The Crux of the Biscuit Morris – 11th IB

Crux #1How NOT to be

Vocabulary from Gatsby:  definitions are on the website under “Reading Sources.”  Use the vocab guide to help you with the novel, but only worry about the following words for your quiz.  1.  Supercilious (chapter 1)2.  strident (2) 3.  vacuous (3)4.  disconcerting (4)5.  nebulous (5)6.  ineffable (6)7.  truculent (7)8.  harrowing (7)9.  unscrupulous (8)10. lustreless (9)

Writing Skill: eliminating PASSIVE VOICEhttps://owl.english.purdue.edu/owl/resource/539/01/Use the link above to identify the ins and outs of passive voice...and to learn how to eliminate it from your academic writing!  In order to begin the elimination, you can highlight all of your “to be” verbs in your writing and replace them with active verbs (see Language of Function handout -- also posted on the website).  

Literary Device:  IMAGERYSensory: auditory, visual, gustatory, tactile, olfactory, kinetic, organicCategories:  light, young, color, energy, bitter, harsh, strong, pleasant, coldContrast:  light-dark; young-old; red-white; energy-apathy; bitter-sweet; harsh-soft; strong-weak; pleasant-repulsive; cold-warm

Who’s That in the What Now?  Words & Phrases You Should Enjoy & Employ:Google these terms and find examples for each.

ChingadaMexican Spanish for “a hellish, imaginary, faraway place where you send all those who annoy you”

Away with the Fairies:  British slang for someone who is not facing reality; in a dreamworld.

The Crux of the Biscuit Morris – 11th IB

Crux #2

Vocab and Quoting and Patterns, OH MY!

Vocabulary from Gatsby: definitions are on my website in the “Resources” category. You’ll see a button to click for Gatsby Vocabulary. Or you can just use your friendly neighborhood Google. Some of the words might look familiar.

1. Feign (1)2. Smoldering (2) 3. Omnibus (3)4. Succulent (4)5. Defunct (5)

6. Florid (6)7. Croon (7)8. Ravenous (8)9. Pander (9)10. Lustreless (9)

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Writing Skill: INTEGRATING QUOTATIONS

VISIT: https://owl.english.purdue.edu/owl/resource/747/03/

READ: The Art of Quoting is posted in the Resources tab of the website.

You need to understand how to properly use quotes- introducing them, embedding them in your own writing, following up with comments that indicate their significance. Again, Purdue OWL is the go-to place for most of your MLA needs.

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Literary Device: MOTIF

A motif is an object or an idea that repeats itself. It probably has greater meaning to the text than just its existence. It may be a recurring symbol, or idea.

Some examples include: The green light in The Great Gatsby, the idea of hope in The Great Gatsby, Janie’s hair in Their Eyes Were Watching God, Holden’s red hat in The Catcher in the Rye, The concept of confusion in As I Lay Dying, and trouble in The Cat in the Hat.

You will have to identify and determine the meaning of at least one motif in a chosen text.

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Who’s That in the What Now? Words & Phrases You Should Enjoy & Employ:

Google these terms and find examples for each.

Kaelling - Danish: a woman who stands on her doorstep yelling obscenities at her kids. Yeah, how awesome is that word? Bite your arm off – It’s not as violent as it

The Crux of the Biscuit Morris – 11th IB

sounds, it just means someone is “chomping at the bit,” or really excited to begin something. Ex: She’d bite your arm off to get to get his ice cream on a sunny day.

Crux #3

Vocabulary from Their Eyes Were Watching God: definitions are on my website in the “Resources” category. You’ll see a button to click for Their Eyes Vocabulary. If you like, visit quizlet.com/_s2x6w to study the vocab for both Crux 3 and 4.

1. broached (p. 112)2. commiserated p. 79)3. coquetry (p. 69)4. defilement (p.145)5. desecrating (p. 14)

6. emanations (p. 137)7. expound (p. 16)8. fetid (p. 192)9. fissures (p.162)10. fractious (p. 56)

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Writing Skill: MLA CITATION (IN-TEXT + BIBLIOGRAPHY)

VISIT: https://owl.english.purdue.edu/owl/resource/747/03/

READ: Determine how to use in-text citations AND bibliographic citations (a Works Cited list) for books, articles, websites, photographs, and videos.

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Literary Devices: SYMBOL

Symbolism is representing one person, object, or idea by using something else. A bird might be a symbol of freedom, for example, and chains might be a symbol for slavery.

Some literary examples include: Edgar Allan Poe’s “The Raven” represents death and loss; In Lorraine Hansberry’s play A Raisin in the Sun, the plant on the windowsill symbolizes the family and their needs and hopes much like a plant needs the sun to grow, we have needs that sustain our lives. In Harry Potter, Harry’s scar is like a survivor’s badge of honor that also represents his emotional sensitivity since it hurts when someone directs hate towards him. In The Lord of the Flies, the conch is a symbol that represents many things in the novel, not least of which are the ideas of democracy, justice, and equality.

You will have to identify and determine the meaning of at least one symbol in a chosen text.

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Who’s That in the What Now? Words & Phrases You Should Enjoy & Employ:

The Crux of the Biscuit Morris – 11th IB

gemütlichkeit - German: that warm, comfortable feeling in one’s self and environment.

Bung – In Britain it means something different than you think it means! To bung something means to throw it. For example a street trader might bung something in for free if you pay cash right now! Or you could say "bung my car keys over, mate". A bung is also a bribe.

The Crux of the Biscuit Morris – 11th IB

Crux #4

Vocabulary from Their Eyes Were Watching God: definitions are on my website under “resources.” If you like, visit quizlet.com/_s2x6w to study the vocab for both Crux 3 and 4.

1. futility (p.105) 2. homage (p. 145) 3. insensate (p.144) 4. mien (p. 24) 5. monstropolous (p.7)

6. pugnacious (p. 2) 7. stolid (p. 154) 8. supplication (p.178) 9. temerity (p.50) 10. usurper (p. 92)

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Writing Skill: Use Definite and Concrete Language: Wordy writing obscures purpose and clarity. Your writing should be direct, clear, and effective. The following The key to good papers is to write exactly what you know, and to be as exact in your writing as possible.

Strunk & White’s Elements of Style – Rule #16: Use definite, specific, concrete language: prefer the specific to the general, the definite to the vague, the concrete to the abstract.

Wordy McWordyson: Clear, meaningful, interesting, lovely!

A period of unfavorable weather has set in. It rained every day for a week.He showed satisfaction as he took possession of his

well-earned reward.He grinned as he pocketed the coin.

and Rule #17: Omit needless words

Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all sentences short, or avoid all detail and treat subjects only in outline, but that every word tell.

Many expressions in common use violate this principle.

the question as to whether whether (the question whether)there is no doubt but that no doubt (doubtless)used for fuel purposes used for fuelhe is a man who hein a hasty manner hastilythis is a subject that this subjecther story is a strange one her story is strangethe reason why is that because

__________________________________________________________________Literary Devices: Tone & Mood – they aren’t the same thing! Tone refers to the attitude an author displays toward her subject or audience. Mood refers to the audience’s feeling toward the subject of the writing.

The Crux of the Biscuit Morris – 11th IB

Who’s That in the What Now? Words & Phrases You Should Enjoy & Employ: Google these words!

Wetiko: A Native American phrase for the excessive greed and desire for more that we tend to have. Mangata: a Swedish word for the glimmering, road-like reflection that the moon creates on the water.

Crux #5

Vocabulary from The Adventures of Huckleberry Finn: If you like, visit http://quizlet.com/_v16xe to study the vocab for both Crux 5 & 6.

1. hived2. skiff3. highfalutin4. bullyragged 5. palavering

6. chuckleheads7. ornery8. rapscallions9. tuck10. ell

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Writing Skill: Words you need to stop misspelling…

Words In the space below, explain the difference in meaning between the two words. Use http://theoatmeal.com/comics/misspelling

for entertaining assistance.lose / loose

they’re / their / there

You’re, your

it’s / its

definately / definitely

effect / affect

weather / whether

a lot / alot

then / than

woman / women

Literary Devices: SATIRE:

Satire is the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues. Popular examples include The Onion, The Daily Show with John Stewart, Last Week with John Oliver, Saturday Night Live, The Simpsons, and, of course The Adventures of Huckleberry Finn…

Examples:

The Crux of the Biscuit Morris – 11th IB

Who’s That in the What Now? Words & Phrases You Should Enjoy & Employ: Google these words!

Zhaghzhagh (Persian): The chattering of teeth from the cold or from rage. L’esprit de l’escalier (French): Literally, stairwell wit—a too-late retort thought of

only after departure.

The Crux of the Biscuit Morris – 11th IB

Crux #6 Vocabulary from The Adventures of Huckleberry Finn: If you like, visit http://quizlet.com/_v16xe to study the vocab for both Crux 5 & 6.

1. Tuck2. Rustle3. Obliged4. Traipse5. Alacrity

6. Fantods7. Palavering8. Reticule9. Soundings10. Addled

______________________________________________________________Writing Skill: The Semicolon and The Colon (; :) They’re different and while you might get from typing :) the colon and semicolon are NOT just eyes in emoticons.

The colon means “here is what I mean.” It is never used after a verb or a preposition, nor should the first letter be capitalized after it (unless it’s a proper noun).

I need you to take: Jonathan, Gabrielle, and Charlotte.You must bring the following people: Jonathan, Gabrielle, and Charlotte.

A colon can also be used in place of a semicolon if the second sentence further explains the first.

He got what he worked for: a promotion.

The semicolon is used in a couple of ways, mainly:

A. To connect independent clauses (instead of a comma and a conjunction)a. It connects the two clauses when a period would separate them.

B. To list things that are already separated by a comma (e.g. New York, New York; Tokyo, Japan; and London, England)

C. http://theoatmeal.com/comics/semicolon (You’re welcome.)

(See reverse of page for practice exercises!)

Literary Device: IRONY – There are 3 main kinds (verbal, dramatic, situational)

Verbal: Saying something that you absolutely don’t mean, and implying that via intonation (sarcasm)

Dramatic: When something happens in a play/show/song/etc… and only the audience knows (the characters don’t). EX: When you’re watching a movie and you know the detective’s partner is the killer, but he doesn’t.

Situational: When you expect something to happen and the opposite of what you expect to happen happens. EX: I would expect Alanis Morissette’s song “Ironic” to be full of irony, but it’s not full of irony, it’s just bad luck and coincidental situations.

The Crux of the Biscuit Morris – 11th IB

Words & Phrases You Should Enjoy & Employ: Google these words!

1) Faire Du Leche-Vitrines (French) Literally, “to lick the windows”; Window Shopping.

2a) Shlimeil (Yiddish) Klutz/Unlucky person: someone who trips and spills coffee2b) Shlimatzel (Yiddish) Klutz/Unlucky person: the person on whom the coffee is spilled

Crux #7 Vocabulary from As I Lay Dying: Visit www.msmorris201.weebly.com and click on “resources” for the AILD list.

1. Undulation2. Descend3. Aghast4. Ministration5. Chide

6. Dregs7. Orifice8. Yonder9. Reckon10.Salvation

______________________________________________________________Writing Skill: Commas

- separate the elements in a series- Use a comma + a little conjunction (FANBOYS) to connect two independent clauses- to set off introductory elements, as in "Running toward third base, he suddenly realized how

stupid he looked."- to set off parenthetical elements, as in "The Founders Bridge, which spans the Connecticut

River, is falling down."- to set off quoted elements- use commas to set off phrases that express contrast.

o Some say the world will end in ice, not fire.

- to avoid confusion and save lives: Let’s eat Grandma. VS. Let’s eat, Grandma.- Never use only one comma between a subject and its verb

Literary Device: Dialect

Listen up, ya’ll. There’s a reason an author might get ta’ usin’ a particular kinda fun speech, that doesn’t read like regler prose like ya’ll might be use ta’. Think of the different types of speech from each of the characters we’ve discussed (and will continue to discuss), how does a character’s speech change how we perceive them as people? How does the use of dialect alter the assumptions we make about characters? How does it allow us to see inside of a character and perhaps (Huck and Jim in The Adventures of Huckleberry Finn, Janie in Their Eyes Were Watching God, etc…)

Terms to know: Local Color, Regionalism, Realism, Naturalism

The Crux of the Biscuit Morris – 11th IB

Words & Phrases You Should Enjoy & Employ: Google these words!

1. Giri-Giri - Hawaiian pidgin: the place where two or three hairs stick up, no matter what.2. Fribbler – though this term comes from the 18th century, it’s still pretty accurate today (at

least in rom-coms)! He says he’s really into a girl but just won’t commit. The behavior of a fribbler was called fribbledom…

The Crux of the Biscuit Morris – 11th IB

Crux #8

Vocabulary from As I Lay Dying: Visit www.msmorris201.weebly.com and click on “resources” for the AILD list.

1. Gaudy2. Peer3. Beholden4. Coddle5. Assail

6. Bounteous7. Nihilist8. Brooding9. Dissociate10. Consciousness

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Writing Skill: “So What? Who Cares” Saying Why it Matters

Read the chapter from They Say, I Say:

“This chapter focuses on various moves you can make to answer the “who cares?” and “so what?” questions in your own writing. In one sense, the two questions get at the same thing: the relevance or importance of what you are saying. Tet they get at this significance in different ways. Whereas “who cares?” literally asks you to identify a person or group who care about your claims, “so what?” asks about the real world applications and consequences of those claims – what difference it would make if they were accepted.”

-Gerald Graff & Cathy Birkenstein

Complete the exercises at the end of the chapter. Exercise #1 – find at least 2 sources and address the questions. Exercise #2 – Use your TEWWG essay to complete this exercise. __________________________________________________________________________Literary Device(s): Stream of Consciousness AND Unreliable Narrator

In literature, stream of consciousness is a method of narration that describes in words the flow of thoughts in the minds of the characters. The term was coined was initially coined by a psychologist William James in his research “The Principles of Psychology”. He writes: “… it is nothing joined; it flows. A ‘river’ or a ‘stream’ is the metaphors by which it is most naturally described. In talking of it hereafter, let’s call it the stream of thought, consciousness, or subjective life.” Another appropriate term for this device is “Interior monologue” where the individual thought process of a character associated to his or her actions are portrayed in form of a monologue the addresses the character itself. Therefore, it is different from the “dramatic monologue” or “soliloquy” where the speaker addresses the audience or the third person. Can you think of an example you are currently in the middle of that might fit this definition?

A narrator who is not entirely trustworthy would be considered an unreliable narrator – whose rendition of events might be skewed by his or her particular, limited vision of events. We tend to see such narrators especially in first-person, since this form of narration rends to underline the motives behind the transmission of a story. There are numerous examples in literature, notably Henry James’ Turn of the Screw. Any others you can think of?____________________________________________________________________Words & Phrases You Should Enjoy & Employ: Google these words and phrases…

The Crux of the Biscuit Morris – 11th IB

1. Arbejdsglaede: Danish for “work happiness” -- the feeling of happiness provoked by a satisfying job.

2. Ta’burnee: Arabic for “you bury me,” meaning one would rather die before the other because the first person wouldn’t be able to live without the second. Sigh…

The Crux of the Biscuit Morris – 11th IB

Crux #9

The Poetry Explication

A slight diversion from the Crux routine…your Crux #9 is based on a process by which you will analyze a poem. The quiz will consist of a poem you have not read before and you will be expected to go through this process quickly and effectively, making swift insightful comments and assessments.

…Perhaps the most challenging material you will have to read in college is poetry. While the message of some poems may be fairly simple--"Enjoy your youth while it lasts," for instance--the way poets put words together often makes this message elusive. Writers don't write this way just to annoy you; rather, their sophisticated vocabulary and complex syntax help them to write with precision, to tease out the subtleties of nature and the human mind, and to create certain effects. When you read a poem, you should begin by trying to figure what the poet is saying on the surface: the content of the poem. When you can summarize this content in a few sentences, examine the way the poet conveys this content; in other words, analyze the poem's form. Finally, determine how the content and form work together to create the poem's meaning. Think of a poem as an equation: form + content = meaning. The term for analyzing a poem in this way is "explication." Here is a step-by-step method you might find useful when you explicate, or interpret, a poem:

Poetry Terms: Re-familiarize yourself with these top hits. Apply them to your reading:

Alliteration is the repetition of initial consonant sounds in neighboring words. Example:

In clichés: sweet smell of success, a dime a dozen, bigger and better, jump for joyWordsworth: And sings a solitary song / That whistles in the wind.

The matching repletion of consonants is called alliteration, or the repeating of the same letter (or sound) at the beginnings of words following each other immediately or at short intervals. A famous example is WH Auden’s two lines:

Round the rampant the rugged rocksRude and ragged rascals run

Assonance is the repetition of vowel sounds but not consonant sounds as in consonance. Example:

Fleet feet sweep by sleeping geeks.

Consonance is the repletion of a final consonant sound or sounds following different vowel sounds in proximate words. Example:

First and last, short and sweet, struts and frets, odds and ends

Internal Rhyme is a rhyme within a line. Example:

I awoke to black flak.

Metaphor is the comparison of two unlike things using the verb “to be” and not using “like” or “as” as in a simile.Example:

He is a pig. Thou art sunshine.

Onomatopoeia Is a word that imitates the sound it represents.Examples:

Splash, wow, gush, kerplunkSuch devices bring out the full flavor of words. Comparison and association are sometimes strengthened by syllables which imitate or reproduce the sound they describe. When this occurs, it is called onomatopoeia (a Greek word meaning name-making) for the sounds literally make the meaning in such words as buzz, crash, whirr, clang, hiss, purr, squeak, mumble, hush, boom.

Personification is giving human qualities to animals or objects.

The Crux of the Biscuit Morris – 11th IB

Example:A smiling moon, a jovial sun

Rhyme Scheme is the ordered patterns of rhymes at the ends of lines in a poem or verse.

Simile is the comparison of two unlike things using like or as. Related to metaphor…Example:

He eats like a pig. Vines like golden prisons.

Symbol is using an object or action that means something more than it’s literal meaning. Example:

The bird of night (the owl – a symbol of death)

Explicating Poetry:

When you explicate a poem, you interpret the meaning of the poem and examine how the writer conveys that meaning. In other words, you look at what a poet says and how the poet says it. Therefore, you must pay attention not only to theme but to literary devices, tone, connotations of words, the form of the poem, and other elements. The following suggestions will help you focus your attention while reading a poem.

Meaning (What does the poem say?) Briefly summarize the poem. Looking at the summary, state the theme(s) of the poem. What is the poet’s apparent intent or purpose?

The Title How does the title of the poem communicate the poem’s central theme(s)? What element(s) of the poem does the title accentuate?

Form Look at the poem’s structure. How many stanzas doe sit contain? How many lines per

stanza? Do you notice a pattern? How does the pattern contribute to the overall effect of the poem?

Does the poem have a thyme scheme? If so, what is it? What effects does it create? If not, what effects does the lack of rhyme create? How does the rhyme scheme (or the lack thereof) contribute to the poem’s meaning?

Notice the line breaks. Where does the poet place these breaks? What effects do they create? What effects are created by pausing at the end of each line, even if a line has no end punctuation? How does the poet accentuate the meaning and/or tone of the poem using line breaks?

Identify sound devices (alliteration, assonance, consonance, onomatopoeia, internal rhyme, etc.) What effect do these devices create? What does the author gain by using them?

The Speaker Who is speaking? To whom is he/she speaking? Try to identify the age, gender, and values of the speaker Under what circumstances is he/she speaking? What is the speaker’s (not necessarily the author’s) intent or purpose?

Diction Look up any words you aren’t familiar with. Look up words you are familiar with but

that are used in unusual ways. Are any words repeated in the poem? If so, what effects does this repetition create?

Why would the author use such repetition? Are words combined or arranged in unusual ways? If so, explain how and the effects

they create.

The Crux of the Biscuit Morris – 11th IB

Are the words mostly concrete or mostly abstract? Again, examine the effects of this language.

Are there any words that strike you as clichéd or inappropriate to the tone and/or subject matter of the poem? What effects do they create? Do they mar the poem? Why would the author use them?

Tone Describe the tone of the poem. Does the tone change during the course of the poem? If so, what effect does this

change create? Why would the author have included such a change? What particular words in the poem create, advance, or accentuate the tone? What literary devices help create, advance, or accentuate the tone?

Imagery What portions of the poem appeal to your 5 senses (sight, hearing, touch, smell, taste)? Describe the images in the poem. How do these images advance the major themes or effects of this poem? Do any of the images intensify particular ideas or emotions in the poem? Give

examples.Symbolism

Identify the symbols in the poem. What meanings do these symbols communicate? Identify as many as you can. What does the author gain by employing these symbols?

Literary DevicesLocate and explain the effects of the following figures of speech. What does the poet gain by using them? How do these figures of speech fit eh tone and/or subject matter of the poem?

Metaphors Similes Personification Word plays such as puns

Hyperbole (overstatement) Irony Oxymoron Paradox

The Crux of the Biscuit Morris – 11th IB

Crux #10

Vocabulary (from The Stranger by Albert Camus)

1. Fastidious2. Manifest3. Brandish4. Indemnity5. Indictment

6. Fervent7. Furtive8. Parricide9. Taciturn10. Dubious

Literary Device: DICTION

Diction refers to the author’s choice of words. Words are the writer’s basic tools:o They create the color and texture of the written work.o They both reflect and determine the level of formality.o They shape the reader’s perceptions.o You should rarely skip words you do not know when studying serious

literature. It’s like wearing earplugs to a symphony. To understand voice, you must “hear” the words and “feel” their effects in order to assess their purpose and meaning.

o Diction reflects the writer’s vision and steers the reader’s thought.

When studying diction, you must understand both connotation (the meaning

suggested by the word) and denotation (the word’s literal meaning).

Explain the differences in connotation among the members of each of the following groups of words:

Corpulent, plump, obese, pudgy, heavy-set, fleshy, fat, paunchy, burly, overweight, roly-poly, bulky, portly, beefy

Mansion, abode, dwelling, domicile, residence, house, home, habitat

Hurl, throw, pitch, chuck, toss, fling, cast

Arrogant, stuck-up, conceited, cocky, vain, proud, self-satisfied, egotistical, overbearing, supercilious

Cheat, phony, con man, fraud, charlatan, operator, crook, imposter, quack, swindler

Naked, nude, stripped, bare, unclothed, in the buff

Bizarre, singular, far out, outlandish, off the wall, curious, odd, unusual,

extraordinary, remarkable, noteworthy, strange, eerie

Titter, giggle, chuckle, laugh, guffaw, roar, snicker, snigger, cackle

Saving, tight, miserly, frugal, economical, careful, penurious, thrifty, penny-pinching, budget-minded, prudent, mean

Honest, straight, on the level, veracious, guileless, unaffected, artless, genuine, candid, truthful, sincere

Buff, enthusiast, amateur, fan, fanatic, hobbyist, bug, connoisseur

Pig-headed, stubborn, obdurate, adamant, stiff-necked, rigid obstinate, unalterable, changeless, dogged, steadfast

The Crux of the Biscuit Morris – 11th IB

Sullen, taciturn, glum, withdrawn, down, silent, reticent, wordless

Concise, pointed, laconic, terse, bare bones, economical, pithy, compressed, brief, boiled down

Steal, purloin, pinch, rip off, filch, embezzle, burglarize, rob, hold up, snatch, grab, help oneself to, appropriate

The Crux of the Biscuit Morris – 11th IB

Crux #11

Vocabulary (from The Stranger by Albert Camus).

For each word, locate the part of speech and two synonyms!

1. Imperturbable2. Subsidize3. Odious 4. Debauchery5. Moorish

6. Promontory7. Scaffold8. Consummate9. Rostrum10. Resignation

Writing Skill: Parallelism

Parallelism simply deals with the construction of a sentence and making it sound uniform. It is a very simple idea that is blown out of proportion with younger writers.

EX: The Spanish, the Italians, Portuguese, and French. In order to make that list parallel, the writer must add “the” before “Portuguese,” and “French,” or remove it from before the other two.

EX 2: Shaina walked, Emma runs, and Harrison will sprint.To make this sentence parallel put all of the verbs in the same tense, e.g. Shaina will walk, Emma will run, and Harrison will sprint.

Correlative constructions/words (both, and; not, but; not only, but also; either, or; first, second, third; and the like) should be followed by the same grammatical construction, as well.

EXs 3 and 4: It was both a long ceremony and very tedious.The ceremony was both long and tedious.

A time not for words, but actionA time not for words, but for action

This isn’t a new idea, writing sounds better when parallel. In the Gettysburg Address Lincoln used it: But, in a larger sense, we cannot dedicate -- we cannot consecrate -- we cannot hallow -- this ground. It sounds better when sentences are parallel.

Literary Device: Theme

This may be your easiest device yet, but it’s need-to-know information, so, here it is. Essentially, a theme is a big main idea in a piece of writing. There may be many themes in a particular text. There may be one big theme, with many other smaller ones to help fill out the big idea.In The Great Gatsby the attainability of the American dream was a theme, and the theme of rich and wealthy was a theme that contributed to it.

Themes in The Stranger include:

___________________________________________________________________Where do you think a theme falls in a SALE statement? Explain.