Stylistic ImitationStylistic Imitation

This is a technique in which students are able to create an original written piece modeled on an established work of literature--a poem, short piece of prose, a speech, for example.

Students read the original work, then, using the piece as a template, replace the author’s words and phrases with their own, staying within the framework and theme of the piece, using language that either contrasts with the original work or closely resembles it.

Theme For English B by Langston Hughes

• This assignment developed as a response, extension, and bridge to a literature unit called "Who Am I?" This Gov’t. course centered around the idea of ourselves as a part of the whole community. Themes of common welfare, individual responsibility in the social and political milieu were in the foreground. Students are quite familiar with this poetry from their study of the Harlem Renaissance the previous year.

Students read or reread the poem, then consider ways in which they could revise

or replace the words of the poem to reflect their own individuality, their own circumstances and ideology. They each create their own "Theme for Government

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Students then group themselves in groups with as much diversity as is possible in

terms of gender, ethnicity, social interests etc. and combine their poems into one

group poem which is written first in draft form, then re-written on large paper, and

performed before the whole class in a manner of a choral reading or reader's

theater.

This assignment provides a clear demonstration of some of the principles

needed for a democratic society-the need for compromise, the consideration of the

common welfare, majority rule and minority rights and the value of the

individual

Theme for EnglishB Langston Hughes (1951)

I wonder if it’s that simple?I am twenty-one, colored, born in Winston-SalemI went to school there, then Durham,then here to this college on the hill above

Harlem,I am the only colored student in my class.The steps from the hill lead down into Harlem,through a park, then I cross St. Nicholas,Eighth Avenue, Seventh, and I come to the Y,the Harlem Branch Y, where I take the elevator up to my room,sit down, and write this page:

I wonder if it’s that simple?I am twenty-one, colored, born in

Winston-SalemI went to school there, then

Durham,then here to this college on the

hill above Harlem,I am the only colored student in

my class.The steps from the hill lead down

into Harlem,through a park, then I cross St.

Nicholas,Eighth Avenue, Seventh, and I

come to the Y,the Harlem Branch Y, where I take the elevator up to

my room,sit down, and write this page:

It has never been that simple!I am 47.8, Jewish, born in San

Diego.I went to school there, then

UCD, UCLA, CSUS, UCD again, then here to this college (college of education) in the Valley of Sacramento.

I may be the only Jew in my class.

The road from CSUS leads across town, across the river, west. along the Sacramento River. I come to our farm where I park, climb the stairs, make some tea, sit down at my computer and make this power-point slide.

For Next Time:

• Re-read the poem• Write out a “stylistic imitation” that paraphrases

Langston Hughes’ “Theme for English B”• Bring it to class next Tuesday• Be prepared to blend your words with your

colleagues to create a shared poem (we will have about 30 minutes of class time for this)

• Present the shared poem in class next Tuesday

Theme for 387EDTEIt has never been that simple!I am just forty-seven, Jewish, born in San Diego.I went to school there, then UCD, UCLA, CSUS,

UCD again, then here to this college (college of education) in the Valley of Sacramento.

I may be the only Jew in my class.The road from the college leads across town,

across the river, west. Under the bridge, along the Sacramento River, I come to the farm where I park, climb the stairs, start the pellet stove, make some tea, sit down at my computer and make this power-point slide.