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STUDY GUIDE

English 2342: Literature I

Revised July 2011

In the space following each objective, take notes from your viewing and reading. The tests are based on the objectives.

The following programs are in the Literary Visions series of videotapes. Watch each program, read the assignments for that program, and answer the questions.

The following textbook assignments are from Roberts’ Literature: An Introduction to Reading and Writing.

Test 1 covers the videotapes, reading assignments, and objectives for programs #1-10. See syllabus for deadlines for each unit.

Program #1 First Sight: An Introduction to Literature

After you have finished studying this lesson, you will be able to:

1. List several reasons why various writers write literature and/or roles that writers play in cultures.

2. List several reasons why various readers read literature.

Program #2 Ways of Seeing: Responding to Literature


1. Explain how to read serious (as opposed to popular or light) literature. What are some activities that are helpful?

. 2. Discuss the importance of supporting interpretations with evidence from the work itself.

Program #3 A Personal View: The Art of the Essay

You do not need to watch this program..

THE SHORT STORY

Program #4 Reflected Worlds: The Elements of Short Fiction

TEXTBOOK ASSIGNMENT: In your text, read the explanatory material in the chapter “Fiction: An

Overview.” This material mentions many terms that will be emphasized more in later programs. In addition, read the fol1owing stories:

“A & P,” Updike “Two Kinds,” Tan“Marriage is a Private Affair,” Achebe


1. Discuss how the reader helps to create the meaning of a short story.

2. Explain Poe's theory of the short story.

3. State how Okeke feels at the end of “Marriage Is a Private Affair.”

4. State what “Two Kinds” and “Marriage Is a Private Affair” have in common in terms of subject matter. What sort of experience occurs in both of the stories?

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Program #5 The Story’s Blueprint: Plot and Structure in Short Fiction

TEXTBOOK ASSIGNMENT: In your text read the explanatory materia1 in the chapter “Structure: The Organization of Stories.” Also read the following stories:

“Blue Winds Dancing,” Whitecloud

“Interpreter of Maladies,” Lahiri

“The Lottery,” Jackson

“This Is What It Means to Say Phoenix, Arizona,” Alexie


1. Define action, plot, and conflict.

2. Define internal and external as they apply to conflicts.

3. Understand that conflict consists of two forces in opposition to each other. An internal conflict involves two different specific parts of the same character. Be able to state several conflicts (the two opposing forces in each) from “Blue Winds Dancing.”

4. Be able to state the central or main conflict (including the opposing forces) from “Blue Winds Dancing,” “The Lottery,” “Interpreter of Maladies,” and “This Is What It Means to Say Phoenix, Arizona.” Are they internal or external? How is each resolved?

5. Understand the terms exposition, resolution, flashback, and chronological order.

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Program #6 Telling Their Tales: Character in Short Fiction

TEXTBOOK ASSIGNMENT: In your text read the explanatory material in the chapters “Characters: The People in Fiction” and “Point of View: The Position or Stance of the Work’s Narrator or Speaker.” Also read the following stories:

“A Very Old Man with Enormous Wings,” Garcia Marquez “The Things They Carried,” O’Brien

After you have finished studying this lesson you will be able to:

1. Define stock, flat, dynamic, static, antagonist, and protagonist.

2. Recognize examples of these terms in short stories that you read.

3. State who is the antagonist in “A&P.”

4. State who the protagonists are in “A&P,” “Two Kinds,” and “The Things They Carried.”

5. Identify the central/main character for each of the following stories: “This Is What It Means to Say Phoenix, Arizona,” “The Things They Carried,” and “A&P.”

6. Define what is meant by point of view (as an element of literature).

7. Define and recognize first person, limited omniscient, omniscient, and dramatic points of view.

8. Label the point of view of each of the following stories: “The Lottery,” “A & P,” “This Is What It Means to Say Phoenix, Arizona,” and “The Things They Carried.”

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9. Be able to discuss how a particular point of view affects a story.

10. Define narrator and persona.

Program #7 In That Time and Place: Setting and Character in Short Fiction

TEXTBOOK ASSIGNMENT : In your text, read the explanatory material in the chapter “ Setting: The

Background of Place, Objects, and Culture in Stories .” Also read the following stories:

“Everyday Use,” Walker“My Old Home,” Hsun “Sonny’s Blues,” Baldwin


1. Define setting. Understand the various things that are included as part of setting.

2. Discuss how a reader's response is affected by knowledge about the background and social and historical context of a short story and its author.

3. List objects that are important in the settings of the following stories: “My Old Home,” “Sonny’s Blues,” and “Everyday Use.” List at least 2 for each.

4. Discuss other details of setting (time, place, colors, weather, etc.) and their importance for the stories listed above in item #3. Give at least three specific details for each (in addition to the objects listed above).

Program #8 The Author’s Voice: Tone and Style

TEXTBOOK ASSIGNMENT: In your text, read the explanatory material in the chapter “Tone and Style: The Words That Convey Attitudes in Fiction.” Remember that there is a glossary of terms near the back of the book. Also read the following stories:

“The Story of an Hour,” Chopin, and “How to Become a Writer,” Moore


1. Identify the major elements and characteristics of style.

2. Define tone. Recognize how it can vary within a story.

3. State several frequently used tones.

4. Define irony. List the different types of irony.

5. Label the tone of “The Story of an Hour.” Give examples to support your label.

6. Label the tone of “How to Become a Writer.” Give examples to support your label.

Program #9 Suggested Meaning: Symbolism and Allegory

TEXTBOOK ASSIGNMENT: In your text, read the explanatory material in the chapter “Symbolism and Allegory: Keys to Extended Meaning.”


1. Define symbolism.

2. Distinguish between private/contextual and cultural/universa1 symbols.

3. Define fable and myth.

Program #10 The Sum of Its Parts: Theme

TEXTBOOK ASSIGNMENT: In your text, read the explanatory material in the chapter “Idea or Theme: The Meaning and the Message in Fiction.” Also read the following stories:

“The Hammon and the Beans,” Paredes

“The Lesson,” Bambara


1. Explain the relationship between a story's central conflict and meaning.

2. Define theme/main idea. Differentiate between theme in a story and thesis in an essay.

3. Differentiate between subject and theme in a short story.

4. Recognize that there may be more than one theme/idea in a story. State the theme(s)/main idea(s) of the following stories: “The Hammon and the Beans,” “Interpreter of Maladies,” “The Lottery,” and “The Lesson.” Be sure to state each idea 1) in a complete statement/sentence and 2) such that it can be applied to situations in life outside of the story. The idea itself needs to be stated in a complete statement that can stand alone outside of the sentence in which it is imbedded.

Take Test 1 (Short Story) in the Testing Center

POETRY

Test 2 covers the videotapes, reading assignments and objectives for programs #11-17

Program #11 The Sacred Words: Elements of Poetry

TEXTBOOK ASSIGNMENT: Read the following poems:

“Homage to My Hips,” Clifton “The Day Zimmer Lost Religion,” Zimmer “Dulce et Decorum Est,” Owen“Do Not Go Gentle into That Good Night,” Thomas“Latin Women Pray,” Ortiz


1. Understand the importance of economy of language in poetry.

2. Be able to state and discuss the theme/idea for each of the poems listed above. (50% of the poetry test will be over the themes of poems.) Be sure to state the theme as a comp1ete sentence and such that it can be applied to life outside the poem. (State the theme/idea the same way that you did in the short story unit.)

Program #12: A Sense of Place

TEXTBOOK ASSIGNMENT: In your text read the explanatory material in the chapter “Characters and Setting: Who, What, Where, and When in Poetry.” In addition, read the following poems:

“Where Children Live,” Nye “Theme for English B,” Hughes “Buffalo Bill’s Defunct,” Cummings “Eagle Poem,” Harjo“Oranges,” Soto


1. Show how clues and information in the poem about the setting affect a poem's meaning for a reader.

2. Discuss how a reader's understanding of a poem is affected by knowledge about the background and historical and social context of a poem and poet.

3. Be able to state and discuss the theme/idea for each of the poems listed above. (50% of the poetry test will be over the themes of poems.) Be sure to state the theme as a complete sentence and such that it can be applied to life outside the poem.

Program #13 Tools of the Trade: Words and Imagery in Poetry

TEXTBOOK ASSIGNMENT: In your text read the explanatory material in the chapters “Words: The Building Blocks of Poetry,” and “Imagery: The Poem's Link to the Senses.” In addition read the following poems:

“Eating Poetry,” Strand “Where Mountain Lions Lay Down with Deer,” Silko“The Soul Selects Her Own Society,” Dickinson“Showing the Birds,” Oliver“A Supermarket in California,” Ginsberg

After you have finished studying this lesson you will be able to:


2. Define and be able to recognize examples of formal and informal diction, concrete and abstract diction, specific diction, and slang.

3. Define “image” and “imagery.” Define and be able to recognize examples of tactile, auditory, visual, and olfactory images.

4. Be aware that images affect the reader emotionally.

5. Define connotation.

6. Understand parallelism in a poem.

Program #14 Seeing Anew: Rhetorical Figures in Poetry

TEXTBOOK ASSIGNMENT: In your text, read the explanatory material in the chapter "Figures of Speech, or Metaphorical Language: A Source of Depth and Range in Poetry and “Tone: The Creation of Attitude in Poetry." In addition, read the following poems:

“Poetry,” Giovanni “Harlem,” Hughes “If You Forget Me,” Neruda “Metaphors,” Plath“Ethics,” Pastan

After you have finished studying this lesson, you will be ab1e to:

1. Define and recognize examples of figures of speech, including metaphor, explicit metaphor, simile, and personification.

2. State reasons why poets depend on figurative language as one of the main characteristics of poetry.


4. Understand the meaning of situational irony.

5. Define and recognize examples of synesthesia, apostrophe, and pun.

Program #15 An Echo to the Sense: Prosody and Form

TEXTBOOK ASSIGNMENT: In your text, read the explanatory material in the chapters “Prosody: Sound, Rhythm, and Rhyme in Poetry” and “Form: The Shape of the Poem.” In addition, read the following poems:

“Cross,” Hughes “I Heard a Fly Buzz--When I Died,” Dickinson“We Real Cool,” Brooks“The Man He Killed,” Hardy“To a Friend Whose Work Has Come to Triumph,” Sexton“The Shape of History,” Webb


1. Define meter and metrical pattern.

2. Define “iambic” and understand that it is the most common type of “foot” in the English language.

3. Define and identify assonance and alliteration.

4. Define rhyme and understand how to mark a poem's rhyme scheme (with letters of the alphabet). Mark the rhyme schemes of “Cross” and “The Man He Killed.”

5. Define stanza.

6. Define and recognize common forms of poetry such as couplets, sonnets, ballads, common measure, lyrics, and free verse.

7. Identify which form is used in each of the following poems: “To a Friend Whose Work Has Come to Triumph,” “I Heard a Fly Buzz,” “The Shape of History,” and “The Man He Killed.”

Program #16 Distant Voices: Myth, Symbolism, and Allusion

TEXTBOOK ASSIGNMENT: In your text, read the explanatory material in the chapters “Symbolism and Allusion: Windows to Wide Expanses of Meaning” and “Myths: Systems of Symbolic Allusion in Poetry.” In addition, read the following poems:

“Landscape with the Fall of Icarus,” Williams “Wild Geese,” Oliver “A Wedding Sonnet,” Viorst “Waiting for Icarus,” Rukeyser “Myth,” Rukeyser


1. Define and distinguish among myths, allusions, and symbolism.

2. Understand the differences between private, cultural, and universal symbols.

3. Recognize that the same myth can recur in various poems.

4. Discuss what a poet's use of myth and allusion contribute to a poem.

Program #17 Artful Resonance: Theme TEXTBOOK ASSIGNMENT: Read the following poems:“Next Please,” Larkin“True Love,” Viorst“Let America Be America Again,” Hughes


1. Define and differentiate between subject and theme in poetry.

2. Determine the theme(s) in various poems (see previous programs).


4. Understand that all poems have theme but that theme is not necessarily the most important aspect of a poem.

5. Be able to cite evidence from a poem to support your statement of the theme.

Take Test 2 (Poetry) in Testing Center

DRAMA

Program #18 Image of Reality: Elements of Drama

THERE IS NO VIDEO TO WATCH FOR PROGRAM #18.

TEXTBOOK ASSIGNMENT: In your text, read the explanatory material in the chapter “The Dramatic Vision: An Overview.”


1. Explain why performance is critical in drama.

2. Explain why audience is critical in drama.

Program #19 Playing the Part: Character and Action

TEXTBOOK ASSIGNMENT; In your text, read the explanatory material at the beginning of the chapter “The Tragic Vision: Affirmation Through Loss.” In addition, read the following play:

Death of a Salesman, Miller (and introductory information)


1. List three qualities of the “ideal” tragic hero.

2. Define “tragic flaw.”

3. Define “tragic dilemma.”

4. Define “catharsis.”

5. Define “recognition.”

6. Define “scene of suffering/pathos.”

7. Discuss Willy Loman as a tragic hero. Give examples of the different characteristics of a tragic hero that apply to Willy; also discuss those traits that do not apply to him.

8. Discuss the play Death of a Salesman as a tragedy. Give examples from the play of several of the components of tragedy that you have defined above. Also discuss whether there are components of tragedy that do not appear in this play.

Program #20 Patterns of Action: Plot and Conf1ict

TEXTBOOK ASSIGNMENT: Read the following play:

A Dollhouse, Ibsen (and introductory information about Ibsen, which precedes A Dollhouse)


1.Discuss Nora as a tragic heroine. Give examples of the different characteristics of a tragic hero that apply to her; also discuss those traits that do not apply to her.

2. Discuss the play A Dollhouse as a tragedy. Give examples of several components of tragedy that occur in the play. Also discuss whether there are components of tragedy that do not appear in this play.

Program #21 Perspectives on Illusion: Setting and Staging in Drama

TEXTBOOK ASSIGNMENT: Read the following play:

Oedipus the King, Sophocles (and introductory information)


1. Analyze the characteristics of Oedipus: his strengths and his flaws.

2. Discuss whether Oedipus is a tragic hero. Discuss whether the different characteristics of a tragic hero apply to him.

3. Discuss the play Oedipus the King as a tragedy. Give examples of several components of tragedy that occur in the play. Also discuss whether there are components of tragedy that do not appear in this play.

Program #22 Speech and Silence: Language in Drama

THERE IS NO VIDEO TO WATCH FOR PROGRAM #22.


1. Give examples of the language of gesture, movement, and expression.

2. Give examples of irony from each of the three plays read.

Program #23 Vision Quest: Myth and Symbolism in Drama


1. Recognize the importance of myth in drama.

2. Identify symbols in Death of a Salesman and discuss their meanings.

Program #24 Frame for Meaning: Theme in Drama


1. State (and give evidence from the play to support) the main themes/ideas in Oedipus the King.

2. State (and give evidence from the play to support) the main themes/ideas in Death of a Salesman.

3. State (and give evidence from the play to support) the main themes/ideas in A Dollhouse.

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