Task: Wri Concludes with areflectionConcludes with onthe Creates progression asmooth Relates aproblem orconflict narrative Describes keypeopleinthe Provides anengagingintroduction significance ofevents of events

Use avariety of Engage andorient Use precisewords Use narrative

Provide aconclusion •

DISCOVERING s o

n THE

SELF Use thefollowingchecklisttoevaluateeffectiveness ofyourfirst Evaluating Your Draft Revising Reflection Details Revising forDetailsandElaboration Progression ofEvents Revising forFocusandOrganization your revision. draft. Then,useyourevaluationandtheinstructiononthispagetoguide • how aperson’s senseofself isaffected bytheworldaround himorher. details tomore fullybringyourstorytolife. words thatappealtothefivesenses.Then,decideif youneedtoaddsensory events? Usinganinkordigitalhighlighter, gothrough yourdraftandmark provided sensorylanguagethathelpsthereader see,hear, andfeelthe • ideas andeventsare organized. question is no,question take time to details add and explanations as needed. each person’s the answer to of If sense how self? the either world affects inyou your the experiences connected narrative to the larger theme of yourself: Have you inAsk your tied the unit? ideas to the selections Have and effects. and detailsadd that out flesh the plot, provide or transitions to indicate causes the answer toIf any is ofquestions no, these details add conflict, about come before? are Where there gaps that could confuse the reader? the conflict yourself: Is clear?Ask each element Does build what on has

Sensory languagebringsthereader intoyour story.Haveyou

D In yourpersonalnarrative,youare tryingtomakeapointabout E t TAI

ing focus Uses language that isUses languagethat elementsIncludes narrative Includes precise detailsand and purpose appropriate audience forthe reflection andsuch asdialogue people a vividpicture ofeventsand sensory languagetocreate LS andE

Reread yournarrative,payingattentiontohowthe l ab o rati o n

C o nv

Attends to the norms tothe Attends correct spelling especiallydiscipline, oftheand conventions e nti o n s

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. of self. in yourlife tiestobroader ideasofhowthewiderworldaffects oursense and events?Forexample,youmightwritemore abouthowtheincident Would youchangeanythingabouthowpresent detailsaboutpeople thatyoucouldusewhenwriting another nonfictionnarrative? did youlearn whilewritingyour narrative.Whattechniques Think aboutwhatyoulearned Reflecting personal identity. each narrativeprovides insightonhowtheworld affects thedevelopmentof together withapartnerandreach eachother’s work.Discusswaysinwhich Create afinalversionofyournarrative.Ifyoufeelcomfortablesharingit,get andPresentingPublishing Proofread forAccuracy Edit forConventions andProofreadingEditing nouns namespecific people,places,orthingsandare capitalized. places. Commonnounsnamegeneralcategoriesandare lowercase. Proper spelling andpunctuation.Double-checkthecapitalizationofnames sure youspelledwords withprefixes orsuffixes correctly. Correct errors ingrammarandword usage.Checkyournarrativetomake provide supportivefeedback. Exchange paperswithaclassmate.Usethechecklisttoevaluateyourclassmate’s narrativeand Peer 1. 4. 3. 2.

Is theintroduction engagingandclear? What isthestrongest partofyourclassmate’s narrative?Why? larger ideasabouttheself andtothetexts? Does theauthorincludethoughts,feelings,andreflections connectingtheexperienceto Do theeventsbuildoneachothertoformacoherent whole? R

eview yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, lookingforerrors in If no,writeabriefnoteexplainingwhatyouthoughtwasmissing. If no,whataboutthesequencedidnotwork? If no,explainhowtheopeningcouldbeclearer ormore interesting. E ssential Question:Howdowedefineourselves? Performance Task: Write aPersonalNarrative L.11–12.2.b and spellingwhenwriting. English capitalization, punctuation, of theconventionsstandard L.11–12.2 writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1 for aspecificpurposeandaudience. addressing whatismostsignificant trying anewapproach, focusingon revising, editing, rewriting, or writing asneededbyplanning, W.11–12.5  S tandards

Demonstrate command Demonstrate command Develop andstrengthen Spell correctly.

611 612 Clarify Support Participate Prepare STRATEGY

UNIT

OVERVIEW: SMALL-GROUP LEARNING Small-Group continue Throughout Small-Group Learning Strategies exploration between about To How do we define ourselves? QUESTION: ESSENTIAL

others 5

• fully what

DISCOVERING

our

extent

to memory

lives?

of develop your

Learning.

selfhood.

• • • • • • • • • • • • ACTION PLAN In

life, one’s

and direction. you State Build Use Make Organize Complete Ask Paraphrase THE this

strategies

follow-up

are

text selfhood.

Add section, SELF

sense

off the school, eye

supporting

evidence ideas

relationship

ideas your

contact your

of the

when

you

in questions.

self thinking Then, from

assignments ideas of

your

will

when your connected

you

someone’s others

signal

you

of community, of read

work own

others

making your

will you

in selections that

for

your ideas in

work

can idea,

that

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teams. a

each memory

ensure

point. group. and contribute

in you are refuting

those that step. a

Use

listening are

group that

your

and explore

prepared

these of it,

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others—for to career, or to

your

and

the taking

continue strategies understanding

the

group’s

taking for stories

you

connections

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during discussions. we

what

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tell

correct.

note

MULTIMEDIA being

in SCAN FOR

a whether

new

said.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK Present aNarrativePresent Could you rediscover your whole life in acookie? in life whole your rediscover you Could Virginia Woolf Virginia from EXCERPT NOVEL from Madeleine The EXCERPT NOVEL London, 1802 WorldThe IsToo Us With Much from toApostrophe the Ocean POETRY before. it you’ve as never seen of morning A vision Will nature eventually swallow everything? swallow eventually nature Will selections toprovideselections characterornarrator. anoriginalviewofaparticular world. Your group usesevidencefrom that anarrative plan anddeliver will the The Small-Group readings feature personalvisionsofthe aboutfinding selections SPEAKING ANDLISTENINGFOCUS COMPARE Remembrance of Things Past Without memory are we truly ourselves? truly we are memory Without Does living without a past bring freedom or misery? or freedom bring apast without living Does from PoisonCan the Present Never Memories Fade,When the Past BROADCASTMEDIA: RADIO from the in World Man Forgetful Most The JOURNALISM SCIENCE Childe Harold’s Pilgrimage Harold’s Childe

Mrs. Dalloway Mrs. All Things Considered Things All Einstein With Moonwalking COLLECTION 3

William Wordsworth

Alix Spiegel Alix George Gordon, Gordon, George

Marcel Proust

Joshua Foer Joshua William Wordsworth Lord Byron Lord Overview: Small-Group Learning CONTENTS

613 614

UNIT 5•DISCOVERING THESELF OVERVIEW: SMALL-GROUP LEARNING 2. 1. Working aTeam as 5. 3. 4.

You may addorrevise rulesbasedonyourexperiencetogether. you worktogether. Samplesare provided; addtwomore ofyourown. Our group’s decision: email, orinstantmessaging. with oneanother. Forexample,youmightuseonlinecollaborationtools, Take aPosition Create aCommunication Plan Name Your Group Apply theRules • • • • List Your Rules goals. your strengths andweaknesses, identifying yourvalues,andsetting After allgroup membershaveshared, discusstheprocess ofrecognizing sharingyourideas,provideAs youtaketurns reasons thatsupportthem. that youheard from anothermemberofyourgroup. contributes. Take notes,andbeprepared toshare withtheclassonething aboutdefinitionsofselfhood.learned Makesure eachpersoninthegroup Our group’s name: People Everyone who we really are?who we really discover can we which ways in some are What

should

not

As agroup, decideonthe rules thatyouwillfollowas

In yourgroup, discussthe following question: participate Practice workingasagroup. Share whatyouhave

interrupt.

Choose anamethatreflects theunittopic.

group

Decide howyouwanttocommunicate

discussions.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the tasks. your with group, and activities and makethe texts aschedule for completing find out Then, the preview dueFirst, dates for activities. the Small-Group Schedule a Making Here are some possible roles;Here are possible some your add ideas. own for one roles and choose each group member. discuss the necessary project, role.a specific require Different different projects Before roles. beginning a your together, groupAs works you’ll has if each person find it more effective Working Group Projects on the Past Can Poison the Present the Poison Can Past the Fade, Never Memories When World the in Man Forgetful Most The The Madeleine London, 1802 Us With Too Is World Much The Ocean to the Apostrophe from SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA SCAN FOR Mrs. Dalloway Mrs.

takes notesduringgroup meetings

organizes research activities

monitors thescheduleandkeepseveryoneontask ACTIVITIES ESSENTIAL QUESTION: Overview: Small-Group Learning Howdowedefineourselves? DUE DATE DUE

615 616 and mathematicalterminology. concerning themeaningofscientific roots andaffixestodraw inferences of Greek, Latin, and Anglo-Saxon parts ofspeech. Apply knowledge indicate differentmeaningsor use patternsofwordchangesthat L.11–12.4.b range ofstrategies. content on meaning wordsandphrases based meaning ofunknownandmultiple- L.11–12.4 independently andproficiently. grades 11–CCRtextcomplexityband and poems, atthehighendof literature, includingstories, dramas, grade 12, readandcomprehend RL.11–10.10  of-consciousness style. told inhersignature stream- many groundbreaking novels feminist thought,aswell essays seenaslandmarksin output includedseveral of intensedepression. Her bursts ofcreativity andbouts betweengreatalternated much ofherlife, Woolf her future husband.For the writerLeonard Woolf, this group thatshemet literary figures. Itwasin went ontobecomemajor and critics,manyofwhom scholarly circle ofwriters the BloomsburyGroup, a early twenties,shejoined Inher books andlearning. her childhoodimmersedin London andspentmuchof highly cultured householdin intoawealthyand was born WoolfVirginia About the Author

grades and 11–12reading STANDARDS

UNIT 5•DISCOVERING THESELF , choosingflexiblyfroma MAKING MEANING

Determine orclarifythe

Identify andcorrectly By theendof (1882–1941) Concept Vocabulary from opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION first read. to determinethemeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeoffamiliarword partsandothervocabularystrategies Familiar Word Parts Mrs. Dalloway. You willencounterthefollowingwords asyouread thisexcerptfrom prefixes, orsuffixes. identify itsmeaning.Those partsmightincludefamiliarbasewords, roots, the meaningofthisprefix totheadjective Prefixes: when theprefix “characterized by.”Notethat as Suffixes: you tounderstandthemeaningof into meaning. Forexample,youmightbreak theword Base Words: solemnity natural,

you’ve already read. already knowandwhat the selectiontowhatyou CONNECT as theydo. why and about, notice un- +condition-al. Mrs. Dalloway Mrs. when those involvedreact Theprefix Thesuffix

physical, what

whom Lookforthepartofword thatcontainsthebasic ithappens,and

ideas within -al happens, leaden isattached,itbecomesanadjective. and thestoryis -al un-

Separating aword intoits parts canoftenhelpyou in in practical

Beingfamiliarwiththeword unconditional unconditional where condition dejected andmeans“referring to”or

unconditional appearsinwords such onitsownisanoun,but means“not.”You canapply conditional. the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A NNOT R E . SP unconditional ON A TE condition D

by marking by completing

helps

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 M perspective. excerpt istheopeningsceneofbookandtoldfrom Mrs.Dalloway’s Septimus Smith,aWorld War Iveteranwhosuffers from mentalillness.This Dalloway, awomanwhospendsthedaypreparing foraparty,and England, in1923.Itfrequently switchesfrom thepointofviewClarissa Mrs. Dalloway BACKGROUND wave; chillandsharp yet(foragirlofeighteenasshethenwas) the airwasinearlymorning; liketheflapofawave;kiss into theopenair. Howfresh, howcalm,stillerthanthis ofcourse, she hadburstopentheFrench windowsandplungedatBourton when, withalittlesqueakofthehinges,whichshe couldhearnow, a beach. Clarissa Dalloway, whatamorning—fresh asif issuedtochildren on menwere coming. And then,thought their hinges;Rumpelmayer’s What alark!plunge!Forsoithadalwaysseemed toher, had herworkcutoutforher. Thedoorswouldbetakenoff rs. Dallowaysaidshewouldbuytheflowersherself. ForLucy depictsasingledayinthelivesoftwopeopleLondon, Mrs. DallowayMrs. from Virginia Woolf NOTES from Mrs.Dalloway NOVEL EXCERPT MULTIMEDIA SCAN FOR

617 618 MEANING: dejected MEANING: leaden MEANING: solemnity helped youdeterminemeaning. another strategyyouusedthat Mark familiarwordpartsorindicate NOTES

UNIT 5•DISCOVERING THESELF

(LEHD uhn)

(dih JEHKtihd)

(suh LEHMnuhtee) adj. adj .

n . 4 3 1. 5. 4. 3. 2. trees withthesmokewindingoff themandtherooks something awfulwasabouttohappen;lookingattheflowers, solemn, feelingasshedid,standingthere attheopenwindow, that they said,byinfluenza)before BigBen indescribable pause;asuspense(butthatmightbeherheart,affected, night, Clarissawaspositive,aparticularhush,or twenty.—one feelseveninthemidstoftraffic, orwakingat There sheperched, neverseeinghim,waitingtocross, veryupright. though shewasoverfifty, andgrown verywhitesince herillness. a touchofthebird abouther, ofthejay, blue-green, light,vivacious, as onedoesknowpeoplewholivenextdoortoinWestminster); pass. A charmingwoman,Scrope Purvisthoughther(knowing vegetables?”—was thatit?—“Iprefer mentocauliflowers”—was standing andlookinguntilPeterWalsh said,“Musingamongthe about cabbages. had utterlyvanished—howstrangeitwas!—afewsayingslikethis pocket-knife, hissmile,grumpiness and,whenmillionsofthings were awfullydull;itwashissayingsoneremembered: hiseyes, India oneofthesedays,JuneorJuly, sheforgot which,forhisletters gone outontotheterrace—PeterWalsh. Hewouldbebackfrom that it?Hemusthavesaiditatbreakfast onemorningwhenshehad omnibuses, and trudge; inthebellowanduproar; thecarriages,motorcars, very reason: theylovelife. Inpeople’seyes,intheswing, tramp, can’t bedealtwith,shefeltpositive,by Acts ofParliamentforthat of miseriessittingondoorsteps(drinktheirdownfall)dothesame; it everymomentafresh; buttheveriestfrumps, sees itso,makingup,buildinground one,tumblingit,creating Victoria Street. ForHeavenonlyknowswhyonelovesitso,how circles dissolvedintheair. Suchfoolsweare, shethought,crossing First awarning,musical;thenthehour, irrevocable. The London; thismomentofJune. high singingofsomeaeroplane overhead waswhat sheloved;life; bands; barrel organs; inthetriumphandjinglestrange

rooks omnibuses veriest frumps Ben Big kerb For havinglivedinWestminster—how manyyearsnow?over She stiffened alittleonthekerb,

curb.

crows.

tall clock tower that is one of London’s most well-known landmarks. well-known most London’s of one is that tower clock tall

5 buses. vans,sandwichmenshuffling andswinging;brass

most plain, unfashionable women.

❧ 2 waiting for Durtnall’s vanto waitingforDurtnall’s 3 strikes.There! Outitboomed. 4 themost solemnity 1 rising,falling; leaden dejected ; an

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension Woolf was a part. YouWoolf was apart. may want to share your findings your with group. Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. the story? that detail. what In way the information does you of learned shed light an on aspect

understanding ofthetext. What are Mrs.Dalloway’s thoughtsandmoodasthesceneends? among us? According toMrs.Dalloway,whatisitthatallpeopledo,eventhe“veriestfrumps” What typeofcreature doesScrope PurvisthinkMrs.Dallowayislike? AboutwhomdoesMrs.Dallowayreminisce, andwhere isthatpersonnow? What kindofdayisit,andwhatMrs.Dallowaydoing?

Notebook

Write asummaryofthisexcerptfrom

Choose unfamiliar at one least Briefly research detail from the text.

Research the Bloomsbury Group,Research the Bloomsbury the literary circle of which Virginia Mrs. Dalloway toconfirmyour from Mrs.Dalloway

619 620  Network. Network. to your Word text from the related to self-discovery interesting words Add and mathematicalterminology. concerning themeaningofscientific roots andaffixestodraw inferences of Greek, Latin, and Anglo-Saxon parts ofspeech. Apply knowledge indicate differentmeaningsor use patternsofwordchangesthat L.11-12.4.b impact. and meaningaswellitsaesthetic contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5. story ordrama. to developandrelateelementsofa the author’s choicesregardinghow RL.11–12.3 

STANDARDS

W UNIT 5•DISCOVERING THESELF making meaning making O R

from

D Analyze theimpactof Identify andcorrectly Analyze howan

NET MRS. DALLOWAY W O R K wooden Woolf’s word choice. 3. 2. 1. What during yourfirstread. yourgroup, revisitWith sectionsofthetextyoumarked Close Readthe Word Study Practice Words?Why These Concept A and another add word the that category. fits your group, determine what the words have in common. Write your ideas, the literal and figurative meanings ofwords these ending in are in more used often afigurative,survive rather than literal, sense. Write a handful are still in today. use of adjectives those Moreover, that those do was quite used commonly from into the past nouns, form adjectives but only inwhich appears

nalyze thenalyze themselves? your group. with Discuss excerpt from Essential Question: asked, and what conclusions you reached. Discuss what detailsyour you noticed, passages. what you questions thatfrom you the text found Take especially important. turns presenting Present and Discuss another? to understand person she remember? of comments the ability about one What these suggest do Dalloway’sMrs. Peter thoughts about Walsh. What kinds of details does Clarify Review and solemnity Notebook Notebook Notebook questions , brazen

V Mrs. Dalloway Mrs. . Consult as needed. adictionary Anglo-Saxon Suffix: Suffix: Anglo-Saxon Complete activities. the Use eachUse concept word in asentence vocabulary about doyouhave?Whatcan leaden ocabulary T leaden

Annotate ext ext The three conceptThe words are vocabulary related. With

, can have, can the literal meaning “made of.” This suffix

With yourWith group, reread paragraph 2, and discuss How do we define ourselves? define we do How Now, work your with group to share the passages T

ext taught define you how about people detailsthatyounotice. dejected language development language -en

The Anglo-Saxon suffix suffix Anglo-Saxon The conclude to supportyouranswers. CITE TEXTUALEVIDENCE ?

What has this -en : leaden -en , ,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. goes aboutasingleday. movement, usesthesetechniquestotellthestoryofClarissaDallowayasshe In in aneffort toexpress whatitfeltliketobealiveinthetwentiethcentury. writersinventedavarietyofapproaches,Modernist includingthefollowing, painful, newunderstandingofaworldthatseemeddisjointedandsenseless. resolved nolongerrepresented reality. soughttoreflect Instead,Modernists a War writers,seamlessnarrativesinwhichconflictswere I.ForModernist fully expressing thesenseofdisillusionment thatarose afterthehorrors ofWorld early‑twentieth Author’s Structures Choices:Modernist Analyze CraftandStructure • • • Mrs. Dalloway, Mrs. Dalloway. Work elementsintheexcerptfrom onyourowntotraceModernist Practice unique experiencescontributetoaseparate,oftenalienated,senseofself. unconscious motivationsfortheirchoices.Theyexplore howacharacter’s authorsareModernist interested inthe chronological order ofevents. flashbacks, dream sequences,orotherdevicesthatinterruptthe Nonlinear narratives free associationratherthan conventionallogic. currents ofthoughtasthey mightnaturallyoccur—aflowdictatedby chronological order, the narrationfollowsthecharacter’s branching words andphrasesare oftenomitted.Insteadofbeingarrangedin as thoughtheyare coming directly from acharacter’s mind.Transitional spontaneous flowofseeminglyrandomthoughts,feelings,andimages Stream-of-consciousness narration Narration Stream-of-Consciousness M Psychological Content Psychological Nonlinear Structure O D E R NIST - century movementinalltheartsthatbeganasameansof Virginia Woolf, Virginia oneofthekeyfigures oftheModernist

TE Then,discussyourobservationswithgroup. CH NIQUE donotfollowtimeorder. Theymaycontain E X A isatechniquethatpresents a MP psychologies

LES Modernism

essential question: of characters, the ofcharacters,the isan

to supportyouranswers. CITE TEXTUALEVIDENCE Howdowedefineourselves? learn from one another. and your thoughts you clarify for help will reasons them and the opinions differing conclusion, out or talking but There’s right no impression than you do. choices Woolf’s of impressions different of your group might have inKeep mind that members from Mrs.Dalloway

621 622 or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent of languagetounderstandhow L.11–12.3 and spellingwhenwriting. English capitalization, punctuation, of theconventionsstandard L.11–12.2  is long or already punctuated already or long is that material parenthetical off to set punctuated already or long is that modifier or appositive an off to set alist off to set thought unfinished an to indicate idea interrupting adramatic off to set thought of change abrupt an to indicate DASH USE

STANDARDS

UNIT 5•DISCOVERING THESELF LANGUAGE DEVELOPMENT LANGUAGE

Apply knowledge Demonstrate command from MRS. DALLOWAY thoughts and ideas. narration,stream-of-consciousness and incorporate dashes to off set shows severalshows common for uses dashes. relationships to or the logical clarify effect particular among This ideas. chart Using Dashes for Effect Dashes Using andStyle Conventions Write It 2. 1. Read It

Connect toStyle b. a. function ofeachdash. Work individually.Readthesesentencesfrom dashes enhancehernarrative?Discussyourideaswith your group. dashes andstream-of-consciousness narration?DoesWoolf’s useof Notebook

few sayingslikethisaboutcabbages. when millionsofthingshadutterlyvanished—howstrange itwas!—a remembered: hiseyes,pocket-knife, hissmile,grumpinessand, forgot which,forhisletterswere awfullydull; itwashissayingsone He wouldbebackfrom Indiaoneofthesedays,JuneorJuly,she issued tochildren onabeach. And then,thoughtClarissaDalloway,whatamorning—fresh asif EXAMPLE anyway—will likely solve the case at the end of the novel. ofthe end at the case the solve likely anyway—will The protagonist—whom most readers don’t like but root for a quiet place. as known Illinois—is ofChicago, north just city small Evanston—a camera. her and books, trip—clothes, her for needed she everything packed Miranda yet— and needed, she Wu all had Mrs. ladder. the climbed ofheights—and terrified was breath—he adeep took Idris “Jaime, answer your phone before mind; the I—never caller hung up.”

Write abrief narrative your about day. Use

What istherelationship betweenWoolf’s useof

Writers may a use dash (—) Mrs. Dalloway to create a . Identify the

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Speaking andListening team’s position, even if it is contrary to your opinion. personal to other team’s the responses counterarguments. to defend Remember your to find your evidence to key support and to points anticipate and prepare of the statement, andin support the other will argue against. Work in teams for yourrating. being highlysuccessfuland1lesssuccessful.Then, explainthereasons of evidence,overalleffectiveness. Rateeachgroup onascaleof1–4,with4 As eachgroup givesitspresentation, evaluatetheclarityofideas,logic,use allow time to rehearse. a topic paragraph or to each group member. presentation roles, and Assign it. Develop an outline, toand from examples support the text and then assign critical writing. Work as ateam to develop astrong claim and to find details Response to Literature Plan to Literature Response Debate Plan Plan Panel Discussion a moderator, and Work will who participate as together panelists. to come up and develop answers. develop and discussionwith and questions, then work individually to find evidence textual effective expre effective Create an Assignment Choose from oneofthefollowingoptions:

Present a Stage a Hold a thoroughly portrayalofhercharacters. modern than plotoraction.Insodoing,Woolf creates anuanced,deep,and psychological lives,orsubjectiverealities, ofhercharactersrather In key pointsamonggroup members. Woolf’s choices? approach tocharacterdevelopment,whataretheadvantagesof response tothefollowingquestion: tosupportyourpoints. your understandingofModernism “nuanced, deep,andthoroughlymodern”? question: answers relating tothiskey idea. Dalloway? question: Mrs. Dalloway oral presentation panel discussion.

debate. Divide the groupDivide evenly into teams. team One two will argue response toliterature Do youagreethatWoolf’s approachtothenovelis How doesWoolf showthesubjectiverealityofClarissa Work asagroup todevelopadditionalquestionsand Divideintotwoteamsanddebatethefollowing , Virginia Woolf, Virginia choosestoemphasizethe Work asateamtodevelopresponse, anddivide

Begin by assigning as Choose roles. will who serve ss

ion Focusyourdiscussiononthefollowing inresponse tothisstatement: A response to literature to response . Draftandpresent aformal When comparedtoamorelinear Usetextualevidenceand is a type of is atype individual rolesasneeded. goals anddeadlines, andestablish and decision-making, setclear promote civil, democratic discussions SL.11–12.1.b well-reasoned exchangeofideas. or issuetostimulateathoughtful, and otherresearchonthetopic by referringtoevidencefromtexts explicitly draw onthatpreparation researched materialunderstudy; prepared, havingreadand SL.11–12.1.a persuasively. expressing theirownclearlyand issues, buildingonothers’ideasand on grades 11–12topics, texts, and discussions withdiversepartners effectively inarange ofcollaborative SL.11–12.1   excerpt from fromwhat youlearned this Evidence Logandrecord new selection,gotoyour Before movingontoa

Standard from

evidence evidence Mrs.Dalloway

Initiate andparticipate

Come todiscussions Work withpeersto Mrs. Dalloway. s l og

623

624 range ofstrategies. content on meaning wordsandphrases based meaning ofunknownandmultiple- L.11–12.4 independently andproficiently. grades 11–CCRtextcomplexity band and poems, atthehighend ofthe literature, includingstories, dramas, grade 12, readandcomprehend RL.11–12.10 

grades and 11–12reading STANDARDS

UNIT 5•DISCOVERING THESELF , choosingflexibly froma MAKING MEANING

Determine orclarifythe

By theendof may encounterasyouread. determine theirmeanings.There are varioustypesofcontextcluesthatyou clues The World Too Is Us Much With to the OceanApostrophe opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadPOETRY first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues following words. As youperformyourfirstread ofthesethree poems,youwillencounterthe Concept Vocabulary London, 1802 POETRY COLLECTION 3 were latershowntobe Antonym: pure bliss. Synonym: as shedanced. Definition: torrid —other words andphrases thatappearinatext—tohelpyou you’ve already knowand the selectiontowhatyou CONNECT or describesasinglemoment. whether thepoemtellsastory “speaking” thepoemand notice

Althoughthecommentator’s remarks soundedfactual,they We listenedtothemusicin already read. Theballerina who

If certainwords are unfamiliartoyou,tryusing sordid ideas within ideas within or what

what what erroneous is is pirouetted stagnant . , orwhirledonthetipsofhertoes, rapture the Comprehension Check. you wanttorevisit. vocabulary andkeypassages A NNOT ; Iexperienced R E SP ON A TE D

by marking by completing context

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. About the Poets that accompanies Poetry Collection 1 earlier in this in unit. 1earlier Collection that Poetry accompanies since. ever in his lifetime popular and has so remained was immensely work of English Romanticism.landmark Wordsworth’s history in the Togethermovement. wrote they Turkey. in modern-day Europeof that ocean separates from Asia stretch aroughly three-mile Hellespont, of the currents tricky the swam Byron feats, famous nonliterary of his one most In appeal. to his popular added also exploits and nonliterary appearance dashing His and composers. well painters as as writers, To learn more about Wordsworth, see the biography thebiography see To Wordsworth, about more learn another critical figure Romantic the in critical another Taylor Samuel and colleague Coleridge, influenced by his friend thinking was deeply voice of “the man” common His in his poetry. English Romanticism, to capture aimed the Father the as by many ofregarded scholars Wordsworth William influenced generations of later greatly Byron grounds. moral on it attacked often critics of England, although and outside within both popular was very poetry His letters. extensive wrote dramas also and He Romantic poets. key of the was one the English among figures Byron Lord Gordon, George Lyrical Ballads,

(1770–1850), (1770–1850), which is a which (1788–1824) (1788–1824) ESSENTIAL QUESTION 1807 in written around 1802andpublishedin “The World IsToo Us”was MuchWith Too World Is The Us With Much Harold’s Pilgrimage to theOcean”isanexcerptfrom poem wasextremely popular. “Apostrophe Childe Harold, apilgrimand outcast.The describing thetravelsandthoughtsof Childe Harold’sPilgrimage, One ofByron’s best-knownworksis to Ocean the Apostrophe Backgrounds cherished work. of thepoet’s best-knownandmost please.” Nevertheless,itcontainssome wrote that“Mr. W[ordsworth] ceasesto wrote badreviews ofthecollection;Byron France.” Wordsworth’s contemporaries . ascontrastedwiththequietin vanity andparadeofourowncountry I couldnotbutbestruck.withthe return from FranceandLondon,when was “writtenimmediatelyaftermy Wordsworth laterwrote thatthepoem in 1807 “London, 1802”wasalsopublished London, 1802 eight lines(theoctave). last sixlines(thesestet)“answer”thefirst composed of14lines.Inthatform,the is thatofthePetrarchan, orItalian,sonnet, Poems, inTwo Volumes : Howdowedefineourselves? Poems, inTwo Volumes . Poetry Collection 3 alongpoem . Itsform Childe .

625 626 POETRY NOTES

UNIT 5•DISCOVERING THESELF MULTIMEDIA SCAN FOR 25 20 15 10 5 2. 1. f Apostrophe What Icanne’erexpress, yetcannotallconceal. Without agrave,unknelled,uncoffined, andunknown. rom

haply save

A shadowofman’sravage,save And howling,tohisgods, where haply Are notaspoilforhim—thou dostarise The wrecks are allthydeed,nordothremain Stops withtheshore; uponthewateryplain Man markstheearthwithruin—his control Ten thousandfleetssweepovertheeinvain; Roll on,thoudeepanddarkblueocean—roll! To minglewiththeuniverse,andfeel From allImaybe,orhavebeenbefore, From theseourinterviews,inwhichIsteal I lovenotmantheless,butnature more, By thedeepsea,andmusicinitsroar; There issociety, where noneintrudes, There isarapture onthelonelyshore, There isapleasure inthepathlesswoods, He sinksintothydepthswithbubblinggroan, When, foramoment,likedrop ofrain, And send’sthim,shiveringinthyplayfulspray Spurning himfrom thybosom totheskies, For earth’sdestruction thoudostalldespise, And shakehimfrom thee; thevilestrength hewields His stepsare notuponthy paths—thyfields except.

perhaps. Childe Harold’s Pilgrimage George Gordon, Lord Byron

to the to 1 hisown, 2

lies Ocean

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 60 55 50 45 40 35 30 9. 4. 3. 8. 7. 6. 5. And dashesthimagaintoearth—there lethimlay. Such ascreation’s dawnbeheld,thourollest now. And laidmyhanduponthymane—asIdohere. Alike the Armada’s Alike Obeys thee;thougoestforth,dread, fathomless,

fathomless leviathans rhyme. the of sake the lay Glasses Nelson. Lord by led fleet British Trafalgar Armada’s creator clay to “giant referring is ships.” speaker the Here Testament.

A note on Byron’s proof suggests that he intentionally made this grammatical error for for error grammatical this made intentionally he that suggests proof Byron’s on A note And manyatyrantsince;theirshores obey And monarchs tremble intheircapitals, And Ihavelovedthee,ocean!andmyjoy Glasses Thou gloriousmirror, where the Almighty’s form Time writesnowrinkleonthineazure brow; Unchangeable, savetothywildwaves’play. Has drieduprealms todeserts—notsothou, The stranger, slave,orsavage:theirdecay Thy waterswashedthempowerwhiletheywere free, Assyria, Greece, Rome,Carthage,whatare they? Thy shores are empires, changedinallsavethee— The oakleviathans, Of rock-built cities,biddingnationsquake, The armamentswhichthunderstrikethewalls His pettyhopeinsomenearportorbay, And trusted tothybillowsfarandnear, For Iwasasitwere achild ofthee, Made thematerror—’twas apleasingfear, Were adelight:andif thefreshening sea I wantonedwiththybreakers—they tome Borne, likethybubbles,onward; from aboy Of youthfulsportswasonthybreast tobe They meltintothyyeastofwaves,whichmar These are thytoys,and,asthesnowyflake, Of lord ofthee,andarbiterwar— Their claycreator The monstersofthedeepare made:eachzone Of theInvisible;evenfrom outthyslime The imageofeternity, thethrone Dark-heaving—boundless, endless,andsublime; Icing thepole,orin Calm orconvulsed—inbreeze, orgale,storm,

mirrors.

battle in 1805 during which the French and Spanish fleets were defeated by the the by defeated were fleets Spanish and French the which 1805 in during battle

refers to the Spanish Armada, defeated by the English in 1588. in English the by defeated Armada, Spanish to the refers

(luh VY uh thuhnz) uh VY (luh

(FA human beings. 8 TH itself intempests:alltime, uhm lihs) 6 prideorspoilsofTrafalgar.

5 adj. adj. thevaintitletake originally, monstrous sea creatures, described in the Old Old the in described creatures, sea monstrous originally, 4 whosehugeribsmake too deep to be measured or understood. or measured to be deep too torrid clime 7 9 alone. 3 Apostrophe to theOcean NOTES MEANING: torrid helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate

(TAWR ihd) adj .

627 628 MEANING: sordid helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES POETRY

UNIT 5•DISCOVERING THESELF

MULTIMEDIA SCAN FOR (SAWR dihd) The World Is Too Us With Much adj . 10 5 A Pagan suckledinacreed outworn; 4. 2. 1. Have sightofProteus Have glimpsesthatwouldmakemelessforlorn; So mightI,standingonthispleasantlea, It movesusnot.—Great God! I’dratherbe For this,foreverything,weare outoftune; And are upgathered nowlikesleepingflowers; The windsthatwillbehowlingatallhours, This Seathatbares herbosomtothemoon; We havegivenourheartsaway, a Little weseeinNature thatisours; Getting andspending,welaywasteourpowers: The worldistoomuchwithus;lateandsoon, Or hearoldTriton 3.

tail of afish. of tail Triton at will. lea boon Proteus

(lee)

favor. in Greek mythology, a sea god with the head and upper body of a man and the the and aman of body upper and head the with god asea mythology, Greek in

(PROH tee uhs) tee (PROH n. meadow. 4 blowhiswreathèd horn. in Greek mythology, a sea god who could change his appearance appearance his change could who god asea mythology, Greek in 3 risingfrom thesea; sordid William WordsworthWilliam 2 boon! 1

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 5 2. 1. The lowliestdutiesonherself didlay. In cheerfulgodliness;andyetthyheart So didstthoutravelonlife’s commonway, Pure asthenakedheavens, majestic,free, Thou hadstavoicewhosesoundwaslikethesea: Thy soulwaslikeaStar, anddweltapart: And giveusmanners,virtue,freedom, power. Oh! raiseusup,return tousagain; Of inward happiness.We are selfish men; Have forfeitedtheirancientEnglishdower Fireside, theheroic wealthofhallandbower, Of Milton! England hathneedofthee:sheisafen

fen Milton stagnant

n . area of low, flat, marshy land. marshy low, of . area flat, 1

thoushould’stbelivingatthishour: seventeenth-century English poet John Milton. John poet English seventeenth-century waters:altar, sword, andpen, 2 William WordsworthWilliam London, 1802 The World Is Too Us•London, 1802 MuchWith MEANING: stagnant helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

(STAG nuhnt) MULTIMEDIA SCAN FOR POETRY adj

629 . 630 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension 3. 2. 1. 3. 2. 1. T toApostrophe the

he World Is Is World he

UNIT 5•DISCOVERING THESELF According tothespeaker, whatmythologicalfigures wouldbevisibleina“Pagan”era? whatdoesthespeakersay“weare outoftune”? With What activitiescausepeopletoexhausttheir“powers”? What doesthespeakersayhisrelationship was withtheoceanwhenhewasaboy? its relationship withtheland? According tothespeaker, howishumankind’s relationship withtheocean different from Whom orwhatdoesthespeakeraddress inthispoem? T oo Much W Much oo O ce a n i th th U s

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. group. discover or Lord Byron in more London about the year 1802. Share your findings your with brief researchperform to learn more. example, For you may want to research the life of Research to Explore Research to Clarify Research RESEARCH 3. 2. 1. of the poem? research that detail. what In way the information does you learned shed light an on aspect London, 1802

To whatdoesthespeakercompare Milton’s voice? According tothespeaker, whathascontemporaryEnglandforfeited,orgivenup? Whom orwhatdoesthespeakeraddress inthispoem?

Choose unfamiliar at one least detail from of one Briefly the poems.

Choose something that interested you from and the poems, Poetry Collection 3

631 Network. Network. to your Word text from the related to self-discovery interesting words Add 632  meanings. connotative or any figurative consider use.speakers Then, the and phrases words the literal the of meanings about think First, levels. multiple interpreted be on often can inKeep mind that poetry GROUP DISCUSSION word meanings. word relationships, andnuancesin understanding offigurative language, L.11–12.5 standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c range ofstrategies. content based on multiple-meaning wordsandphrases the meaningofunknownand L.11–12.4 

STANDARDS

W UNIT 5•DISCOVERING THESELF , choosingflexiblyfroma MA POETRY COLLECTION 3 O grades and 11–12reading

R Demonstrate Determine orclarify

D Consult general and KI

NET NG W

O MEAN RK I NG dictionary. Then, paraphrase each definition in your words. own 3. 2. 1. called What during yourfirstread. yourgroup, revisitWith sectionsofthetextyoumarked Close Readthe Word Study Practice Words?Why These Concept A and another add word the that category. fits your group, determine what the words have in common. Write your ideas, inference. Finally,useanetymological dictionarytoverify your response. torrid meaning “driedwithheat.” Usingyourknowledgeofcognates,inferwhether The conceptvocabularyword related. closely sourceThe from which they derive is ancient, yet their meanings are still motherly over time,apart but their meanings remain related. example, For the word

nalyze thenalyze your group. taughtpoems define themselves? you how about people Discuss with Essential Question: youquestions asked, and what conclusions you reached. turns presenting Discuss what details your you noticed, passages. what from that the poems passages you found Take especially important. Present and Discuss nature? with relationship humans’ we are out of tune”?everything, this What line does about suggest Us.”With the speaker What does “For this, mean hesays, when for Clarify Review and torrid Notebook Notebook Notebook iscognatewiththeword

questions cognates , from English, Old and the word

V . Often, their spellings. Often, and pronunciations have drifted Complete activities. the Cognates Look up eachLook word in aprint online or college-level doyouhave?Whatcan sordid ocabulary T

Annotate ext The The

With yourWith group, reread World “The Too Is Much How do we define ourselves? define we do How Now, work your with group to share the T

three three When wordsWhen share acommon origin, they are ext torrid thirsty stagnant stagnant detailsthatyounotice. concept comesfrom theLatinword orwiththeword language development language maternal vocabulary vocabulary conclude , from Latin, are cognates. words are related. With With related. are words to supportyouranswers. CITE TEXTUALEVIDENCE torment ?

What have these torridus . Explain your . Explainyour ,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Figurative Language Analyze CraftandStructure personification, oxymoron, and oxymoron, apostrophe.personification, of figurative commonways. Some language types include simile, metaphor, language not meant literally, to evoke emotions and ideas in state imaginative • • • • • Then, discuss how each example adds to the meaning or artistry of the poem. of the artistry to or meaning the adds example each how discuss Then, poems. in of these figurative language examples to identify Work together Practice POEM Example: Example: Example: Example: Example: abstract orinanimatething. An contradictory words. An given humanqualities. Personification explicit comparisonword suchas A comparison word suchas A simile metaphor apostrophe oxymoron isacomparisonoftwounlikethingsusinganexplicit

Oh, moon,youshinesobeautifully againstthe nightsky. The moon’s darkbrightnessfillsthenightsky. The moonsmilesdownfrom thenightsky. The moonisaglowingemberinthenightsky. The moonshineslikeaglowingemberinthenightsky. isacomparisonoftwounlikethingsthatdoesnotusean is afigure ofspeechthatjuxtaposestwooppositeor isadirect address toeitheranabsentpersonor isafigure ofspeechinwhich anonhumansubjectis

Poetry often uses uses often Poetry like or LINE(S) as like . or figurative language, as . TYPE OF FIGURATIVE LANGUAGE FIGURATIVE OF TYPE essential question:ESSENTIALQUESTION: or or Whatdoesittaketosurvive?Howdowedefineourselves? to supportyouranswers. CITE TEXTUALEVIDENCE L.11–12.5.a word meanings. word relationships, andnuancesin understanding offigurative language, L.11–12.5 beautiful. is particularlyfresh, engaging, or multiple meaningsorlanguagethat and tone, includingwordswith specific wordchoicesonmeaning meanings; analyzetheimpactof including figurative andconnotative as theyareusedinthetext, meaning ofwordsandphrases RL.11–12.4  role inthetext. speech incontextandanalyzetheir

S Poetry Collection 3 tan

d Demonstrate

Determine the Interpret figuresof ar d s

633 634 and issometimescontested. of convention, canchangeovertime, understanding thatusageisamatter L.11–12.1.a writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1  common way.. travelonlife’s thou So didst apart.. dwelt aStar,Thy soulwaslike and hour.at this . should’st thou Milton! beliving despise.. all thou dost For earth’s destruction vilestrength. the he wields / man’s ravage.. remainnor doth /Ashadowof The wrecks are deed, thy all LINE(S)

TA UNIT LANGUAGE DEVELOPMENT LANGUAGE POE ND

Demonstrate command T

R 5 Apply the A Y

RDS • COLLEC

DISCOVERING T ION 3

THE

SELF rewrite it using contemporary English pronouns and verb forms. Archaic Diction andStyle Conventions Write It 2. 1. It Read choice tousethemachieveacertaineffect. Wordsworth wrote thesepoems.However, thepoetsmadestylistic These pronoun andverbforms were already archaic whenByron and archaic diction. but areusage common. nolonger at Both times and use Byron Wordsworth diction Archaic

• • Connect toStyle verb, andidentify itsform.Then,rewrite thelineincontemporaryEnglish. Work individuallytocompletethechart.Markeacharchaic pronoun or detract from eachpoem’s effect. revisionsdiction. Considerhowtheuseofmodern wouldeitheraddtoor responses withyourgroup. Discusstheeffects ofthepoets’usearchaic Notebook (“England hathneedofthee”). in Both poetsusearchaic verb forms.Asecond-personsingularverbends thee thou Instead ofthesecond-personpronoun third-person verb form third-person doth: pronoun; possessive thy: second-person FORM OF PRONOUN/VERB -st whenusedasadirect orindirect object. . Thispronoun becomes (“Thouhadstavoice”);third-person singularverbendsin

refers to words and phrases that were once in standard Choose from another of one and passage the poems,

Word choice, or

After youhavecompletedthechart,share your thy diction, or thine C ravage. man’s of /Ashadow does remain nor deed, your all are wrecks The you on is an essential aspect of apoem. is an essential aspect whenusedpossessivelyand t , bothpoetsusethearchaic empor a r y E n g lis h -th

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Research Conduct Research Conduct Plan Project needed for properneeded citation. addition, record the sources consults, all and each the details collect person you are researching and the group to assigned member each kind. In information you to will need cite sources using correctly astandard format. which opinions differ, you research, they so. say As make sure the to collect content, and they cite openly their sources. own they present If ideas on for their accuracy and reliability. and error-free provide They well-written digital sources. Authoritative sources are that those are acknowledged widely e KIND OF INFORMATION Conduct a Assignment following options: events oftheperiodtothree poemsyouhaveread. Chooseoneofthe ff

ec “London, 1802.” disppointment withFrench revolutionary politics,asexplored in Plan andwritea events towhichWordsworth mayhavebeenreacting orresponding. materialism in“TheWorld IsToo Us.”Citehistorical MuchWith Plan andwritea the SpanishArmada(1588)andBattleofTrafalgar (1805). importance ofthetwobattlesmentionedinpoem:defeat the Ocean.”IncludeBritainasoneofempires, andexplainthe ocean toempires referred andgovernments toin“Apostrophe to Plan andwritea t ive historical investigativeresearch report

Gather information from multiple authoritative print and

e xp

Use thisUse to chart keep track of the kinds of information report thatanalyzes report thatexplains report thatcompares re ss ion WHO IS RESPONSIBLE Wordsworth’s rejection of Wordsworth’s profound theimportanceof thatrelates historical SOURCE INFORMATION FOR CITATION information frommultiple W.11–12.8 subject underinvestigation. demonstrating understandingofthe multiple sourcesonthesubject, inquiry whenappropriate;synthesize problem; narroworbroadenthe to answeraquestionorsolve as moresustainedresearchprojects W.11–12.7  endnotes. for citationincludingfootnotesand and followingastandardformat overreliance onanyonesource of ideas, avoidingplagiarismand selectively tomaintaintheflow integrate informationintothetext of thetask, purpose, andaudience; limitations ofeachsourceinterms effectively; assessthestrengthsand sources, usingadvanced searches authoritative printanddigital  and “London, 1802.” Is Too Us,” MuchWith the Ocean,”“TheWorld from “Apostrophe to record whatyoulearned your EvidenceLogand a newselection,goto Before movingonto

S Poetry Collection 3

tandards EVIDENCE LOG EVIDENCE

Gather relevant Conduct shortaswell

635 636 range ofstrategies. content on meaning wordsandphrases based meaning ofunknownandmultiple- L.11–12.4 independently andproficiently. grades 11–CCRtextcomplexity band and poems, atthehighend ofthe literature, includingstories, dramas, grade 12, readandcomprehend RL.11–12.10  “great” work. been recognized asatruly of ThingsPast produced room, Proust eventually himself upinasoundproof “great” work.Locking to betheauthorofatruly be asuccessfulwriter, but determined notsimplyto an earlyage,Proust was his timetowriting.From withdrawn, andhedevoted Proust becameincreasingly young man.Astimepassed, a practicinglawyeras in themilitaryandbecame Nevertheless, Proust served Marcel hadtrouble fittingin. As achild,thesickly,shy Parisian doctorandhiswife. was thesonofawealthy Marcel Proust About the Author

grades and 11–12reading STANDARDS

UNIT 5•DISCOVERING THESELF , choosingflexibly froma MAKING MEANING

Determine orclarifythe Remembrance

By theendof , whichhas (1871–1922) context clues. determine theirmeanings.Here are examplesofcommontypes clues As youperformyourfirstread of“TheMadeleine,”youwillencounterthe Concept Vocabulary Madeleine The opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues following words. contrast tothe Antonyms: not seethebottom. Elaborating Details: avoid thecircus atallcosts. Definition: innocuous —other words andphrases thatappearinatext—tohelpyou you’ve already read. already knowandwhat the selectiontowhatyou CONNECT they do. the and about, notice main when

what Becauseofmy Thetersenessofthesecondspeakerstoodinsharp characters react as charactersreact as whom

ithappens,and

prolixity If thesewords are unfamiliartoyou,tryusing ideas within happens, illusory the story is thestoryis The ofthefirst.

abyss where coulrophobia why wassodarkanddeepthatshecould

impalpable

, orintensefearofclowns,I the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A NNOT R E SP ON A TE D

by marking by completing context

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 from 1. M called Combray. he beginstoreminisce abouthisdaysasachildinsmallFrench town about thepastwithtrueaccuracy.Hisprose seemsfairlyunfocuseduntil The narratormusesabouthiscurrent life andthedifficulty intalking BACKGROUND The Madeleine which lookasthoughtheyhadbeenmoldedinthe flutedscallopofa one ofthoseshort,plumplittlecakescalled“petites madeleines,” then, fornoparticularreason, changedmymind.Shesentoutfor me sometea,athingIdidnotordinarily take.Ideclinedatfirst,and winter, asIcamehome,mymother, seeingthatIwascold,offered my goingtobedthere, hadanyexistenceforme,whenonedayin had invadedmysenses,butindividual,detached, with nosuggestion extraordinary changesthatwere takingplace. An exquisite pleasure shudder ranthrough my whole body, andIstopped,intent uponthe the warmliquid,andcrumbs withit,touchedmypalatethan a of theteainwhichIhadsoakedamorselcake. Nosoonerhad the prospect ofadepressing morrow, Iraisedtomylipsaspoonful pilgrim’s shell. And soon,mechanically, wearyafteradull daywith

Combray any yearshadelapsedduringwhichnothingofCombray, save whatwascomprisedinthetheateranddramaof

Remembrance of Things Past village where the narrator grew up. grew narrator the where village Marcel Proust 1

NOTES The Madeleine NOVEL EXCERPT MULTIMEDIA SCAN FOR

637 adj. 638 MEANING: illusory MEANING: innocuous helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•DISCOVERING THESELF

(ih LOO suhree)

(ih NOKyoo uhs)

adj.

3 2 2. of itsorigin. And atoncethevicissitudes place andattemptstorise, somethingthathasbeenembeddedlikean I feelsomethingstartwithinme,thatleaves itsresting before mymind’seyethe still recent tasteofthatfirstmouthful,and second timeIclearanemptyspaceinfront ofit.Iplaceinposition rest andrefresh itself before thesupreme attempt. And thenforthe distraction whichIhavejustdeniedit,tothinkofother things,to having anysuccesstoreport, Icompelitforachangetoenjoythat room. And then,feelingthatmymindisgrowing fatiguedwithout ears andinhibitallattentiontothesoundswhichcome from thenext course Ishutouteveryobstacle,extraneous idea, Istopmy again thefleetingsensation. And thatnothingmayinterrupt itinits my mindtomakeonefurthereffort, tofollowandrecapture once I findagainthesamestate,illuminedbynofresh light.Icompel thoughts tothemomentatwhichIdrankfirstspoonfuloftea. vanished. Idecidetoattemptmakeitreappear. Iretrace my state inwhosepresence otherstatesofconsciousnessmeltedand existence, butonlythesensethatitwasahappy, thatitwas areal unremembered statewhichbrought withitnologicalproof ofits of day. can givereality andsubstance,whichitalonecanbringintothelight to facewithsomethingwhichdoesnotsofarexist,italone equipment willavailitnothing.Seek?More thanthat:create. Itisface once thedarkregion through whichitmustgoseeking, where allits of ithasstrayedbeyonditsownborders; whenit,theseeker, isat What anabyssofuncertaintywheneverthemindfeelsthatsomepart examine myownmind.Itisforittodiscoverthetruth. Buthow? my disposal,forfinalenlightenment.Iputdowncupand upon theteaforitagainandtofindthere presently, intactandat which I,too,cannotinterpret, thoughIhopeatleasttobeablecall indefinitely, withagradualloss ofstrength, thesametestimony; called upinme,butdoesnotitself understand,andcanonlyrepeat of myquest,thetruth, liesnotinthecupbutmyself. Theteahas time tostop;thepotionislosingitsmagic.Itplainthatobject the first,athird, whichgivesmeratherlessthanthesecond.Itis could Iseizeuponanddefineit? same nature astheirs.Whencediditcome?Whatsignify? How that itinfinitelytranscendedthosesavors,couldnot,indeed,beofthe conscious thatitwasconnectedwiththetasteofteaandcake,but Whence couldithavecometome,thisall-powerfuljoy?Iwas was myself. Ihadceasednowtofeelmediocre, accidental,mortal. me withaprecious essence;orratherthisessencewasnotinme,it new sensationhavinghadonmetheeffect whichlovehasoffilling indifferent tome,itsdisasters

circumstances. vicissitudez And Ibeginagaintoaskmyself whatitcouldhavebeen,this I drinkasecondmouthful,inwhichfindnothingmore thanin

(vih SIHS uh toodz) uh (vih SIHS

n . unpredictable changes in life, fortune, or or life, in fortune, changes . unpredictable innocuous 2 , itsbrevity oflife hadbecome illusory —this

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 6 5 4 4. being mustbetheimage,visualmemorywhich,linked great spacestraversed. mounting slowly;Icanmeasure theresistance, Icanheartheechoof anchor atagreat depth;Idonotknowyetwhatitis,butcanfeel 3. the evidenceofitscontemporary, itsinseparableparamour, cannot inviteit,astheonepossibleinterpreter, totranslateme whirling medleyofradianthues,andIcannotdistinguishitsform, the colorlessreflection inwhichare blendedtheuncapturable struggles are toofaroff, toomuchconfused;scarcely canIperceive to thattaste,hastriedfollowitintomyconsciousmind.Butits essay which whocansaywhetheritwilleverrise?Ten timesoverImust it hasstopped,perhaps gonedownagainintoitsdarkness,from of theverydepthsmybeing?Icannottell.Nowthatfeelnothing, moment hastraveledsofartoimportune,disturb,raiseupout memory, thisold,deadmoment whichthemagnetismofanidentical circumstance isinquestion,ofwhatperiodmypastlife. taste ofcakesoakedintea;cannotaskittoinformmewhatspecial ready toremind us,waiting andhopingfortheirmoment,amid the smellandtasteofthingsremain poisedalongtime,likesouls, with more vitality, more unsubstantial,more persistent,more faithful, after thethingsare broken andscattered, still,alone,more fragile,but from along-distantpastnothing subsists,afterthepeopleare dead, allowed themtoresume their placeinmyconsciousness.Butwhen dormant astohavelostthepowerofexpansionwhich wouldhave severe, religious folds,were eitherobliteratedor had beensolong that ofthelittlescallop-shellpastry, sorichlysensualunderits survived, everythingwasscattered; theformsofthings,including memories, solongabandonedandputoutofmind,nothingnow take itsplaceamongothersmore recent; perhaps becauseofthose that theirimagehaddissociateditself from thoseCombray daysto interval, withouttastingthem,onthetraysinpastry-cooks’windows, I tastedit;perhaps becauseIhadsooftenseensuchthingsinthe sight ofthelittlemadeleinehadrecalled nothingtomymindbefore me, dippingitfirstinherowncupofreal oroflime-flowertea.The to saygooddayherinbedroom, myauntLeonieusedtogive on thosemorningsIdidnotgooutbefore church time), whenIwent crumb ofmadeleinewhichonSundaymorningsatCombray(because or distress ofmind. for tomorrow, whichletthemselvesbepondered overwithouteffort my teaandtothinkmerely oftheworriestodayandmyhopes work ofimportance,hasurged metoleavethethingalone,drink natural lazinesswhichdetersusfrom everydifficult enterprise,every

essay paramour And suddenlythememoryreturns. Thetastewas thatofthelittle Undoubtedly whatisthuspalpitatinginthedepthsofmy Will itultimatelyreach theclearsurfaceofmyconsciousness,this 4 thetask,mustleandownoverabyss. And eachtimethe

v. attempt.

(PAR mawr) uh

n. lover. 3 the NOTES The Madeleine

639 adj. 640 MEANING: impalpable helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•DISCOVERING THESELF

(ihm PAL puhbuhl)

7 gardens alike,from mycupoftea. their proper shapesandgrowing solid,spranginto being,townand church andthewholeofCombrayitssurroundings, taking the goodfolkofvillageandtheirlittledwellingsparish 7. 6. soaked inherdecoction impalpable the ruins of alltherest; andbearunfaltering,inthetinyalmost 5. and inM.Swann’s and recognizable, sointhatmomentalltheflowersourgarden distinctive shape,becomeflowersorhousespeople,permanent they becomewet,stretch themselvesandbend,takeoncolor which untilthenare withoutcharacterorform,but,themoment porcelain bowlwithwaterandsteepinginitlittlecrumbs ofpaper it wasfine. And justastheJapaneseamusethemselvesbyfillinga along whichIusedtorun errands,thecountryroads wetookwhen weathers, theSquare where Iwassentbefore luncheon,thestreets see); andwiththehousetown,from morningtonightandinall (the isolatedpanelwhichuntilthatmomenthadbeenallIcould on tothegarden, whichhadbeenbuiltoutbehinditformyparents the sceneryofatheatertoattachitself tothelittlepavilion,opening old grayhouseuponthestreet, where herroom was,rose uplike discovery ofwhythismemorymademesohappy)immediatelythe give me(althoughIdidnotyetknowandmustlongpostponethe

Vivonne Swann M. decoction And onceIhadrecognized thetasteofcrumb ofmadeleine

river in Combray. in river

(dih KOK shuhn) Monsieur (Mr.) Swann, friend of the narrator’s family. (Mr.) narrator’s the of Monsieur friend Swann,

drop oftheiressence,thevaststructure ofrecollection. 6 park,andthewaterliliesonVivonne

n. 5 oflime-flowerswhichmyauntusedto extract made from boiling down asubstance. down boiling from made extract

❧ 7 and

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension with your classmates.with involuntary memory, which has termed a “Proustian been memory.” Share your findings brief research to learn more it. about You might, for example, research the idea of an Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. the story? that detail. what In way the information does you of learned shed light an on aspect

the text. What comestomindwhenthenarratorbeginsthinkofhisaunt? What imagesparksafeelingofjoytoreturn tothenarrator? attempt todo? Once the“essence”ofmemorybeginstofade,whatdoesnarrator What doesthenarratorfeelwhenheexperiencesthismemory? What stirsamemoryofthenarrator’s childhoodinCombray?

Notebook

Write asummaryof“TheMadeleine”toconfirmyourunderstanding

Choose unfamiliar at one least Briefly research detail from the text.

Choose that adetail from interested the text you, and perform The Madeleine

641 Network. to your Word text from the related to self-discovery interesting words Add 642  author’sthe story.life reflect narrator not necessarily do the remembrances of the that and of fiction work keep in mind that this is a name Marcel. However, of this share novel the narrator author and the The CLARIFICATION word orphrase. determination ofthemeaninga L.11–12.4.d of speech. indicate differentmeaningsorparts use patternsofwordchangesthat L.11–12.4.b 

W tanda UNIT 5•DISCOVERING THESELF MAKING MEANING MAKING O R

D Verify thepreliminary Identify andcorrectly

NET r ds THE MADELEINE W O RK whether the prefix has assimilated fit to the root word. base or better each word, note whether the prefix means “not” “in.” or Then, state (“not”) remains the same. Consider the words the synonym that best fits the context. fits thatsynonym best thatsentences each use word, in the selection and rewrite them using the for synonyms each oftwo the concept words. Then, find vocabulary the 3. 2. 1. base word.base instance, For in the “not” “into.” or the prefix take both can cases, In of forms. avariety Often, What during yourfirstread. yourgroup, revisitWith sectionsofthetextyoumarked Close Readthe Word Study Practice Why Concept A and another add word the that category. fits your group, determine what the words have in common.

nalyze thenalyze taught build you how about people their of senses self? E asked, and what conclusions you reached. Discuss what detailsyour you noticed, passages. what you questions that you foundthe selection Take especially important. turns presenting Present and memory?experiences What the narrator’s do repeated how about aperson suggest drinks Clarify Review and innocuous

m n N N N ssential Question: assimilates, more similar becomes or to, of the letter root or the first otebook otebook otebook sound better combines sound better the with T questions hese Words?hese

V D Complete activities. the Use a dictionary or thesaurus or to find and record adictionary Use at least L doyouhave?Whatcan ocabulary atin Prefix: Prefix: atin iscuss illusory T

A ext The The

nnotate

With yourWith group, reread paragraph 2of the excerpt. How do we define ourselves? define we do How Work your with group to share from the passages T

impalpable three three ext in detailsthatyounotice. concept vocabulary words are related. With With related. are words vocabulary concept - impalpable

The Latin prefix Latin The language development language , the prefix p sound. However, meaning its conclude incredible in- in- becomes becomes to supportyouranswers. Cite textualeviden

can meancan either ? and and Write your ideas, What has this story What has this story import im- because . For . For c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. and memories. sounds, smells, and feelings tastes, associated the narrator’s with experience Madeleine,” language Marcel to capture sensory Proust uses the sights, the reader to visualize to and connect what is happening “The In in atext. languagethat creates to appeal Sensory the word senses. helping pictures, literature makes of use heavy through of the senses sight, hearing, taste, touch, and smell. this For reason, Impact of Word Choice Impact Analyze CraftandStructure 2. 1. Practice

your choice.Then,discusswithgroup. vivid, clarifies whattheexperiencemeanstohim,orboth.Explain especially effective becauseitmakesthenarrator’s experience more Cite anexampleofsensorylanguagefrom thetextthatyoufeelis with yourgroup, andconsider theeffects ofeachexample. passages mayappealtomore thanonesense.)Discussyourchoices from thetextthatappealto thesensesindicated.(Notethatsome Work independentlytocomplete thechart.Identify passages Touch Taste/Smell Hearing Sight SENSE

People takePeople in information the world about sensory language, sensory EXAMPLE (S) EXAMPLE or words or and phrases to supportyouranswers. CITE TEXTUALEVIDENCE essential question: ESSENTIAL QUESTION: Whatdoesittaketosurvive? Howdowedefineourselves? word meanings. word relationships, andnuancesin understanding offigurative language, L.11–12.5 beautiful. is particularlyfresh, engaging, or multiple meaningsorlanguagethat and tone, includingwords with specific wordchoicesonmeaning meanings; analyzetheimpactof including figurative andconnotative as theyareusedinthetext, meaning ofwordsandphrases RL.11–12.4 

S tan

The Madeleine d Demonstrate

Determine the a rd s

643 644 structured eventsequences. well-chosen details, andwell- or eventsusingeffectivetechnique, develop realorimaginedexperiences W.11–12.3 impact. and meaningaswellitsaesthetic contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5  words. repeated and listening for loud the out passage reading the try effects, its anaphora or is having identifying trouble agroup you member or If COLLABORATION

STANDARDS

UNIT LANGUAGE DEVELOPMENT LANGUAGE

Write narratives to

Analyze howan 5

•

THE MADELEINE DISCOVERING

THE

SELF Rhetorical Devices Rhetorical andStyle Conventions Proust uses in “The Madeleine” inProust uses “The is anaphora. ideasor that creates emphasis emotion. and rhetorical stirs One device that Anaphora iseffective forseveral reasons: I canmeasure theresistance; Icanheartheechoofgreat spacestraversed. Example: sentences. clauses, or phrases, repetition of sequence of the same words at the beginning of nearby 2. 1. It Read repeated word sequences. at leasttwoexamplesofanaphora.Marktheexamples, andidentify the Write aparagraphinwhichyoucommenton“TheMadeleine.”Include Write It

• • • readable andreadable enjoyable. ofuse anaphora and makes helps of enhance the story it more the style Connect toStyle b. a. “The Madeleine.” Mark therepeated word sequenceineachpassagefrom is particularly paragraph 3 c. It makesthetexteasiertograspandremember. It emphasizestherelatedness oftheideas. It givesthetextarhythmthatispleasingtoear.

my pastlife. inform mewhatspecialcircumstance isinquestion, ofwhatperiodin inseparable paramour, thetasteofcakesoakedintea;cannotaskitto interpreter, totranslatemetheevidenceofitscontemporary, I cannotdistinguishitsform,inviteit,astheonepossible light ofday. alone cangivereality andsubstance,whichit alonecanbringintothe It isfacetowithsomethingwhichdoesnotsofarexist,it anchor atagreat depth.. place andattemptstorise,somethingthathasbeenembeddedlikean I feelsomethingstartwithinme,thatleavesitsresting Notebook

I donotknowyetwhatitis,butcanfeelmountingslowly;

effective.

“The A

fter yourfter discussion, explain in your words own how the

A Find andmarkanexampleofanaphorain

Madeleine.” rhetorical device rhetorical

Discuss is of aspecial pattern words

with Anaphora

your

group is the deliberate

why

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Writing toSources Project Plan Project share the larger with class. took to writing Then, task. come the same to consensus narrative one on to turns reading your narratives aloud, and discuss the different approaches you your narrative. you have When finished, come together as agroup. Take tochart plan how you will adapt details for those your narrative. Finally, write and marking up the details you will include in your narrative. Then, the use your groupproject chose. Begin by rereading Madeleine” “The individually retelling, entry, adiary of an or ascene, extension depending which on PASSAGE FROM “THE MADELEINE” PASSAGE “THE FROM Assignment language. Chooseoneofthefollowingoptionswithyourgroup: use ofnarrativetechniques,suchasdialogue,description,andsensory includes well-drawncharacters,aclearsequenceofevents,andeffective Remembrance ofThingsPast Write a

EFFECTIVE EXPRESSION EFFECTIVE experienced. MimicProust’s toneandstyle. new conclusionthatfollowsfrom andreflects onwhatthenarrator summarizing thekeyeventsanddetailsofscene,adda What doyouthinkmighthappennextinthenovel?Beginby an Write include reflections onthoseexperiences. about hislife inCombray.Incorporatedetailsfrom Proust’s text,and have experiencedasachild.Usefirst-personpointofviewtowrite a Write narrator’s thoughtsandhismother’s reactions. narrator hasteawithhismother. Includedialoguethatreveals the characters inyourstory—anddescribewhathappenswhenProust’s narrator—one whoknowsthethoughtsandfeelingsofall from anotherpointofview. Create athird-person omniscient a Write narrative

fictional diaryentry narrative retelling Each person in yourEach group person will write either anarrative extension basedon“TheMadeleine”from Marcel Proust’s ofthescenedescribedin“TheMadeleine.” . Keepinmindthatastrong narrative oftheevents“TheMadeleine” aboutadayProust’s narratormight HOW I WILL ADAPT IWILL HOW  “The Madeleine.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

EVIDENCE LOG EVIDENCE The Madeleine

645 646 to themeaningofawordorphrase. L.11–12.4.a range ofstrategies. content on meaning wordsandphrases based meaning ofunknownandmultiple- L.11–12.4 band independentlyandproficiently. the grades 11–CCRtextcomplexity literary nonfictionatthehighend of grade 12, readandcomprehend RI.11–12.10  Remembering Everything The ArtandScienceof Einstein: Moonwalking With in thebest-sellingbook long trainingfortheevent He chronicled hisyear- Championship in2006. the UnitedStatesMemory mind, Foerentered andwon Fascinated bythehuman and mathematicalmodels. on controlled experiments natural sciencesthatfocuses science—research intothe who writesabouthard is afreelance journalist Joshua Foer About the Author

grades and 11–12reading STANDARDS

UNIT 5•DISCOVERING THESELF , choosingflexiblyfroma MAKING MEANING MAN IN THE WORLD THE IN MAN FORGETFUL MOST THE

Determine orclarifythe

Use contextasaclue By theendof (b.1982) . you determinetheirmeanings.Here isoneexample. of opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues As youperformyourfirstread, youwillencounterthefollowingwords. Technical Vocabulary World the in ForgetfulThe Most Man and close-read activitiesfor “TheMostForgetful related topic.First,youwill completethefirst-read witharadiobroadcastscience journalism ona In thislesson,youwillcompare anexampleof Comparing Text to Media prepare youforthecomparingtask. Man intheWorld.” Your group workwillhelp context clues made peopleillandpoisonedthecountryside. Elaborating Details: amnesia you’ve already read. already knowandwhat the selectiontowhatyou CONNECT Who the text. NOTICE

isinvolved? the generalideasof What

—other words andphrasesthatappearinatext—tohelp If thesewords are unfamiliartoyou,tryusingvarioustypes ideas within cognitive isitabout? Thefactoryspewed

pathological noxious the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND chemicalsthat POISON THE PRESENT THE POISON CAN PAST THE FADE, NEVER MEMORIES WHEN by marking by completing

The Most Forgetful Man in the World

from Moonwalking With Einstein

Joshua Foer

BACKGROUND Healthy human beings have both long-term and short-term, or working, SCAN FOR memory. Working memory lasts only moments, such as the time between MULTIMEDIA reading a phone number and writing it down. Long-term memory is anything one remembers once his or her attention has fully left it, and can last one’s entire life.

1 aving met some of the best memories in the world, I decided NOTES H that my next step would be to try to seek out the worst. What better way to try to begin to understand the nature and meaning of human memory than to investigate its absence? I went back to Mark context clues or indicate Google in search of Ben Pridmore’s counterpart in the record books © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson another strategy you used that of forgetfulness, and dug up an article in The Journal of Neuroscience helped you determine meaning. about an eighty-four-year-old retired lab technician called EP, whose amnesia (am NEE zhuh) n. memory extended back only as far as his most recent thought. He had MEANING: one of the most severe cases of amnesia ever documented.

The Most Forgetful Man in the World 647 648 MEANING: cognitive helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•DISCOVERING THESELF

(KOG nuhtihv)

adj. 16 15 14 13 12 11 10 2 9 8 7 6 5 4 3 to bringmealongononeofhisvisitsthebrightbungalowin Center. Squire hadbeenstudyingEP foroveradecade,andagreed University ofCalifornia, SanDiego,andtheDiegoVA Medical neuroscientist andmemoryresearcher namedLarrySquire atthe seem allthatembarrassed. thinking of—” good guy. Iworkedwithhim,youknow.” tonal register, hisbemusementgivingawaytoincredulity. heard itmanytimesbefore. question you’vegotthere. Reallyinteresting.” Hehas noideahe’s he turnsbacktoFascinoandadds,“Butthat’sareally interesting think I’manidiot?”Butsensingthatthesituationcallsforpoliteness, shoots meaknowing,sidelongglance,asif tosay, “Dothesepeople sealed, addressed, andhasastamponit?”Frascino asks. asked meif Iknewtheboilingpointofwater. would haveif atotalstrangerwalkedintomyhouseandearnestly correctly—with roughly thesamesenseofbemusement Iimagine is entirely unimpaired. Hepatientlyanswersthequestions—all knowledge oftheworld.HisIQis103,andhisshort-termmemory a batteryofcognitivetestshasalready proved: EP hasaworking the boilingtemperature ofwater. Shewantstodemonstratewhat about whatcontinentBrazilison,thenumberofweeksinayear, gauge hisbasicknowledgeandcommonsense.Shequizzeshim dining room tableandasksaseriesofquestionsthatare meantto athletic blonde,sitsdownwithmeandSquire oppositeEP athis seems atfirstlikeyouraveragegenialgrandfather. Frascino,atall, long ears.He’spersonable,friendly, gracious.Helaughsalot. stranger everytime. been toEP’shomesometwohundred times,hegreets herasatotal EP regularly toadminister with JenFrascino,theresearch coordinator inSquire’s labwhovisits suburban SanDiegowhere EP liveswithhiswife. We traveledthere A fewweeksafterreturning from Tallahassee, Iphoneda “Who’s thelastpresident youremember?” “He was?I’llbe—!”Heslapshisthighandchuckles, butdoesn’t “Well, youknow, thelastpresident wasnamedBillClintonalso.” “Unless, thatis,there’s anotherClintonaround thatyou’re He seesmyeyeswidenindisbeliefandstopshimself. “Of courseIknowClinton!He’sanoldfriendofmine, ascientist, “Does thenameBillClintonsoundfamiliar?” “I’m afraidit’sslippedmymind.Howstrange.” I askEP if heknowsthenameoflastpresident. “Because it’sraw?”Theword rawcarrieshisvoice clearacross the “Why dowecookfood?” “Well, you’dputitinthemailbox.Whatelse?”Hechucklesand “What isthethingtodoif youfindanenvelope inthestreet thatis EP issix-foot-two,withperfectlypartedwhitehairandunusually cognitive tests.EventhoughFrascinohas

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 20 19 18 17 27 26 25 24 23 22 21 Franklin Roosevelt.” which nature performsa cruel butperfect experiment,is,toputit that Squire andhisteamhopetolearnfrom him. A caselikehis,in his conditionhasneitherworsenednorimproved, there’s stillmuch never tookthatsmallstepontothemoon. vivid. Butasfarheknows,gascostsaquartergallon,andman service inthemerchant marine,World War II—allthatisperfectly old memorieseither, atleastnotsinceabout1950.His childhood, his form newmemories,andretrograde, whichmeanshecan’trecall tape head.Hesees,buthedoesn’trecord. destroyed, andwithoutitheislikeacamcorder without aworking the hippocampalarea makesthemstick.EP’shippocampuswas elsewhere, inthebrain’scorrugated outerlayers,theneocortex—but Memories aren’t actuallystored inthehippocampus—they reside magical featofturningourperceptions intolong-termmemories. hippocampus andseveraladjacentregions thattogetherperformthe lobes—there’s oneoneachsideofthebrain—include disappeared, andwiththemmostofhismemory. walnut-size chunksofbrainmatterinEP’smedialtemporallobeshad coring itlikeanapple.Bythetimevirus hadrun itscourse,two known asherpessimplexwaschewingitswaythrough hisbrain, unsure ofwhatwaswrong, whileinsidehisheadaviciousvirus case oftheflu.Forfivedayshelayinbed,feverishandlethargic, study history?” twenty years.Heleavesher agonizingphonemessagesbeggingto Each timehegreets hiswife, it’sasthoughhehasn’tseenherin herpes encephalitisin1985. LikeEP’s,hismindhasbecomeasieve. Wearing, aformermusicproducer fortheBBCwhowas struck by of anotherwiseintactbrain. Another severely amnesiccaseisClive and thekeyadjacentstructures havebeensoprecisely notchedout handful ofotherindividualsintheworldwhom bothhippocampi that canbeperformedonamindlikeEP’s.Indeed, there are onlya questions are stillunanswered, there isalimitlessnumberoftests crassly, amajorboontoscience.Infieldinwhichsomanybasic Frascino interjectswithanotherquestion.“Whydowe “Kennedy? Hmm,I’mafraidIdon’tknowhim.” “Ever heard ofJohnF. Kennedy?” He takesamomenttosearch hisbrain.“Let’ssee.There was Even thoughEP hasbeenanamnesicforadecadeandhalf, and EP hastwotypesofamnesia—anterograde, which means hecan’t The virus struck withfreakish precision. Themedialtemporal In November1992,EP camedownwithwhatseemedlikeamild “Because it’sjustinteresting, frankly.” “But whydowewanttoknowwhathappenedinthepast?” “Well, westudyhistorytoknowwhathappenedinthepast.” * * * The MostForgetful ManintheWorld NOTES

649 650 NOTES

UNIT 5•DISCOVERING THESELF forgot thattheyexisted. and thenhepromptly welled upeachtime— grandchildren, EP’s eyes of his the births When informed of 35 30 29 28 over andcasuallyreads it. though it’sobviouswhatfor, Iaskhimanyway. Heturnshiswrist how hismemoryisdoingthesedays. that EP, perhaps blissfully, lacks.From across thetable,Squire asksEP opens it,itmustfeellikeconfronting apastlife. Itisfilledwithentries other objectinhislife—it iscompletelyunfamiliar. Everytimehe anguish. Buteventhediaryhefindshard totrust since—likeevery an exhaustivediarythathasbecomeatangiblerecord ofhisdaily be pickedupfrom thenursinghomewhere helives.Healsokeeps On atypicalmorning,EP wakesup,hasbreakfast, andreturns room. Helivesunderanarrow spotlight,surrounded bydarkness. can seeit.Hissocialuniverse isonlyaslarge asthepeoplein sustain itself onlyinthepresent tense. conversation. A meaningfulrelationship betweentwo people cannot his attention. Any rogue thoughtthatdistractshimeffectively resets truly interested inanyoneoranything foraslonghecanmaintain sustenance tohisfamilyandfriends. After all,EP canonlyremain makes himincapableofproviding eventhemostbasicpsychological cohesive narrativeabouthimself, oraboutthosearound him,which ability tocompare today’s feelingstoyesterday’s, hecannottellany time—and thenhepromptly forgot thattheyexisted.Butwithoutthe informed ofthebirthshisgrandchildren, EP’s eyeswelledupeach emotions orthoughts.Momenttomoment,hecertainlydoes.When basic emotionsandthoughts.Whichisnottosaythathedoesn’thave have beenlost.EvenEP’sownwife cannolongeraccesshismost like thisone: EP wearsametalmedicalalertbraceletaround hisleftwrist.Even “It’s fair. Hard tosayit’sreal goodorbad.” Those scratched-outentriessuggestanawareness ofhiscondition Ever sincehissickness,spaceforEP hasexistedonlyasfarhe 9:34 a.m.NowIamsuperlatively, actuallyawake. 9:06 a.m.NowIamperfectly, overwhelmingly awake. 8:31 a.m.NowIamreally, completelyawake. 32 31 34 33 forgets, everylostthoughtseemslikejustacasual every moment. And sinceheforgets thathealways problem. Thatissomethinghediscoversanew realization ofhowmuchmore thanjustmemories underneath bemustknow. Hejustmust.” come outinconversationorhiswayoflife. But he mustknowsomethingiswrong, butitdoesn’t while EP sitsonthecouch,outofearshot.“Isuppose That’s ablessing,”hiswife, Beverly, tellsmelater, would toyou orme. slip—annoyance andnothingmore—the samewayit EP doesn’tevenremember thathehasamemory “Hmm. Itsaysmemoryloss.” When lhearthosewords, I’mstungbythe “There’s nothingwrong withhiminhismind.

© Pearson Education, Inc., or its affiliates. All rights reserved. to bed to listen to the radio. But back in bed, it’s not always clear whether he’s just had breakfast or just woken up. Often he’ll have NOTES breakfast again, and return to bed to listen to some more radio. Some mornings he’ll have breakfast for a third time. He watches TV, which can be very exciting from second to second, though shows with a clear beginning, middle, and end can pose a problem. He prefers the History Channel, or anything about World War II. He takes walks around the neighborhood, usually several times before lunch, and sometimes for as long as three quarters of an hour. He sits in the yard. He reads the newspaper, which must feel like stepping out of a time machine. Iraq? Internet? By the time EP gets to the end of a headline, he’s usually forgotten how it began. Most of the time, after reading the weather, he just doodles on the paper, drawing mustaches on the photographs or tracing his spoon. When he sees home prices in the real estate section, he invariably announces his shock. 36 Without a memory, EP has fallen completely out of time. He has no stream of consciousness, just droplets that immediately evaporate. If you were to take the watch off his wrist—or, more cruelly, change the time—he’d be completely lost. Trapped in this limbo of an eternal present, between a past he can’t remember and a future he can’t contemplate, he lives a sedentary life, completely free from worry. Mark context clues or indicate “He’s happy all the time. Very happy. I guess it’s because he doesn’t another strategy you used that have any stress in his life,” says his daughter Carol, who lives nearby. helped you determine meaning. In his chronic forgetfulness, EP has achieved a kind of pathological pathological (path uh LOJ ih enlightenment, a perverted vision of the Buddhist ideal of living kuhl) adj. entirely in the present. MEANING: 37 “How old are you now?” Squire asks him. 38 “Let’s see, fifty-nine or sixty. You got me,” he says, raising his eyebrow contemplatively, as if he were making a calculation and not a guess. “My memory is not that perfect. It’s pretty good, but sometimes people ask me questions that I just don’t get. I’m sure you have that sometimes.” 39 “Sure I do,” says Squire kindly, even though EP’s almost a quarter of a century off.

* * *

40 Without time, there would be no need for a memory. But without a memory, would there be such a thing as time? I don’t mean time in the sense that, say, physicists speak of it: the fourth dimension, the independent variable, the quantity that dilates when you approach the speed of light. I mean psychological time, the tempo at which we experience life’s passage. Time as a mental construct. Watching EP struggle to recount his own age, I recalled one of the stories Ed Cooke © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson had told me about his research at the University of Paris when we met at the USA Memory Championship. 41 “I’m working on expanding subjective time so that it feels like I live longer,” Ed had mumbled to me on the sidewalk outside the

The Most Forgetful Man in the World 651 652 NOTES

UNIT 5•DISCOVERING THESELF 43 42 49 48 47 46 45 44 that go?” when yougettotheendofyearandfeellike,where .did Con Edheadquarters..“Theideaistoavoidthatfeelingyouhave of time’spassagehadcompressed byafactoroftwo. in hisjournal.Hethought onlyamonthhadgoneby. His experience day hisexperimentwasscheduled towrapup,itwasonly August 20 team onthesurfacefinallycalleddowntohim September 14,the eight—without beingabletotellthedifference. Whenhissupport days he’dstayawakeforthirty-sixstraighthours, other daysfor effectively amnesic.Soon, hissleeppatternsdisintegrated.Some isolation hadturnedhimintoEP. As timebegantoblur, hebecame to remember whathappened eventhedaybefore. Hisexperiencein measure thepassageoftime. At somepointhestoppedbeingable memory. There were nochronological landmarksbywhichhecould much todo,there wasnothing noveltoimpress itself uponhis indistinguishable blob.Sincethere wasnobodytotalkto,andnot his daysmeldedintooneanotherandbecamecontinuous, life wouldbeaffected byliving“beyondtime.” told himto,hesoughttodiscoverhowthenaturalrhythms ofhuman to clock,calendar, orsun.Sleepingandeatingonlywhen hisbody months livingintotalisolationasubterraneancave,withoutaccess self-experimentation inthehistoryofscience.In1962,Siffre spenttwo organisms) whoconductedoneofthemostextraordinary actsof chronobiologist (hestudiestherelationship between timeandliving denser theweb,experienceoftime. integrating themintoawebofotherchronological memories.The integrating themintoanetwork,weaccumulatelife experiencesby relative tootherevents.Justasweaccumulatememoriesoffactsby landed myfirstjob.We remember eventsbypositioningthemintime summer afterIlearnedtodrive.Zhappenedtheweekend happened justbefore thebigParisvacation.Iwasdoing Y inthefirst feels likenotimeatall. the oppositecanbejustastrue: A month oryearcanzoombyinwhat that dayscanpasslikeweeksandmonthsfeelyears, with memories,theslowertimeseemstofly.” boring aspossible. having fun,thesurest waytoslowlife’s passageistomakeitas Heller’s time’s passage.” chronological landmarks.Bymakingmyself more aware of Very quicklySiffre’s memorydeteriorated.Inthedreary darkness, It’s apointwellillustratedbyMichelSiffre, aFrench Our livesare structured byourmemories ofevents.EventX Our subjectiveexperienceoftimeishighlyvariable.We allknow Ed shrugged. “Quitetheopposite.Themore wepackourlives I toldhimthathisplanreminded meofDunbar, thepilotinJoseph “By remembering more. Byproviding mylife withmore “And howare yougoingtodothat?”Iasked. Catch-22 whoreasons thatsincetimeflieswhenyou’re

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 50 52 51 why it’simportanttochangeroutines regularly, andtakevacationsto is boundtoblendunmemorablyintothenext—anddisappear. That’s If youspendyourlife sittinginacubicleandpassingpapers,oneday and eathealthilylivealonglife, whileexperiencingashortone. was notworthliving.Howmuchmore sotheunremembered life? said tohavehappenedatall?Socratesthoughttheunexaminedlife hearing it,cananexperiencethatisn’tremembered bemeaningfully anything wrong? Liketheproverbial tree thatfallswithoutanyone surgery. Ifthatwere thecase,coulddoctorsbesaidtohavedone sleep somuchasfreeze theirmusclesanderasememoriesofthe been administeringtopatientsmightnotactuallyputthe doctors begantowonderwhetherthegeneralanesthetictheyhad about inintroductory philosophycourses:Inthenineteenthcentury, it. There’s anoldphilosophicalconundrum thatoftengetsbandied most unreasonable. There’s somethingevenstrangelyrationalabout about collecting,memoriesofone’sownlife don’tseemlikethe maximally memorable,butofallthethingsonecouldbeobsessive remembering more meansbeingmore human,”saidEd. less memorableaswegetolder. “Iftoremember istobehuman,then collapse.” Life seemstospeedupaswegetolderbecauselife gets in recollection tocontentlessunits,andtheyearsgrow hollowand we hardly noteatall,thedaysandweekssmooththemselvesout year convertssomeofthisexperienceintoautomaticroutine which multitudinous andlong-drawn-out,”hewrote. “Butaseachpassing time spentinrapidandinteresting travel,are ofsomethingintricate, retentiveness strong, andourrecollections ofthattime,likethosea subjective orobjective,everyhouroftheday. Apprehension isvivid, in 1890:“Inyouthwemayhaveanabsolutelynewexperience, foreshortening ofpsychologicaltimeinhis psychological time,andlengthensourperception ofourlives. serve toanchorourmemories.Creating newmemoriesstretches out exotic locales,andhaveasmanynewexperiencespossiblethatcan Random House LLC. House Random Penguin of adivision Group, Publishing Penguin of imprint an Press, Penguin of permission by Science of Remembering Everything World,” the in from Man Forgetful Most “The Monotony collapsestime;noveltyunfoldsit. You canexercise daily There isperhaps abitofPeterPantoEd’squest make hislife William Jamesfirstwrote about thecuriouswarpingand by Joshua Foer, copyright ©2011 Foer, copyright Joshua by Foer. Used Joshua by Moonwalking With Einstein: The Art and and Art The Einstein: With Moonwalking Principles ofPsychology The MostForgetful ManintheWorld

❧ NOTES

653 654 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension formulate aresearch Write question. your here. question Research to Explore Research to Clarify Research RESEARCH 4. 3. 2. 1. aspect of selection? the aspect research that detail. what In way the information does you found shed light an on

UNIT 5•DISCOVERING THESELF obstacles thatEPhasfaced. What experimentdidMichelSiffre conduct?Whatwasitsoutcome? How didEPlosehismemory? Why doestheauthorinterviewEP?

Notebook

Confirm yourunderstandingofthetextbylistingthree

Choose unfamiliar at one least Briefly detail from the text.

Choose something that from interests theyou, text and

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. and context use clues that hint at meaning. words by using them in sentences. Consult reference materials as needed, 3. 2. 1. G Word Study Practice Why TheseWords? T A What during yourfirstread. yourgroup, revisitWith sectionsofthetextyoumarked Close Readthe Write your ideas, and another add word the thatcategory. fits are related. your With group, determine what the words have in common. anaerobic following notes, infer and record the meanings of in other scientific terms, as well. Using your of this knowledge prefix and the this prefix and the Greek root h or avowel) or means “not” “without.” or word The echnical reek Prefix: reek

• • • nalyze thenalyze taught you the nature about identity? of personal your Discuss with group. Essential Question: asked, and the conclusions you reached. Discuss what youyour you noticed the questions passages. in the text, thatfrom you the text found Take especially important. turns presenting Present and Discuss our on lives and the lives of of around memory those impact us? What the the author about point suggest loss. does of memory effects Clarify Review and cognitive Notebook Notebook Aerobic Biotic A substancethatis questions MA refers tolivingorganisms. . KI processes takeplace inthepresence ofoxygen.

a- V Confirm your of understanding the technical vocabulary Complete activities. the doyouhave?Whatcan

ocabulary The Greek prefixThe

MEAN T amnesia

Annotate ext The The

hydrous

How do we define ourselves? define we do How With yourWith group, reread paragraph Discuss the 34. Now, work your with group to share the passages T three technical technical three ext

-mne- I NG containswater. detailsthatyounotice. meaning “memory.” prefix appears The language development language a- pathological (which takes the form vocabulary vocabulary conclude anhydrous amnesia to supportyouranswers. Ci words from the text te ?

te What has this text x is formed from , t an abiotic u a before an l e vi , and and , dence The MostForgetful ManintheWorld

clarity andeffectiveness. choice addstothearticle’s how thisorganizational each section,andconsider breaks. Identify thefocusof has emphasizedwithvisual organization thatthewriter This texthasadefined CLARIFICATION WORLD THE IN MAN FORGETFUL MOST THE mathematical terminology. the meaningofscientificand to draw inferencesconcerning and Anglo Saxonrootsandaffixes Apply knowledgeofGreek, Latin, meanings orpartsofspeech. changes thatindicatedifferent correctly usepatternsofword L.11–12.4.b  Network. from thetexttoyourWord related toself-discovery Add interesting words 

S tandards

W O

R Identify and D

NET W O

RK 655 656 or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent of languagetounderstandhow L.11–12.3 persuasiveness, orbeauty of thetext. content contributetothepower, effective, analyzinghowstyle and in whichtherhetoricisparticularly point ofvieworpurposeinatext RI.11–12.6 terms overthecourseofatext. refines themeaningofakey termor analyze howanauthorusesand connotative, andtechnicalmeanings; used inatext, includingfigurative, of wordsandphrases astheyare RI.11–12.4 

STANDARDS

UNIT MAKING MEANING MAKING

THE MOST FORGETFUL FORGETFUL MOST THE

Apply knowledge

Determine anauthor’s Determine themeaning 5 MAN IN THE WORLD THE IN MAN

•

DISCOVERING

THE

SELF science journalism complex presents information in away that captures its and technical research or news is called common to science journalism: Man in the World” Forgetful Most “The illustrates several characteristics intricacies but also makes it clear and accessible to the general reading public. Science Journalism Science Analyze CraftandStructure • • • • 2. 1. observations inthechart. writing in“TheMostForgetfulMantheWorld.” Capture your Working asagroup, analyzehowFoerfulfills variouspurposesfor Practice writers, includingFoer, writetofulfill acombinationofpurposes. for example,toexplainaparticulartopic,suchasmemoryloss.Most entertain. However, thewriterofanygiventexthasa main It reveals ablendof understanding oftheconceptastheyread. explores memoryfrom severalangles,challengingreaders toevolvetheir reevaluate theirownunderstanding ofaconcept.Inthiscase,Foer It takesanin-depthlookatatopicandseekstoinspire readers to scientific studies,personalexperiences,anecdotes,anddata. It supportsideasthrough theinclusionofinterviews,facts,results of its focusonahighlytechnicaltopic. It iswritteninaconversationaltone,suitedforgeneralreaders, despite to persuade to informorexplain to entertain PURPOSE

the text? refine anddevelopthediscussionof (a) is hisspecific purpose?Explain. (a) Notebook WhatisFoer’s general purposeforwritingthistext? general purposes How doesFoerfirstdefine

Respond to these questions. to these Respond

Nonfiction writing that reports on current on writing scientific that reports Nonfiction purposes forwriting:topersuade,inform/explain,and PASSAGE THATDEMONSTRATESPURPOSE , orreasons forwriting.There are three memory science journalism. science memory ? (b) How doeshe overthecourseof to supportyouranswers. CITE TEXTUALEVIDENCE specific purpose— Effective Effective (b) What

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. techniques employs. he information clearly and completely of examples in Use the this text. Technical Writing Audience and andStyle Conventions Write It audience. how thesetechniqueshelpFoerconveycomplextechnicalideastoageneral in “TheMostForgetfulMantheWorld.” Then, discusswithyourgroup Work individually.Usethischarttoidentify Foer’s useofthesetechniques It Read both technical writers and journalists mayusethesetechniques: both technicalwritersandjournalists presents similarchallenges. To maketechnicaltermsandconceptsaccessible, suchasFoer’sjournalism isnottechnicalwritinginitsstrictestsense,butit involve precise terminologythatisunfamiliartoageneralaudience.Science Technical writingpresents uniquechallengesbecauseatechnicalfieldmay technical writing. technology, and finance are the main fields in which you will likely find The owner’s is manual technical writing, Science, as for is alab report. aTV information how or how something about something is works done. as paragraph 26: paragraph 24: DEFINITION • • • technical writing technical Notebook

can’t contemplate..” an eternalpresent, an explicitcomparisonword suchas metaphor apple.” herpes simplexwaschewingitswaythrough hisbrain, explicit comparisonword suchas simile memories, .” two typesofamnesia—anterograde definition LANGUAGE DEVELOPMENT LANGUAGE , oracomparisonofunlikethingsmadewiththehelpan , oracomparisonofunlikethingsmadewithoutthehelp , orexplainingwhatatechnicaltermmeansliterally:“EPhas

Write aparagraph in which you conveys explain how Foer

refers of to writing that any conveys type complex between apasthecan’tremember andafuture he

The formThe of communication known like SIMILE paragraph 35: paragraph 25: , whichmeanshecan’tformnew like or or as : “..aviciousvirusknownas as : “Trapped inthis coring itlikean limbo of The MostForgetful ManintheWorld METAPHOR paragraph 36: paragraph 35:  World.” Forgetful Maninthe fromlearned “TheMost log andrecord whatyou new selection,gotoyour Before movingontoa

ev i dence

log

657 MAKING MEANING

Comparing Text to Media You have read a work of science journalism about memory loss. Now, listen to a radio broadcast that explores the opposite extreme of memory THE MOST FORGETFUL WHEN MEMORIES NEVER MAN IN THE WORLD retention. After listening to this selection, you will FADE, THE PAST CAN evaluate the relative effects of the two conditions POISON THE PRESENT you have learned about.

About the Correspondent When Memories Never Fade, the Past Can Poison the Present Media Vocabulary These words will be useful to you as you analyze, discuss, and write about radio broadcasts.

Alix Spiegel was born in host: moderator or • Hosts prepare for interviews by researching and Baltimore, Maryland, and interviewer for a radio, studying their subjects. graduated from Oberlin television, or Web-based • Effective hosts are entertaining and informative. College. She began her show broadcasting career in 1995, correspondent: journalist • Correspondents make sure their information is serving as a founding producer employed by a media accurate and timely. of the public radio program outlet to gather, report, This American Life. Spiegel • They may provide print, digital, or audio has worked at National or contribute news from a materials, or a combination of all three. Public Radio’s Science Desk distant place for more than ten years, interviewee: person who • Interviewees may be cooperative or covering topics that concern is questioned on a media uncooperative, depending on their role human psychology. Her work broadcast in a story. has appeared in numerous publications, and she is the • They may be experts on a topic, or they may recipient of many broadcasting share personal experiences. awards.

First Review MEDIA: AUDIO Apply these strategies as you complete your first review. You will have an opportunity to conduct a close review after your first review.

 STANDARDS RI.11–12.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of LISTEN and note who is NOTE elements you find the grades 11–CCR text complexity speaking, what they’re saying, interesting and want to revisit. band independently and proficiently. and how they’re saying it. L.11–12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, CONNECT ideas in the RESPOND by completing the writing, speaking, and listening at audio to other media you’ve Comprehension Check and by the college and career readiness level; demonstrate independence experienced, texts you’ve read, writing a brief summary of the in gathering vocabulary knowledge or images you’ve seen. selection. when considering a word or phrase important to comprehension or expression.

658 UNIT 5 • DISCOVERING THE SELF © Pearson Education, Inc., or its affiliates. All rights reserved. A Poisonthe Can Past the Present When contributed thestory. (HSAM): AlexandraWolff andJamesMcGaugh.Correspondent AlixSpiegel feature are twopeoplewhopossesshighlysuperiorautobiographicalmemory 40 yearsofexperienceworkinginradionews.Amongthoseinterviewedforthis special features. Anincisiveinterviewer, theprogram’s host,RobertSiegel,has Radio (NPR).Theprogram combinesnews,analysis,commentary,interviews,and All ThingsConsidered BACKGROUND lix Spiegel lix NOTES M emories Never Fade, isanewsprogram ontheAmericannetworkNationalPublic When MemoriesNeverFade,thePastCanPoisonPresent essent i a l q uest i on : How dowedefineourselves? media |R media ADI MULTIMEDIA O BRO SCAN FOR AD C

659 A ST 660 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstreview. Reviewandclarify Comprehension Check have Consider HSAM. sharing your findings your with group. (HSAM). that of this reveal Find anomaly statistics the effect the who on lives of people Research to Explore Research RESEARCH 5. 4. 3. 2. 1.

UNIT 5•DISCOVERING THESELF summary ofwhatyouhavelearned. What isdifferent aboutpeoplelikeWolff? What daydoesWolff relive overandover? What experiencedoesWolff remember from middleschool? According toAlixSpiegel, how isAlexandraWolff different from otherpeople?

Notebook

Confirm yourunderstandingoftheradiobroadcast bywritingabrief

Do some research some Do highly on superior autobiographical memory

Close Review With your group, listen to the broadcast again, and revisit your first-review notes. Record any new observations that seem important. What questions do you have? What can you conclude? WHEN MEMORIES NEVER FADE, THE PAST CAN POISON THE PRESENT

CITE TEXTUAL EVIDENCE Analyze the Media to support your answers. Notebook Complete the activities. 1. Review and Clarify Discuss key terms that Spiegel introduces in her feature. What does she mean when she says that “there are no fresh days, no clean slates without association” for people with highly superior autobiographical memory (HSAM)?

2. Present and Discuss Choose the part of the radio broadcast you found most interesting or powerful. Share your choice with the group, and discuss why you chose it. Explain what details you noticed, what questions you had, and what conclusions you reached.

3. Review and Synthesize With your group, review the entire broadcast. What does the broadcast add to your understanding of human memory and its connection to larger issues?

4. Notebook Essential Question: How do we define ourselves? How can the ability to remember everything affect a person’s sense of self? Support your response with evidence from the broadcast.

LANGUAGE DEVELOPMENT Media Vocabulary

host correspondent interviewee

Use the vocabulary words in your response to the questions. 1. Why is Spiegel’s broadcast feature prefaced by Siegel’s comments?

2. (a) What function does Spiegel serve in the broadcast?  Standards (b) How can you tell that she has prepared for the interview? L.11–12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 3. In what way do Alexandra Wolff and Bill Brown participate in the college and career readiness level; demonstrate independence the broadcast? in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

When Memories Never Fade, the Past Can Poison the Present 661 662 Memory (HSAM) Memory Autobiographical Superior Highly Amnesia Retrograde and Total Anterograde DISORDER FADE, THE PAST CAN POISON POISON CAN PAST FADE, THE

THE MOST FORGETFUL MAN MAN FORGETFUL MOST THE UNIT 5•DISCOVERING THESELF EFFECTIVE EXPRESSION EFFECTIVE WHEN MEMORIES NEVER NEVER MEMORIES WHEN IN THE WORLD IN THE THE PRESENT EFFECTS INTELLECTUAL 2. 1. understanding of the topic by analyzing what you have learned and understanding ofthetopicbyanalyzingwhatyouhavelearned andlisteningtoaradiobroadcast.science journalism Now, deepenyour You haveexplored twotypesofmemorydisorder byreading apieceof Writing toCompare Analyze Information Analyze Prewriting expressing yourideasinwriting. people’s lives. to use definitions, show affect works how the disorders and images the two radio characterize broadcast to the chart Use record the disorders. facts, information from andtheradiobroadcast. boththeworkofjournalism self andrelationship tosociety.Supportyourassessmentwithdetailsand which disorder hasamore profound effect onanindividual’s senseof memory (HSAM).Then,writean anterograde andretrograde amnesiaandhighlysuperiorautobiographical which ithasaparticulareffect. about Reviewwhatyouhavelearned When you Assignment

life? Howso? Which disorder seems tocausemore suffering ordisruptioninaperson’s How are theconditionssimilar?Howare theydifferent? Notebook PHYSICAL EFFECTS PHYSICAL evaluate

Respond to these questions. to these Respond something,youassessormeasure thedegree to

With yourWith group, and the discuss how the text evaluative essay EFFECTS EMOTIONAL inwhichyouassess SOCIAL EFFECTS SOCIAL

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. “because” statement. example, For if your claim is that is the more HSAM Think ideas. three of idea as a supporting Then, identify each supporting Central Idea: idea. supporting true. you will Record evidence to use specific from each bolster the texts devastating disorder, idea will areason each that be supporting this is you consider disruptive. less appropriate,position. When of the disorder concede the negative aspects include information your to and from the broadcast support both the text Frame Your Argument Ideas Refine and Discuss Planning other errors youfind—tofinalizeyouressay. another’s work.Makethechangesyourpeersrecommend—and correct any heavily onminorfacts?Swapdraftswithgroup members,andproofread one fully andthoughtfully?Haveyouomittedanyinformation, orrelied too language andaccuratetechnicalterms?Haveyourepresented bothdisorders Once youhaveacompletedraft,revise itforaccuracy.Haveyouusedprecise Review, Edit Revise, and Write Draft a Drafting assignment. Express your position, and discuss it with your group. with it and discuss your position, assignment. Express • • • Evidence: Supporting Idea3: Evidence: Supporting Idea2: Evidence: Supporting Idea1: been confirmed,orhaveyouarrivedatanewconclusion? Hasyourinitialstand After thediscussion,considerwhatyoulearned. and logically.Maintainaciviltone,stayfocusedonthetopic. Listen carefully toyourpeers’ideas,andthenrespond tothemclearly Support yourideaswithevidencefrom yourPrewriting notes. The

Most

Use yourUse argument frame to your draft essay. Remember to

Forgetful

Write sentence one your stating central idea.

Man Take an initial the on prompt stand for this in the

World

•

When

Memories ESSENTIAL QUESTION:

Never

Fade, the

Howdowedefineourselves? Past

nonfiction. standards Reading W.11–12.9.b reasons, andevidence. sequences claim(s), counterclaims, create anorganizationthatlogically alternate oropposingclaims, and distinguish theclaim(s)from the significanceofclaim(s), knowledgeable claim(s), establish W.11–12.1.a sufficient evidence. valid reasoningandrelevant and substantive topicsortexts, using support claimsinananalysisof W.11–12.1 problem. to addressaquestionorsolve formats aswellinwordsorder presented indifferentmediaor multiple sourcesofinformation RI.11–12.7  Can  Present.” the PastCanPoison Memories NeverFade, in theWorld” and“When “The MostForgetfulMan fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

STANDARDS

Poison EVIDENCE LOG EVIDENCE

Write argumentsto Integrate andevaluate

Introduce precise, Apply the toliterary

Present grades 11–12

663 664 O Present PastCanPoisonthe the When MemoriesNeverFade, Worldin the The MostForgetful Man The Madeleine London, 1802 The World IsToo Us MuchWith Apostrophe Ocean tothe from TITLE • • • • • • • ur narrativewillbebasedon Fa W in the T T L W T O A from P on

he MostForget he Ma he oison the postrophe tothe cean hen Me ith d UNIT 5•DISCOVERING THESELF PERFORMANCE TASK: LISTENING AND SPEAKING FOCUS

e, Mrs. Dalloway Mrs. Dalloway Mrs.Dalloway d W U on, 1802 T orl SOURCES W s he d orl eleine m d P ories ast is P d resent T oo Much C an N f ever ul Man you’d like to base your narrative on and why his or her story is so powerful. you’d liketobaseyournarrativeonandwhyhisorherstoryissopowerful. organize yourideas.Then,cometoaconsensusaboutwhichpersonorcharacter experiences withmemoryhaveaffected theirsensesofself. Usethischartto people andcharactersinthesetextshavefoundorlostthemselveshowtheir P Analyze theText YourPlan With Group Gather DetailsandExamples original presentation. Alloweachgroup membertomakesuggestions. paraphrase yoursource materialandhowtoblendthis informationintoyour cohesive andengagingnarrative. Considerwhetheryouwilldirectly quoteor your narrative.Then,brainstormforwaystointegratethese detailsintoa Assignment clear sequenceofevents.Then,present yournarrativeinfront oftheclass. develop yournarrative.Remembertoincludeanarrator, description, anda narrative Choose acharacterorpersonfrom oneoftheselections,anddevelopa group toplanandpresent anarrativeinresponse tothisquestion: text,andaradiobroadcastjournalism aboutmemory.Work withyour You havestudiednovelexcerpts,poems,anexcerptfrom ascience resent a What does it mean to find or lose oneself? lose or to find mean it does What D basedonhisorherexperiences.Usedetailsfrom thetextsto ETAILS

AN With your group, discuss the various ways in which the yourgroup, discussthevariouswaysinwhich With because D N E X arrative A M PLES

Find specific detailsfrom thetextstosupport

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the action. present yournarrativeasa drama,withonegroup membernarrating about thecharacterorpersonyouchose,if youwillassignroles and Decide if group narratingathird-person memberswilltaketurns account exposition, feature acentralconflict,andendwithsatisfyingconclusion. present inyournarrative.Remember thatmostnarrativesbeginwithsome instructions here toguideyourrevision. of yourgroup’s firstrun-through. Then,applyyourfindingsandthe Practice WithYour Group Your With Rehearse Group Organize Your Narrative requirements. other groups present theirnarratives,evaluatehowwelltheymeetthesame taken intoaccounteachoftheitemsonchecklist.As youwatchthe When youpresent asagroup, makesure that eachgroup memberhas EvaluatePresent and Brush UponYour Presentation Techniques Improve Your Presentation Form Fine-Tune theContent main ideasacross inamore succinctway. allotment. Ifnecessary,summarizelongdescriptionsordialoguetogetyour not havetoread from apieceofpaper. seamless. Try tomemorizeasmuchofyournarrativepossiblesoyoudo presentation severaltimes.Transitions betweengroup membersshouldbe add themtothenarrative. examples from yoursource text?Ifnot,workasagroup tofindmore and CONTENT

the text. the from details examples and incorporates narrative The prompt. the in asked to the question clearly responds narrative The

Does yournarrativeincludeadequatedetailsand COLLABORATION

Think aboutthesequenceofeventsyouwill Use thischecklisttoevaluatetheeffectiveness

rsnes build Presenters sequence of events. aclear with cohesive narrative a to form together work Presenters engaging way.engaging and aclear in ideas other’s each on

Make sure tostaywithinyourtime

Practice givingyour TECHNIQUES PRESENTATION ESSENTIAL QUESTION

seem seem Presenters one another. and to respond clearly speak Presenters well prepared. well confident and Performance Task: Present aPersonalNarrative : Howdowedefineourselves? volume, andclearpronunciation. appropriate eyecontact, adequate of formalandinformaltasks. Use to purpose, audience, andarange substance, andstyleareappropriate and theorganization, development, opposing perspectivesareaddressed, line ofreasoning, alternativeor such thatlistenerscanfollowthe perspective andalogicalargument, conveying aclearanddistinct findings, andsupportingevidence, SL.11–12.4 persuasively. expressing theirownclearlyand issues on discussions withdiversepartners effectively inarange ofcollaborative SL.11–12.1 

grades 11–12topics, texts, and STANDARDS , buildingonothers’ideasand

Present information, Initiate andparticipate

665 666 Take notes learned have you what Practice aschedule Create STRATEGY

UNIT 5•D OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: interesting andappealingto you? one if thistextdoesn’tmeet yourneeds. your to own each category. you take can actions to practicethem during Independent Learning. Add ideas of to rely to yourself on learn and work your on strategies own. these Review and the Throughout your life, in school, in your community, and in your career, you will need Learning StrategiesIndependent Look Inside Look Ahead Look Back follow steps. text, these related to the topic. You will then share what you learn classmates. with To a choose will complete your of study perceptions of by self an exploring additional selection different ideas of selfhood modern from of those the past? you this In section, what about constitutesIdeas the “self” have changed over time. what In ways are How do we define ourselves? QUESTION: ESSENTIAL you wanttoknowaboutthetopicofselfhood? i scover

Think abouttheselectionsyouhavealready studied.Whatmore do

Take afewminutestoscanthetextyouchose.Choosedifferent in Preview thetextsbyreading thedescriptions.Whichoneseemsmost • • • • • • • • • • ACTION PLAN g Consider the quality andreliability quality Consider the source. ofthe topic. the After youread, evidencetohelpyouunderstand usefulnessofthe evaluatethe Use first-read andclose-read strategiestodeepenyourunderstanding. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. Review yournotesbefore preparing toshare agroup. with Record importantideasandinformation. t he S elf MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. Douglas Quenqua Douglas Everywhere Narcissists Seeing NEWSPAPER ARTICLES PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED are? truly you good and to prove how strong just hardships to welcome make it sense Does James Henry from EXCERPT NOVEL self? own your trust you Can Henri Bergson from ESSAY self and self-exploration between adifference there Is Gautam Malkani A Year aWord: in Selfie Review Notes for aPersonal Narrative synthesizing the information youhaverecorded. information the synthesizing and whatyouhave learned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR ‑ absorption? Time and Free and Will Time The Portrait ofaLady Portrait The

Overview: Independent Learning CONTENTS

667 668 Anchor ReadingStandard 10 

STANDARD about theunittopicasyoufirstread thistext. NOTICE

knowledge andtheselectionsyouhaveread. CONNECT UNIT 5•D Selection Title: Selection Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT new information or ideas you learn new informationorideasyoulearn i ideas withintheselectiontoother scover in g Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. t he S elf passages youwanttorevisit. the selection. ANNOTATE RESPOND by writingabriefsummaryof by markingvocabularyandkey Model Annotation First-Read Guideand

Tool Kit

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Selection Title: Selection Use thispagetorecordyourclose-readideas. Guide Close-Read Anchor ReadingStandard 10 

Pick aparagraphfrom thetextthatgrabbedyourinterest. Explainthepowerofthispassage. QuickWrite conclude questions and your firstread. Readthesesectionsclosely Revisit sectionsofthetextyoumarkedduring Close Read the Text STANDARD annotate ? Write downyourideas. aboutthetext.Whatcanyou whatyounotice.Askyourself

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. ESSENTIAL QUESTION: Analyze the Text about whatthischoiceconveys. the text.Selectoneandrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choicesofpatterns, Overview: Independent Learning Howdowedefineourselves? Model Annotation Close-Read Guideand

Tool Kit

669 Newspaper Article

Seeing Narcissists Everywhere

Douglas Quenqua

About the Author SCAN FOR Douglas Quenqua is a writer living in Brooklyn, New MULTIMEDIA York. His work appears primarily in the New York Times, Wired, Fast Company, and the New York Post. His writing interests include culture, science, media, and lifestyle.

BACKGROUND Narcissus was a character in Greek mythology. The son of the river god Cephissus, he was extremely handsome. He fell in love with his reflection in a pool of water and died because he could not bear to leave it. Today, the term narcissist is understood as defining a person overly inflated with self-esteem or self-involvement. In extreme cases, it can be considered a personality disorder.

1 rom the triumph of Botox1 to the rise of social networking and NOTES F soccer teams that give every kid a trophy, Jean M. Twenge is constantly on the lookout for signs of a narcissism crisis in America. 2 Sometimes it gets personal. 3 “I got a onesie2 as a gift that I gave away on principle,” said Dr. Twenge, 41, a professor of psychology at San Diego State University and a mother of three girls under 7, in an interview at a diner on the West Side of Manhattan. 4 “It said, ‘One of a Kind,’” she said, poking at a fruit salad. “That

1. Botox (BOH toks) trademark for a muscle relaxant sometimes injected into the face to smooth wrinkles. 2. onesie (WUHN zee) n. one-piece garment for an infant.

IL1 UNIT 5 Independent Learning • Seeing Narcissists Everywhere © Pearson Education, Inc., or its affiliates. All rights reserved. 13 12 11 10 9 8 7 6 5 unprepared fortherealities ofadultlife. younger generationsare increasingly entitled,self-obsessed, and results, Dr. Twenge hasconcluded, overandagain,that into themainstream. Bycomparingdecadesofpersonalitytest to cross-generational dataanalysistopropel thenarcissism debate for culturalcriticismandaninnovativebutcontroversial approach rather thanaresult ofit. feelings ofself-worth are considered aprerequisite tosuccess, self-esteem, inwhichparents praiseeverychildas “special,” and believe inthemselvesorgoallthewaytobeingnarcissistic.” just completelyconvincedthatinorder tosucceedtheyhave but itturnsoutisn’t,”shesaid.Nonetheless,“youngpeopleare plastic surgery. to commentontopicsasvaried[socialmedia]andtherisein Today become somethingofacelebritypsychologist,appearingonthe than 100,000copies,Dr. Twenge (pronounced TWANG-ee) has her firstbookonthesubject, recruit andworkwithmillennials. a speakerorconsultanttohelpthembetterunderstandhow of Georgia. Today, collegesandcorporations oftenhire heras collaborator, W. KeithCampbell,apsychologistattheUniversity Epidemic: LivingintheAgeofEntitlement criticism from hercolleagues. already negativestereotypes.” inviting ridiculeforagroup ofpeopleaboutwhichthere are research professor inpsychologyatClarkUniversity. “Sheis data, andIthinkit’sdestructive,” saidJeffrey Jensen Arnett, a they sayare notrepresentative oftheirgeneration. too muchofherworkonstudentsatresearch universities,who self-worth thanactualnarcissism. Theyalsoaccuseheroffocusing flawed—better designedtomeasure feelingsofconfidenceand is based,theNarcissistic PersonalityInventory, isinherently Twenge’s work.Theysaythetestonwhichmuchofherresearch 1976 allthewayupto2006,” saidBrent Donnellan, apsychologist difference innarcissism. “We calculated self-esteem scores from if collectedandread correctly, simplyshow nogenerational At leastnotathome.Inpublic,Dr. Twenge hasusedherknack And theblame,shesays,fallssquarely on America’s culture of And somecriticsare evenmore emphatic:Theysaythedata, “There’s acommonperception thatself-esteem iskeytosuccess, The messagehashitanerve.Sincethe2006publicationof In 2009shepublishedanotherpopularbook, But ashermediaprofile has risen,sohasthevolumeof “I thinksheisvastlymisinterpreting orover-interpreting the Critics likeDr. Arnett seeanumberofproblems withDr. show, Good MorningAmerica Generation Me , andMSNBC,amongothers, UNIT 5 Independent Learning •SeeingNarcissistsUNIT 5Independent Learning Everywhere , withafrequent , whichsoldmore The Narcissism NOTES

IL2 IL3 NOTES

UNIT 5 Independent Learning •SeeingNarcissistsUNIT 5Independent Learning Everywhere 20 19 18 17 16 15 14 otherwise. Whatshefoundwassurprising. stereotypes toclassify personalitiesasmasculine,feminine, or take theBemSexRoleInventory, a1971surveythatusesgender University ofChicagoin1993,sheaskedsomeclassmatesto once plannedonacareer ingenderstudies. As asenioratthe concluded thatthefirsttestwasn’tananomaly, she attendedgraduateschool,andgettingsimilarresults, she After repeating thestudy attheUniversityofMichigan,where she said,farhigherthanthetestmanualconsidered normal. difference atall.” students calledMonitoringtheFuture, “andwedidn’tseemuch study usingdatafrom anannualnationalsurveyofhighschool at MichiganStateUniversity, referring tohisandcolleagues’2010 3. emerged.” as muchdatapossible,”shesaid,“andthat’sthethemethat generations andtriedtogetmyhandsonasmanyscales that shefollowedthedata.“Thetruth isIjuststartedstudying reason shechosetofocusonnarcissism inthefirst place was way tofurtherstudythephenomenon. traits,” shesaid. scoring higheronthismeasure ofstereotypically masculine the ’70sto’90s,there was averyclearupward trend inwomen and chartthemovertime.“Ifoundthatacross allthestudiesfrom Bem surveythatshecouldfind,averageouttheirscores byyear, “cross-temporal meta-analysis.” social psychologists.Shewouldeventuallytermhermethod personality changesacross generations—anelusivemetricamong for decades,Dr. Twenge hadfoundanovelwayoftracking survey thathadbeenadministered regularly tocollegestudents individualism begantoemerge. did, shesays,themore thethemesofincreasing self-focus and generational changesinpersonality. Themore research she to showoff mybody”/“Iliketoshowoff mybody.”) Thetestisa statements regarding theirself-image. (“Idon’tparticularlylike developed inthe1980sthatrequires subjectstochoosebetween using theNarcissistic PersonalityInventory, aquestionnaire

anomaly A Minnesotanativeandachildhoodtomboy, Dr. Twenge had A ChangeOverTime “Fifty percent ofthewomenwere scoringasmasculine,” Dr. Twenge, whodefendsherworkfervently, saystheonly Dr. Twenge decidedtodigupasmanyoldstudiesusingthe Thus amethodwasborn.Byanalyzingtheresults ofa Intrigued bytheapproach, shebegantofocusonstudying In 2008,sheandsomecolleaguesperformedsuch ananalysis

(uh NOM uh lee) lee) uh (uh NOM n . departure from the rule or norm; abnormality. norm; or rule the from . departure 3 andlookedfora

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 21 27 26 25 24 23 22 performed astudyonwork attitudesfindingthat“millennials” borderline narcissism. tool commonlyusedbypsychologiststoidentify bothclinicaland 4. book. upon bythenewsmedia,andbecamebasisofhersecond scoring abovethemeanfrom the1970s.Thestudywasseized college studentshadrisensignificantly, with30percent more materialism hasebbed. continued toincrease duringtherecession, evenas thefocuson number ofstudentswhoconsiderthemselvesaboveaverage in 2009, thoughnotassharply. A studyshepublishedlastmonth in 2010,findingthatnarcissism scores continuedto risethrough up getting,”shesaid.“Itjustexploded.”Sheupdatedthestudy and neitherhaveseveralothersshehasconducted. “desirable traits.” “well withintherangeofnormalpersonality,” andpossiblyeven decisions” are indicatorsof narcissism; Dr. Arnett callsthem “I amassertive”andliketotakeresponsibility formaking comes downtointerpretation. Shebelievesthatquestionslike questions intosubsetstoteaseout too, lookedatscores from 1979to2007,butbroke thesurvey’s Personality Inventoryscores withananalysisoftheirown.They, of California, Davis,responded toheranalysisofNarcissistic Donnellan andKaliTrzesniewski, apsychologistattheUniversity change. others haddecreased. Over all,theysaid,there wasnosignificant concluded thatsomeindicatorsofnarcissism hadincreased while and SantaCruz) anditsmost recent scores from athird (Davis). scores from justtwoUniversityofCalifornia campuses(Berkeley the paper, callstheanalysisinvalidbecauseittakesitsearliest change.’” to recent samplesofwomenandsaying,‘Ohlook,heightdoesn’t taking heightsamplesofmenfrom the1800sandcomparingit and studentpopulations,”shesaid,adding,“Itwould belike “These are verydifferent collegecampuseswithdifferent cultures

tease out tease But shedoesnotrely onpersonalitytestsalone.In2010she Encountering Controversy Dr. Twenge’s analysisfoundthatnarcissism scores among “I hadabsolutelynoideahowmuchpress itwasgoingtoend That mostrecent studydidnotrely onthenarcissism inventory, Much ofthedisagreement betweenDr. Twenge andhercritics But criticshavealsotakenissuewithherdata.In2008,Dr. Dr. Twenge, whogrows noticeablyirritatedatthementionof Social PsychologicalandPersonalityScience

reveal. 4 more nuancedresults. They UNIT 5 Independent Learning •SeeingNarcissistsUNIT 5Independent Learning Everywhere alsofoundthatthe NOTES

IL4 IL5 NOTES

UNIT 5 Independent Learning •SeeingNarcissistsUNIT 5Independent Learning Everywhere 32 31 30 29 28 book authors’useoffirst-person-singularpronouns (I,me)had value onleisure time.In2012,shepublishedastudyfindingthat than GenerationX,bornbetween1965to1981,andputahigher (people bornroughly after1982)expressed aweaker workethic increased whilethepluralforms(we,us)haddecreased. warnings ofariseinselfishness were baseless. studies andabarrageofculturalstatisticstosuggestthatthedire he usedacombinationoftheDonnellanandTrzesniewski his loudestopposition.IntheMarch issueof is more thoughtfulandcivic-mindedthanitspredecessors—raises defender ofthesociallynetworked“iGeneration,”whichhesays gotten better.” would expect.thesethingstogetworse.Butinsteadthey’ve behavior,” Dr. Arnett saidinatelephoneinterview, “thenyou “If narcissism isincreasing andnarcissism leadstoselfish “nobody knowswhycrimegoesdown.” no studylinkingnarcissism andcaraccidents,”shesaid, her results. Butultimately shedismissesthem.“Iknowof runs into.” problem thatanybodywho doesresearch ongroup differences that. I’msayinghere’s on averagewhatthedatashow. Thisisa all millennialsare selfish,” shesaid.“OfcourseI’mnotsaying you are boundtoelicitareminder. “PeoplethinkI’msaying misguided.” and don’twanttolistenanythingnegative,Ithinkthat’s means sometimestheyjustwanttocovertheireyesandears young people,andIunderstandthat,”shesaid.“Butthat people justwanttobepositiveaboutthefuture andabout Ask Dr. Twenge todefendherconclusionsoftenenough,and It iswiththissortofevidencethatDr. Arnett—a passionate Crime rateshavefallen,henotes,as.caraccidents. Dr. Twenge agrees thatsuchstatisticsmightseemtocontradict She willalsoremind you not toshootthemessenger. “Some

❧ Emerging Adulthood ,

Gautam Malkani

About the Author Gautam Malkani was born in London in 1976. He is a SCAN FOR MULTIMEDIA journalist and the author of Londonstani, a novel about immigrants from South Asia living in London.

BACKGROUND Every year, a group of editors from Oxford Dictionaries chooses a word or expression that reflects the mood of the year. The word “selfie” was the Oxford Dictionaries’ 2013 Word of the Year. The Word of the Year for 2015 was not exactly a word, but an emoji, or small digital image or icon, generally referred to as “Face with Tears of Joy.”

1 Selfie (noun)—a photographic self-portrait taken with a handheld gadget.

2 ouns related to photography tend to also work as verbs. NOTES N From snap, shoot, and frame to the word photograph itself. If selfie, Oxford English Dictionary’s official word of the year, follows suit, then the verb to selfie will mean to shoot yourself with your phone. 3 All too often, selfies involve shooting yourself in the foot. Just ask Barack Obama, who was caught posing for an ill-advised selfie with David Cameron and Danish prime minister Helle

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Thorning-Schmidt during the memorial service for Nelson Mandela. Within weeks of the word making the news after being crowned by the OED, these three newsmakers were making the

UNIT 5 Independent Learning • A Year in a Word: Selfie IL6 IL7 NOTES

UNIT 5 Independent Learning •AYearUNIT 5Independent Learning inaWord: Selfie 8 7 6 5 4 word—as if theneologism 1. their ownatomized were already usingdigitalcamerasandphonestophotograph lens forvideo-callingappssuchasSkypeandFaceTime. People launched theiPhone4in2010,itincludedafront-facing camera that defineourdigitallivesmorphedintomirrors. When Apple dad’s inauguration. photographed intheactofphotographingthemselvesduringtheir the kids.InJanuaryhisdaughtersMaliaandSashawere referential narcissism itsupposedlyrefers to. this fakery personality andprofession toourgender, ethnicity, andname.In or completelyreinvent everyfacetofourselves—from our performance. Theimmediacyisalsokey. Online,wecanalter that carefully wrought casualnessorthatmock-ironic discomfort. digital identitiesare evenmore so. Our socialidentitiesmayhavealwaysbeenperformative,butour Twitter, Tumblr, andSnapchat,weare allsemi-celebritiesnow. shots favored bypaparazzi. And thankstothelikesofFacebook, online, theycanwrestle theirimageawayfrom theunflattering such asJustinBieberandRihanna.Bypostingregular selfies composing them. this more intuitivelynormal.Italsogaveusmore control when angst. it isnotmotivatedbynarcissism somuchasourdigitalexistential basically ceasetoexist.Sowhiletheselfie mayseemnarcissistic, doing rightnow. Ifwehavenothought.orphototopost, not from whoweare orwhatwedo,butfrom whatweare 3. 2. 4.

neologism fakery atomized angst A perfectselfie requires notjustaflatteringangle. You alsoneed The selfie phenomenonbecameinevitableassoonthescreens However, President Obamawassimplygettingdownwith But there ismore behindtheselfie thanbrandingand Little wonder, then,thatselfies are sopopularwithcelebrities 4

(ahngst) ❧ (FAY kuhr ee)

(AT uh myzd) (AT myzd) uh

3 (nee OL uh jihz uhm) jihz uh OL (nee free-for-all, authenticidentityisincreasingly derived n . general feeling of anxiety or fear. or anxiety of feeling . general n . something with a false or misleading appearance. misleading or afalse with . something 2 v lives,butthefront-facing cameramade . separated into parts. many . separated n 1 hadgotcaughtupintheorgy ofself- . new word. . new

Henri Bergson translated by F.L. Pogson

About the Author Henri Bergson (1859–1941) was, during his lifetime, SCAN FOR MULTIMEDIA one of the most famous French philosophers. Some twentieth-century philosophers such as Jean-Paul Sartre have cited Bergson’s work as an influence on their own. His work has also been acknowledged to have helped shape modern poetry and modern art, especially the twentieth-century movement in painting know as Cubism. Bergson was awarded the 1927 Nobel Prize for Literature.

BACKGROUND The book Time and Free Will was submitted by Bergson in manuscript form as part of his doctoral thesis and was published in book form in 1889. The full English title of the book is Time and Free Will: An Essay on the Immediate Data of Consciousness. In this book, Bergson explores the concepts of time and space and our experience of sympathy for others.

One [aspect of our conscious state] is due to the solidifying influence of external objects and language on our constantly changing feelings.

1 hen . . . I take my first walk in a town in which I am going NOTES W to live, my environment produces on me two impressions at the same time, one of which is destined to last while the other will constantly change. Every day I perceive the same houses, and as I know that they are the same objects, I always call them by the same name and I also fancy that they always

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson look the same to me. But if I recur, at the end of a sufficiently long period, to the impression which I experienced during the first few years, I am surprised at the remarkable, inexplicable, and indeed inexpressible change which has taken place. It seems

UNIT 5 Independent Learning • from Time and Free Will IL8 IL9 NOTES

UNIT 5 Independent Learning • UNIT 5Independent Learning 2 from they havelived,andlikemyself theyhavegrown old. Thisis from mesomethingofmyownconsciousexistence;likemyself impressing themselvesonmymind,haveendedbyborrowing that theseobjects,continuallyperceived bymeandconstantly 1. between mysensationand myconsciousness;Imaybelievethat name whichitbears,suggestiveoftheapproval giventoit,comes when Ipartakeofadishthatissupposedtobeexquisite, the sometimes deceiveusastothenature ofthesensationfelt.Thus, us believeintheunchangeablenessofoursensations, butitwill is deeperthanusuallythought.Notonlydoes languagemake word whichtranslatesit.Thisinfluenceoflanguageonsensation I perceive itthrough theobjectwhichisitscause,through the it doesnotseemtomechangefrom daytoday, itisbecause to sayisthateverysensationaltered byrepetition, andthatif them, andinthehumansoulthere are only and tastesseemtomebe are neitheridenticalsensations normultipletastes:For sensations its ownandsolidify itinthe shapeofa recognizing it,Iabstractthis changeablenesstogiveitanameof when itschangeablenessbecomessoobviousthatIcannothelp have remained thesame. Thus Iagainsolidify thesensation;and as if onlymytastehadchanged, whilstthescentandflavor give thesamenametosensationexperienced,andIspeak me whenIwasachildthoughdislikethemtoday. Yet Istill fleeting. Suchandsuchaflavor, suchandascent,pleased Our simplesensations,takenintheirnaturalstate,are stillmore How languagegivesafixedformtofleetingsensations. homogeneous as thefleetingdurationofouregoisfixedbyitsprojection in with theword whichexpresses thisobject.Inthesame way of becoming,withitspermanentexternalobject,andespecially Hence weconfusethefeelingitself, whichisinaperpetualstate solidify ourimpressions inorder toexpress theminlanguage. than ourinnerandindividualexistence.We instinctivelytendto and, sotospeak,sociallife ismore practicallyimportant tous then carefully lookintoourselves.Thereason isthat ourouter of us;weshallhardly perceive it,unlessweare warnedofitand remembering? Yet thisdifference escapes theattentionofmost be betweenperceiving andrecognizing, betweenlearning and identical withthatofyesterday, whatdifference wouldthere not amere illusion;forif today’simpression were absolutely cause, takeonitsdefiniteoutlinesandimmobility. wrapping themselvesround theexternalobjectwhichistheir

homogeneous Time and Free Will and Free Will Time

1 (hoh muh JEE nee uhs) nee JEE muh (hoh space,ourconstantlychangingimpressions, objects adj . of a similar nature throughout. nature asimilar . of assoonIisolateandname taste . Butinreality there processes . WhatIought

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 3 consequently impersonalelementintheimpressions ofmankind, rough andready word, whichstores upthestable,common,and the contrary. Inshort,theword withwell-definedoutlines,the the flavorpleasesmewhenaslighteffort ofattentionwouldprove 2. Having setthemupasgenera reason aboutthesestatesandapplyoursimplelogictothem: felt inagivencasebythewholeofsociety. And thisiswhywe common element,theimpersonalresidue, oftheimpressions can betranslatedintowords, and eachofwhichconstitutesthe have really replaced itbyajuxtapositionoflifeless stateswhich shadow: We believethatwehaveanalyzedourfeeling,while its life anditscolor. Hence,weare nowstandingbefore ourown spreading outtimeinspace, wehavecausedthisfeelingtolose one another. Byseparatingthesemomentsfrom eachother, by in whichitdevelopsisadurationwhosemomentspermeate would beimmediatelytaken.Butitlivesbecausetheduration could itgraduallyleadustoformaresolution? Ourresolution develops andistherefore constantlychanging;otherwisehow to acceptaname.Thefeelingitself isabeingwhichlivesand color from itssurroundings: Nowwehaveitcolorlessandready prefer? A momentagoeach ofthemwasborrowing anindefinable medium whichmaybecalledeithertimeorspace,whicheveryou we setthemout,isolatedfrom oneanother, inthishomogeneous multiplicity intheirconfusedmass:Whatwillitbe,then,when originality. We distortthemassoonwedistinguishanumerical externalize themselvesinrelation tooneanother;hencetheir without anyprecise outlines,withouttheleasttendency to different elementswhichdissolveintoandpermeateoneanother melancholy takespossessionofoursoul:Here wefeelathousand so strikingasinthecaseofourfeelings. A violentloveoradeep This overwhelmingoftheimmediateconsciousnessisnowhere How analysisanddescriptiondistortthefeelings. impose onittheirownstability. invented toshowthatthesensationisunstable,theywould would turnagainstthesensationwhichgavebirthtothem,and, in precise words; butthesewords, as soontheywere formed, struggle onequalterms,thelatteroughttoexpress themselves impressions ofourindividualconsciousness.To maintainthe overwhelms oratleastcoversoverthedelicateandfugitive under thisappearanceoflogicafundamentalabsurdity, under the cleverlywovencurtainofourconventionalego, shows us future deduction.Now, if someboldnovelist,tearingaside them from oneanother, wehaveprepared themforuseinsome 3.

fugitive genera

(JEHN uhr uh) uhr (JEHN (FYOO juh tihv) tihv) juh (FYOO n . groups or classes of objects. of classes or . groups adj . fleeting; lasting for a short time. ashort for lasting . fleeting; 3 bythemere factofhavingisolated UNIT 5 Independent Learning • UNIT 5Independent Learning 2 from NOTES Time and Free Will andFree Will Time

IL10 IL11 NOTES

UNIT 5 Independent Learning • UNIT 5Independent Learning this juxtaposition 4. own presence. consciousness andourselves.Hehasbrought usbackintoour put asideforaninstanttheveilwhichweinterposedbetweenour essence oftheelementsexpressed. Encouragedbyhim,wehave of thatcontradiction,interpenetration,whichisthe very he hasmadeusreflect bygivingoutward expression tosomething extraordinary andillogicalnature oftheobjectwhich projects it; arranged thisshadowinsuchawayastomakeussuspectthe that heinhisturnisonlyoffering usitsshadow:Buthehas homogeneous time,andexpresses itselementsbywords, shows however, andtheveryfactthathespreads outourfeelingina known usbetterthanweknewourselves.Thisisnotthecase, exist theinstanttheyare named,wecommendhimforhaving thousand different impressions whichhavealready ceasedto from

juxtaposition together. Time and Free Will and Free Will Time

(juhk stuh puh ZIHSH uhn) ZIHSH puh stuh (juhk

❧ 4 ofsimplestatesaninfinitepermeationa n . position of being side by side or close close or side by side being of . position

from The Portrait of a Lady

Henry James

About the Author Henry James (1843–1916) was born in New York, SCAN FOR MULTIMEDIA but he lived most of his adult life in England and became a naturalized English citizen. He is considered one of the most masterful and innovative prose writers of American literature. He wrote short stories, novels, plays, letters, and travel pieces. His more well-known works include The Turn of the Screw, The Aspern Papers, The Portrait of a Lady, and The Wings of the Dove.

BACKGROUND James published The Portrait of a Lady in book form in 1881. It displays many of the themes that would concern the writer throughout his life, namely the conflict between the New World (represented by the United States) and the Old World (represented by Europe). The novel also addresses the themes of personal freedom (especially as it applies to women) and betrayal, and displays two hallmarks of James’s writing style—long sentences and lengthy paragraphs.

1 sabel Archer was a young person of many theories; her NOTES I imagination was remarkably active. It had been her fortune to possess a finer mind than most of the persons among whom her lot was cast; to have a larger perception of surrounding facts and to care for knowledge that was tinged with the unfamiliar. It is true that among her contemporaries she passed for a young woman of extraordinary profundity; for these excellent people never withheld their admiration from a reach of intellect of which they themselves were not conscious, and spoke of Isabel 1 © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson as a prodigy of learning, a creature reported to have read the classic authors—in translations. Her paternal aunt, Mrs. Varian, once spread the rumor that Isabel was writing a book—Mrs.

1. prodigy (PROD uh jee) n. wonder; marvel.

UNIT 5 Independent Learning • from The Portrait of a Lady IL12 IL13 NOTES

UNIT 5 Independent Learning • UNIT 5Independent Learning with asenseofprivation.Herownlarge house,remarkable literature, forwhichsheentertainedthatesteemisconnected would distinguishherself inprint.Mrs.Varian thoughthighlyof Varian havingareverence forbooks,andaverred thatthegirl The girlhadacertainnobleness ofimaginationwhichrendered and togiveone’sself, inthismanner, distinguishedcompany. of one’sbestfriend:oneshouldtrytobeown bestfriend unnecessary tocultivatedoubtofone’sself astocultivatedoubt happy impulse,ofinspirationgracefullychronic. Itwasalmostas was fine),shouldmoveinarealm oflight,naturalwisdom, a fineorganization (shecouldn’thelpknowingherorganization living; thatoneshouldbeofthebest, beconscious of had atheorythatitwasonlyunderthisprovision life wasworth use, shehadanunquenchabledesire tothinkwellofherself. She this sheheldherheadhigherthaneveragain;for itwasofno then shetreated herself toaweekofpassionatehumility. After At momentsshediscovered shewasgrotesquely wrong, and own way, andithadledherintoathousandridiculouszigzags. speaking withauthority. Inmattersofopinionshehadher which hadneverbeencorrected bythejudgmentofpeople from specifying. Herthoughtswere atangleofvagueoutlines interested inpreserving thedignityofhissubjectmustshrink her errors anddelusionswere frequently suchasabiographer was right;shetreated herself tooccasionsofhomage.Meanwhile was inthehabitoftakingforgranted,onscantyevidence,thatshe often surveyedwithcomplacencythefieldofherownnature; she that Isabelwasprobably very liabletothesinofself-esteem; she be confoundedwithsuperiority. Itmaybeaffirmed withoutdelay than theirs,andthisencouragedanimpatiencethatmighteasily so; foritseemedtoheroftenthatmindmovedmore quickly superior, peoplewere rightinadmiringherif theythoughther treated herasif shewere rathersuperior. Whetherornotshewere she onlyhadageneralideathatpeoplewere rightwhenthey talent forexpression andtoolittleoftheconsciousnessgenius; book andhadnodesire forthelaurels ofauthorship. Shehadno labors wasquiteillusory;thegirlhadneverattemptedtowritea they read nothingatall.Herimpression withregard toIsabel’s daughters; shewasdeterminedtobringthemupproperly, and this, wasrathertokeepthe Interviewer York Interviewer Varian’s acquaintancewithliterature wasconfinedto in theapartmentofoneMissVarians. Practically, Mrs. contained nothingbuthalf adozennovelsinpaperonshelf unfurnished withalibrary, andinthewayofprintedvolumes for itsassortmentofmosaictablesanddecoratedceilings, was from ThePortraitof aLady youhadlostallfaithinculture. Hertendency, with ; assheveryjustlysaid,afteryouhadread the Interviewer outofthewayher The New

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 magnanimity; She spenthalf hertimeinthinkingofbeautyandbravery her agoodmanyservicesandplayedgreat manytricks. 2. 3. an impulsemore tenderandmore purely expectant. part criticism if shewere notintendedtoawakenonthereader’s creature ofconditions:shewouldbeaneasyvictimscientific enlightened useofthatstate.Shenevercalledit the state of in beingindependent,andthatsheoughttomake somevery as aplaceofbrightness,free expansion,ofirresistible action: delicate, desultory, determination tosee,try, toknow, hercombinationofthe desire tolookverywelland tobeif possibleevenbetter, her curiosity andfastidiousness,ofvivacityindifference, her her temperatonceexactingandindulgent,mixture of her inflatedideals,confidenceatonceinnocentand dogmatic, the occasiondemanded. Altogether, withhermeagerknowledge, position, sothatsheshouldhavethepleasure ofbeingasheroic as far astowishthatshemightfindherself somedayinadifficult and shewouldappearwhatwas.Sometimeswentso impression sheshouldproduce; shewouldbewhatappeared, Her life shouldalwaysbe inharmonywiththemostpleasing such contradictionswouldneverbenotedinherownconduct. artillery towhichyoungwomenare exposed,flattered herself that a dishonortotheflag.ButIsabel,whoknewlittleofsorts has surrendered; asortofbehaviorsocrooked astobealmost of inconsistency—thedangerkeepinguptheflagafterplace scorn them.Ofcoursethedangerofahighspiritwas things hadquickenedherhighspirit;itseemedindecentnotto women wholiedandtriedtohurteachother. Seeingsuch she hadseenverylittleoftheevilworld,but hadseen It waswrong tobemean,jealous,false,cruel; their look,butwhenshefixedthemhard sherecognized them. uncertainty aboutthethingsthatwere wrong. She had noloveof could happentoher. Onthewhole,reflectively, shewasinno to holdherbreath. Thatalwaysstruck herastheworstthingthat person, presented onlyasacontingency, causedheratmoments her) thatthechanceofinflictingasensibleinjuryupon another escaped from atrapwhichmighthavecaughtherandsmothered of feeling(thediscoveryalwaysmadehertremble asif shehad had resented sostrongly, afterdiscoveringthem,hermere errors an infinitehopethatsheshouldneverdoanythingwrong. She She helditmustbedetestabletoafraidorashamed.had

desultory magnanimity noble in spirit. It wasoneofhertheoriesthatIsabel Archer wasveryfortunate

(DEHS uhl tawr ee) tawr uhl (DEHS

(mag nuh NIHM uh tee) uh (mag NIHM nuh 2 shehadafixeddeterminationtoregard theworld 3 flame-likespiritandtheeagerpersonal adj . aimless; random. . aimless; n . quality or state of being very generous and and generous very being of state or . quality UNIT 5 Independent Learning • UNIT 5Independent Learning from ThePortraitof aLady NOTES

IL14 IL15 NOTES

UNIT 5 Independent Learning • UNIT 5Independent Learning shortly before her father’s death,whooffered sohighanexample shortly before herfather’s and abide.Shehadafriendwhoseacquaintanceshemade weak, and,besides,hersisterLilyconstantlyurged hertocome solitude, muchlessofsingleness;shethoughtsuchdescriptions 4. Interviewer was thoroughly launchedinjournalism,andherletterstothe Henrietta Stackpolehadtheadvantageofanadmired ability;she of usefulactivitythatIsabelalwaysthoughtherasamodel. 5. coarse-minded person of another sex. The girl’s prayerwasvery coarse-minded personofanothersex.Thegirl’s perfectly possibletobehappywithoutthesociety ofamore orless to herself, intheabsenceofexceptionalflimsiness,andthatitwas might bedelivered; sheheldthatawomanoughttobeablelive From lapsingintoeagernessonthispointsheearnestlyprayed list wasaconvictionofthevulgaritythinking toomuch ofit. a collectionofviewsonthesubjectmarriage. The firstonthe Of course,amonghertheories,thisyoungladywas notwithout right patienceonewouldfindsomehappyworktoone’shand. stoutly determinednottobehollow. Ifoneshouldwaitwiththe and resign one’sself tobeingfrivolousandhollow. Isabelwas that onehadnovocation,beneficent public wasgoingtowant,onenottherefore toconclude talent andageniusforguessing,asHenriettasaid,whatthe were oftheobviouskind; butevenif onehadnotthejournalistic woman mightsuffice toherself andbehappy. Herresources the not havetakenpleasure in itandwasnotaregular studentof though shenevermentionedthefacttoherfriend,who would creature, andhadspokenofhercovertlyinsomeletters, however, topostponethisenterprise.ShethoughtIsabelaglorious delightful thetwoshouldtraveltogether. Shehadbeenobliged, she wishedtostartatonce;thinking,naturally, thatitwouldbe institutions layopen.Whensheheard thatIsabelwascoming opinions wouldbeandtohowmanyobjectionsmostEuropean the lessdifficult assheknewperfectlyinadvancewhather to the had longbeentocomeEurope andwriteaseriesofletters and hadclear-cut viewsonmostsubjects;hercherisheddesire proceeds ofherliterarylabor. Henriettawasinthevanofprogress and widowedsisterwaspayingtheirschoolbillsoutofthe without property, hadadoptedthree ofthechildren ofaninfirm energy, andgoodhumorofthewriter, who,withoutparents and them withconfidence“ephemeral,”butsheesteemedthecourage, and otherplaces,were universallyquoted.Isabelpronounced from

beneficent Newport during the mid-nineteenth century. mid-nineteenth the during Interviewer ThePortraitof aLady Interviewer

city in Rhode Island, on the Atlantic Coast, very popular among the wealthy wealthy the among popular very Coast, Atlantic the on Island, Rhode in city

, from Washington, Newport, (buh NEHF uh suhnt) suhnt) uh NEHF (buh . Henrietta,forIsabel,waschieflyaproof thata from theradicalpointofview—anenterprise adj . doing good; kind; charitable. kind; good; . doing 5 4 aptitudeofanysort, theWhiteMountains

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. any great vanityofconjecture onthearticleofpossible husbands. taste foranalysismighthavecalledit—hadhithertokeptherfrom in her—somethingcoldanddryanunappreciated suitorwitha sufficiently answered; somethingpure andproud thatthere was condition ofothersasubjectspecialattention. . and afteritshouldbesecured shemightmake theunfortunate of life. Thisimpression wasnecessarytoprevent mistakes, one thoughtclevershouldbeginbygettingageneral impression returned tohertheorythat ayoungwomanwhomafterallevery too impatienttolive,unacquaintedwithpain.Shealways that thisquestionneverheldherlong.Shewastooyoung, in aschemeoftheagreeable forone’sself? It mustbeconfessed of immodesty. Whatshouldonedowiththemisery ofworld for themomentmadeherfine,fullconsciousnessappearakind of peoplewhowere lesshappy thanherself—a thoughtwhich still, sheoftencheckedherself withthethoughtofthousands to thisbeautiful oldEngland andmightcarryhermuchfurther on whichshehadlatelybeenfloating,conveyedher with uglinessandmisery. Inthecurrent ofthatrepaid curiosity not gardens atall—onlydusky pestiferous tracts,plantedthick and thatthere were moreover agreat manyplaceswhichwere other gardens intheworld thanthoseofherremarkable soul, with alapfulofroses. But shewasoftenreminded thatthere were recesses ofone’sspiritwas harmlesswhenonereturned from it was, afterall,anexercise in theopenair, andthatavisittothe and lengtheningvistas,whichmadeherfeelthatintrospection suggestion ofperfumeandmurmuringboughs,shadybowers Her nature had,inherconceit,acertaingarden-like quality, a her development,desiringperfection,observing progress. the year, bycallingherarankegoist.Shewasalwaysplanningout too muchaboutherself; youcouldhavemadehercolor, anydayin a littleitendedinalarms.Itoftenseemedtoherthatshethought thoughts hovered aboutit,buttheyseldomrested on itlong;after image, onthewhole,wastooformidabletobeattractive.Isabel’s light shoulddawnshecouldgiveherself completely;butthis soul—it wasthedeepestthingthere—lay abeliefthatif acertain as anincentivetohopeandareward ofpatience.Deep inher it madehersmiletothinkthatoneofthemshouldpresent himself Few ofthemenshesawseemedwortharuinous expenditure, and UNIT 5 Independent Learning • UNIT 5Independent Learning

❧ from ThePortraitof aLady NOTES

IL16 from thetextyouread. and record whatyoulearned Go toyourEvidenceLog 670 persuasively. expressing theirownclearlyand issues on discussions withdiversepartners effectively inarange ofcollaborative SL.11–12.1  

grades 11–12topics, texts, and

Standard

evidence log , buildingon others’ ideasand UNIT 5•DISCOVERING THESELF INDEPENDENT l

Initiate andparticipate s e Prepare toShare Share Your your understandingofthetopichowpeopledefine themselves. from thesewritinganddiscussion activities.Explainhowthisideaaddsto Review yournotes,andunderlinethemostimportantinsightyougained Reflect FromLearn Your Classmates the unit.Inyournotes,considerwhythistextbelongsin text youexplored independently,andwritenotesaboutitsconnectionto to growwithothers.Reflectonthe bysharingwhatyouhavelearned Even whenyouread somethingindependently,youcancontinue orlearn from them. own. Asyoutalkwithyourclassmates,jotdownideasthatlearn ar DiscussIt nin How dowedefineourselves? g

Share yourideasaboutthetextyouexplored onyour I ndependent L earning

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the unit.Haveyourideaschanged? Review yourEvidenceLogandQuickWrite from thebeginningof At thebeginningofthisunit,youwrote aboutthefollowingtopic: Review NotesforaPersonalNarrative Negative experience: Evaluate theStrength of Your Ideas ofastory: be thekernel Identify acharacterandaneventthatreflects yourthematicideaandcould narrative: Develop yourthoughtsintoasentencethatcouldbethethemeof Positive experience: had whentryingtodefineyourself. Listthemhere. with self-awareness. Write onepositiveand onenegativeexperienceyou’ve 3. 2. 1. challenged your ideas. your challenged that evidence of pieces three least at Identify 

PERFORMANCE-BASED ASSESSMENT What types of experiences allow us to discover whowe ustodiscover What typesofexperiencesallow really are? Yes evide We learnmostaboutwhowereallyarewhen we n ce log ce

Think aboutyourownexperiences 2. 1. 3. supported your ideas. your supported that evidence of pieces three least at Identify

NO prep Performance-Based AssessmentPrep structured eventsequences. well-chosen details, andwell- or eventsusingeffectivetechnique, develop realorimaginedexperiences W.11–12.3  S ta n

dards Write narratives to

671 672 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.11–12.10 well-structured eventsequences. technique, well-chosendetails, and experiences oreventsusingeffective to developrealorimagined W.11–12.3.a–e   word choices. word your to vary help Network Word your use narrative, your and revise you write As • • • s selection independent- small-group Whole-class

W tandards UNIT 5•DISCOVERING THESELF performance-based assessment OR sources

D N D Write routinelyover

Write narratives E

selections selections LEARNING LEARNING TW OR K component. not asstrong asitcouldbe,revise yournarrativetoaddorstrengthen that check itagainsttherubric.Ifoneormore oftheelementsismissingor writing, read theNarrativeRubric.Onceyouhavecompletedyourfirstdraft, Review theElementsofaPersonalNarrative Vocabulary Academic Reread theAssignment words givenbelowinorder tocompletetheassignmentcorrectly. presented atthebeginningofunit.Besure youunderstandeachof the understand it.Theassignmentmayreference someoftheacademicwords what constitutesthe“self.” you comeawayfrom thetextsinthisunitwithadeeperunderstandingof Abbey,” and memory,asin“LinesComposedaFewMilesAboveTintern in sense ofself. Whetheryou experienceanhourinthelife ofacharacter, as You haveread avarietyoftextsthatexplore thedevelopmentofaperson’s Writing to Part 1 Part explanation of how the experiences made you the person you are today. person you the made experiences of the how explanation alive. come that make Conclude details an your with experiences sensory with your narrative Infuse of event each your on development. repercussions the in narrative form, showing experiences the Record change in your attitude. to a led aconflict did. Perhaps Romantic ascene, or the poets as an object observing while of revelation self. to asense some you came Perhaps develop you to that helped experience negative and one positive one about Think a Write Assignment Mrs. Dalloway, infuse inanimate discover who we really are? really we who discover to us allow experiences of types What

personal narrative personal

orwatchasaspeakerreveals deepfeelingsaboutnature S ources: Personal Narrative repercussion anachronism

Review theassignmenttobesure youfully in which you answer the following question: question: following the answer you inwhich

revelation

Before youbegin

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Narrative Rubric Narrative 2 3 4 1 The introduction engages the reader and and reader the engages introduction The Focus and Organization or no reflection is provided. is reflection no or Little conclusion. no is there or narrative, the from follow not does conclusion The one event is mentioned. only or minimally, described are events Two to follow. hard are and sequence aclear in organized not are Events clear. always not is view of point The introduction. no is there or narrative, the of focus the to reveal fails introduction The events. of significance the on areflection provide not may but narrative the from follows conclusion The described. are Two to follow. hard events be may events between differentiation the but sequence, in mostly are Events lapses. occasional with maintained is view of A point narrative. the of focus the reveals introduction The events. the of significance the on areflection contains conclusion The described. are events Two important outcome. and build mostly toward a particular sequence aclear in organized are Events view. of point a maintains and establishes narrative The narrative. the of focus the reveals and engaging somewhat is introduction The events. the of significance the on reflection original or engaging an contains conclusion The are clearly described. events important two At least outcome. aparticular toward to build combine and sequence aclear in organized are Events view. of point clear a maintains and establishes narrative The narrative. the of focus the reveals some sensory details.some sensory of use makes narrative The and conflict. characters, setting, the depict that details contains narrative The the narrative.enriches language sensory of use The conflict. and characters, setting, the to life bring that details precise provides narrative The used in the narrative. the in used are details sensory no or Few and conflict. characters, setting, the about details lacks narrative The is limited. effect their sparingly; only used are details Sensory and conflict. characters, setting, the depict that details few has narrative The Details and Elaboration essential question: Performance-Based Assessment Howdowedefineourselves? few misspelled words. few misspelled very contains narrative The mechanics. and usage of conventions English standard in accuracy The narrative demonstrates words. misspelled no contains narrative The mechanics. and usage of conventions English standard uses The narrative intentionally understand. and to read difficult narrative the making frequent, are Misspellings mechanics. and usage of conventions English standard in mistakes contains narrative The of misspellings. because suffers narrative The mechanics. and usage of conventions English standard in accuracy some The narrative demonstrates Language Conventions

673 674 interest. reasoning andevidencetoadd enchance understandingoffindings, of digitalmediainpresentationsto SL.11–12.5 volume, andclearpronunciation. appropriate eyecontact, adequate of formalandinformaltasks. Use to purpose, audience, andarange substance, andstyleareappropriate and theorganization, development, opposing perspectivesareaddressed, line ofreasoning, alternativeor such thatlistenerscanfollowthe perspective andalogicalargument, conveying aclearanddistinct findings, andsupportingevidence, SL.11–12.4  1 2 3

Standard

UNIT PERFORMANCE-BASED ASSESSMENT and unmemorable. uninteresting is choice word The details. many too or few too contains introduction summarized, and the elevator poorly is narrative The engaging. or descriptive more be could but appropriate is choice word The elevator speech. the in included are narrative the of events key the of Most engaging. and lively, precise, is choice word The introduction. elevator the in summarized are narrative the of events key The Content

Make strategic use Present information, 5

•

DISCOVERING s

THE

SELF Review theRubric understandable. Follow thesestepstomakeyourelevatorintroduction fascinatingand not asstrong asitcouldbe,revise yourpresentation. your plansagainstthisrubric.Ifoneormore oftheelementsismissingor Elevator Introduction Speaking andListening: Part 2 Part • • • in avideo. your speech in an elevator. aclassmate someone to upwith riding record would spend Ask of you time length speech—the short in avery yourself about details significant a two-minute of your afinal narrative, into completing main draft the ideas After condense Assignment yourself andintrigueyouraudiencewithveryshortstory. Practice yourdelivery,keepinginmindthatgoalistointroduce Decide howtouseyourvoiceconveyfeelingsabouttheevents. described. Includeyourexplanationofhowtheeventsshapedlife. Summarize yournarrative,usingkeydetailsfrom thetwoeventsyou Use of Media of Use usually appropriate. is volume clear, and mostly is Sound speaker’s face. the on focuses mostly video The appropriate. is volume clear, is and Sound speaker’s face. the on focuses video The Sound and volume may vary. may volume and Sound erratic. is video the of focus The elevator introduction elevator

Before youdeliveryourelevatorintroduction, check . In an elevator introduction, you tell an elevator introduction, . In speaks inspeaks a monotone. or mumbles speaker The the camera. at looks seldom speaker The feelings. to convey changes vocal uses occasionally speaker The to time. time from camera the at looks speaker The feelings. to convey changes vocal uses effectively speaker The camera. the at looks speaker The Presentation Techniques

Reflect on the Unit Now that you’ve completed the unit, take a few moments to reflect on your learning. Use the questions below to think about where you succeeded, what skills and strategies helped you, and where you can continue to grow in the future.

Reflect on the Unit Goals Look back at the goals at the beginning of the unit. Use a different colored pen to rate yourself again. Think about readings and activities that contributed the most to the growth of your understanding. Record your thoughts.

Reflect on the Learning Strategies Discuss It Write a reflection on whether you were able to improve your learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before a class discussion.

Reflect on the Text Choose a selection that you found challenging, and explain what made it  Standards difficult. SL.11–12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and Explain something that surprised you about a text in the unit. expressing their own clearly and persuasively.

SL.11–12.1.a Come to discussions prepared, discussions prepared, having read and researched material

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Which activity taught you the most about discovering the self? What did you learn? under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SCAN FOR MULTIMEDIA Performance-Based Assessment 675