Build Vocabulary - PopulationMe.com

Prentice Hall 

RATURE 

TEACHING RESOURCES 

Selection Support: 

Skills Development 

Practice pages to reinforce the skills taught with 

each selection: 

• Build Vocabulary 

• Build Grammar Skills 

• Reading Strategy 

• Literary Focus 

PLAT I NUM

• • • • • • • • • • • • • • • • • • • • • • • • •••••••• 

CONTENTS 

UNIT 1: ON THE EDGE 

"Contents of the Dead Man's Pocket" by Jack Finney 

Build Vocabulary: Word Roots: -term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . . 1 

Build Grammar Skills: Possessive Its vs. Contraction It's . . . . . . . . . . . . . . . . . . . . 

• •• 0 ••••• 2 

Reading for Success: Literal Comprehension Strategies. . . . . . . . . . . . . . . . . . . . · ........ 3 

Literary Focus: Suspense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 0 •••• 0 ••• 5 

"The Final Assault" from High Adventure by Edmund Hillary 

"The Dream Comes True" from Tiger ofthe Snows by Tenzing Norgay 

with James Ramsey Ullman 

Build Vocabulary: Word Roots: -voc-. ........................................ 6 

Build Grammar Skills: Compound Predicates. . . 0 0 0 0 • 0 • • ••• 0 0 0 • 0 •••• 0 • • • • 0 •• 0 •••• 

Reading Strategy: Distinguish Fact From Opinion .... 0 •• 0 0 0 0 0 • 0 • • • 0 • • • 0 •• 0 • 0 •• 0 • • 0 8 

Literary Focus: Author's Perspective. . 0 0 • 0 0 • • 0 • 0 • • • 0 0 0 • 0 • 0 • • • 0 • • 0 0 0 • • 0 • • • • • • • 9 

"The Monkey's Paw" by WoW. Jacobs 

"The Bridegroom" by Alexander Pushkin 

Build Vocabulary: Word Roots: -cred- 0 ••••••••• 0 0 •• 0 0 0 • 0 ••• 0 •••••••••••••••• 10 

Build Grammar Skills: Regular and Irregular Verb Forms ... 0 

• • • • • • • ••••• 0 • • • • • • • • • • • • 11 

Reading Strategy: Predict Outcomes. . . 0 • • • • • 0 • • • • • • • 0 • • • • • • • 0 • • • • • • • • • • • • • • 12 

Literary Focus: Foreshadowing . . . 0 • • • • • • • • • • • 0 • • • • • 0 • • • • • • • • • 0 • • • • • • • • • • • 13 

from"A Walk to the Jetty" from Annie John by Jamaica Kincaid 

Build Vocabulary: Word Roots: -stup- 0 • • • • • • • • 0 • 0 • • • • 0 • • • • • • 0 • 0 • • 0 • 0 0 • • 0 • 0 • • 14 

Build Grammar Skills: Clauses . . . . . .. 0 

0 • 0 •• 0 • • • • • • • • • • • • •• 0 • • • • • • • • • • • • • • 15 

Reading Strategy: Make Inferences ... 0 

Literary Focus: Flashback. . . . . . . . . . . . . . . . . . . . . 0 • • • • • • • • • • • • • • • • 0 • • 0 17 

"The Masque of the Red Death" by Edgar Allan Poe 

0 ••••••••••••• 0 ••••••••••••••••••••• 16 

Build Vocabulary: Suffixes: -tion . . 0 • 0 • • 0 •• 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 18 

Build Grammar Skills: SUbject-Verb Agreement ....... 0 ••••• 0 • 0 ••• 0 • 0 • 0 ••••• 0 • 0 •• 19 

0 •••• 0 

Reading Strategy: Context Clues. . . . . . . . . . . . . . . 20 

Literary Focus: Symbols ............ 0 

0 • • • 0 • • • • • • 0 

•••••••••••••••••••••••••••• 21 

"Fear" by Gabriela Mistral 

"The street" by Octavio Paz 

"Spring and All" by William Carlos Williams 

0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 0 • • • • • • 

Build Vocabulary: Suffixes: -less . . . 22 

0 • 0 • • • • • • • • • • • • • • • • • • • • • • • • • 

Build Grammar Skills: Pronouns and Antecedents . . . . 23 

Reading Strategy: Form a Mental Image. . . . . 0 • • • • • • • • • • 0 • 0 • • 0 • • • • • • • • • • • 0 0 • 0 • 24 

Literary Focus: Imagery .................. 0 •••••••• 0 ••••••• 0 ••••••••••• 25 

"Two Friends" by Guy de Maupassant 

"Damon and Pythlas." retold oy William F. Russell, Ed. D. 

Build Vocabulary: Word Roots: -tain-. . . . . . . . . . . . . . . . . 0 • • 0 • • • 0 • 0 • • • • • • • • • 0 • • • 26 

Build Grammar Skills: Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 • • • • 27 

Reading Strategy: Significant Details. . . . 0 • • 0 • • • • 0 • • • 0 • • • • • • • • • • • • • • • 0 • • • • • • • 28 

Literary Focus: Climax. . . . . . . 0 • • • • 0 • • • 0 • • • • 0 • • 0 • 0 • • • • • • • 0 • 0 0 • • 0 • • • 0 • • • 29 

UNIT 2: STRIVING FOR SUCCESS 

from In Commemoration: One Million Volumes by Rudolfo A. Anaya 

0 • 0 • • • • • • • • • • • • • • • • 0 • • • • • • • • • • • • • • • • • • • • 

Build Vocabulary: Prefixes: in- . . . 30 

Build Grammar Skills: Action Verbs and Linking Verbs ............................ 0 • 31 

Reading for Success: Interactive Reading Strategies . . . . . . . .. 0 • • • 0 ••••••• 0 • • • • • • • • 32 

Literary Focus: Author's Purpose .... 0 

34 

"How Much Land Does a Man Need?" by Leo Tolstoy 

Build Vocabulary: Words in Other Contexts: Land-Related Words. . . . . . . . . . . . . . . . . 0 • • • • • • 35 

Build Grammar Skills: Possessive Nouns . . . 0 • • • • • • • • • • 0 • • • • • • • • • • • • • • • • • • • • • • 36 

Reading Strategy: Predict Outcome Based on Character Traits . . . . . . . . . . . . . . . . . . . . . . 37 

Literary Focus: Parable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

"Success is counted sweetest" and "I dwell in Possibility-" by Emily Dickinson 

"Uncoiling" by Pat Mora 

"Columbus Dying" by Vassar Miller 

0 • • • • • • • • • • 

Build Vocabulary: Prefixes: im- . . . 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 39 

Build Grammar Skills: Subject and Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 

Reading Strategy: Make Inferences . . . . . . . . . . . . . . 0 • • • • • • • • • • • • • • • • • • • • • 0 • • 0 41 

Literary Focus: Stated and Implied Themes in Poetry ............ 0 •• 0 • • ••••••• 42 

from My Left Foot by Christy Brown 

Build Vocabulary: Word Roots: -vol- . . 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • 43 

Build Grammar Skills: Active and Passive Voice . . . . . . . . . 0 • • • • • • • • • • • ••• 44 

© Prentice-Hall, Inc. Contents i 

7 

38

Reading Strategy: Identify Author's Purpose ............. . .............. 45 

Literary Focus: Significant Moment. . . . . . . . . . . . . . . . . . . · .... 46 

"A Visit to Grandmother" by William Melvin Kelley 

Build Vocabulary: Word Origins: ventured. · .... 47 

Build Grammar Skills: Pronoun Case. . . . . .. ... 48 

Reading Strategy: Clarify . . . . . . . . . . . . . . . . . 

..... 49 

Literary Focus: Characterization . . . . . . . . . . . . .. · .... 50 

"Mowing" and "Mter Apple-Picking" by Robert Frost 

"Style" and "At Harvesttime" by Maya Angelou 

Build Vocabulary: Spelling vs. Pronunciation: -ough · .... 51 

Build Grammar Skills: Participles as Adjectives .. ..... 52 

Reading Strategy: Interpret ............. . · .... 53 

Literary Focus: Tone ................. . · .... 54 

"The Apple Tree" by Katherine Mansfield 

Build Vocabulary: Word Origins: Words From Myths · .... 55 

Build Grammar Skills: Punctuation of Dialogue · .... 56 

Reading Strategy: Question. . . 57 

Literary Focus: Allusion . . . . . . . . . . . . . . ........ 58 

"Mrica" by David Diop 

"Old Song," Traditional 

from The Analects by Confucius 

"All" by Bei Dao 

"Also All" by Shu Ting 

Build Vocabulary: Suffixes: -ment. .............. . · ... 59 

Build Grammar Skills: Infinitives and Infinitive Phrases. 

Reading Strategy: Relate to What You Know. . . . · 

Literary Focus: Aphorisms. . . . . . . . . . . . . . . . . . . . · 

.. .. 60 

... 61 

... 62 

UNIT 3: CLASHING FORCES 

"Through the Tunnel" by Doris Lessing 

Build Vocabulary: Word Roots: -fum-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 63 

Build Grammar Skills: Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 64 

Reading for Success: Interactive Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 

Literary Focus: Internal Conflict. . . . . . . . . . . . 

.... 67 

"The Dog That Bit People" by James Thurber 

Build Vocabulary: Prefixes: epi- . .......... . 

Build Grammar Skills: Correct Use of like and as if. 

Reading Strategy: Form Mental Images . . . . . . . 

Literary Focus: Humorous Essay. . . . . . . . . . . 

"Conscientious Objector" by Edna st. Vincent Millay 

"A Man" by Nina Cassian 

"The Weary Blues" by Langston Hughes 

"Jazz Fantasia" by Carl Sandburg 

Build Vocabulary: Word Roots: -chof-. ....... . 

Build Grammar Skills: Use of shall and will. . . . . . 

Reading Strategy: Respond to Images and Ideas. . 

Literary Focus: Tone. . . . . . . . . . . . . . . . . . 

"Like the Sun" by R.K. Narayan 

"Tell all the Truth but tell it slant-" by Emily Dickinson 

Build Vocabulary: Word Roots: -gratis-. . . . . . . . . . . . 

Build Grammar Skills: Comparative and Superlative Forms 

Reading Strategy: Identify Consequences of Actions . 

Literary Focus: Irony. . . . . . . . . . . . . . . . . . . . . . 

"Hearts and Hands" by O. Henry 

"The Fish" by Elizabeth Bishop 

Build Vocabulary: Prefixes: counter- . 

Build Grammar Skills: Coordinate Adjectives 

Reading Strategy: Predict Story Events . . . 

Literary Focus: Surprise Ending. . . . . . . . 

from Desert Exile: The Uprooting ofan American Family by Yoshiko Uchida 

"Remarks Upon Signing a Proclamation Concerning Japanese American Internment 

During World War nn by Gerald Ford 

.. ... 68 

· .... 69 

· .... 70 

· .... 71 

...72 

.73 

.74 

... 75 

· ... 76 

· ... 77 

· ... 78 

· .... 79 

. .... 80 

· .... 81 

.. .. 82 

· .... 83 

Build Vocabulary: Word Roots: -curs. . 

· .84 

Build Grammar Skills: Adjective Clauses. 

· . 85 

Reading Strategy: Prior Knowledge. 

· . 86 

Literary Focus: Writer's Purpose · .87 

ii Selection Support 

© Prentice-Hall, Inc.

"The Cabuliwallah" by Rabindranath Tagore 

Build Vocabulary: Word Roots: -jud- . . . . . . . . . . . . . . . . . . . . . .. · ................ 88 

Build Grammar Skills: Pronoun and Antecedent Agreement . . . . . . . . . . · ................ 89 

Reading Strategy: Engage Your Senses .................... . · ................ 90 

Literary Focus: Relationships Between Characters . . . . . . . . . .... . · ................ 91 

UNIT 4: TURNING POINTS 

from Speak, Memory by Vladimir Nabokov 

Build Vocabulary: Prefixes: pro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 

Build Grammar Skills: Dashes ............................................ 93 

Reading for Success: Strategies for Reading Critically. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 

Literary Focus: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 96 

"With All Flags Flying" by Anne Tyler 

Build Vocabulary: Prefixes: mono . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 

Build Grammar Skills: Past Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 98 

Reading Strategy: Judge a Character's Decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 

Literary Focus: Characters as Symbols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 

"The Bridge" by Leopold Staff 

"The Old Stoic" by Emily Bronte 

"I Am Not One of Those Who Left the Land" by Anna Akhmatova 

"Speech During the Invasion of Constantinople" by Empress Theodora 

Build Vocabulary: Word Roots: -dom-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 101 

Build Grammar Skills: Negatives and Double Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 

Reading Strategy: Author's Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 

Literary Focus: Dramatic Situation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 

"The Good Deed" by Pearl S. Buck 

Build Vocabulary: Word Roots: -pel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 

Build Grammar Skills: Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 

Reading Strategy: Make Inferences About Character . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 

Literary Focus: Static and Dynamic Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 

"Thoughts of Hanoi" by Nguyen Thi Vinh 

"Pride" by Dahlia Ravikovitch 

"Auto Wreck" by Karl Shapiro 

"Before the Law" by Franz Kafka 

Build Vocabulary: Word Roots: -sat ....................................... 109 

Build Grammar Skills: Present Participial Phrases ................................ 110 

Reading Strategy: Evaluate a Writer's Message . . . . . . . . . . . . . . . . . . . . . . . .. ....... 111 

Literary Focus: Theme ............................................... 112 

UNIT 5: EXPANDING HORIZONS 

"The Widow and the Parrot" by Virginia Woolf 

Build Vocabulary: Related Words: Forms of sagacity . . . . . . . . . . . . . . . . . . . . . . . ...... . 113 

Build Grammar Skills: Correct Use of Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . 114 

Reading for Success: Strategies for Reading Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 

Literary Focus: Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , 117 

"Civil Peace" by Chinua Achebe 

Build Vocabulary: Related Words: Forms of disreputable . .. , ... , .................... 118 

Build Grammar Skills: Past and Past Perfect Tenses .... . . ................... 119 

Reading Strategy: Use Prior Knowledge . . . . . . , , . 

. ..................... 120 

Literary Focus: Key Statement. .... , .... , .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 

"The Bean Eaters" Gwendolyn Brooks 

"How to React to Familiar Faces" by Umberto Eco 

Build Vocabulary: Word Roots: -ami . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 

Build Grammar Skills: Pronoun Agreement With an Indefinite Antecedent .................. . 123 

Reading Strategy: Respond to Connotations. . . . . . . . . . . • . . . . . . . . . . . . , . . . . . 124 

Literary Focus: Tone ............................................... . 125 

"A Picture From the Past: Emily Dickinson" by Reynolds Price 

"What Makes a Degas a Degas?" by Richard Miihlberger 

Build Vocabulary: Word Roots: -cent-. . . . . . . . . . . . . . . . . . . .. . · ................ 126 

Build Grammar Skills: Compound Sentences . . . . . . . . . . . . .... . · ................ 127 

Reading Strategy: Relate Images to Text. ................ . · ................ 128 

Literary Focus: Analytical Essay. . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . 

129 

"The Orphan Boy and the Elk Dog," Blackfeet Myth 

Build Vocabulary: Word Groups: Homographs. . . . . . . . . . . . . . . . . . . . . . ... · ....... 130 

Build Grammar Skills: Commonly Confused Words: accept and except. . . . . . . . . . . · ....... 131 

Reading Strategy: Identify With a Character . . . . . . . . . . . . . . . . . . . . . . . . . . . · ....... 132 

Literary Focus: Myth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ....... 133 

© Prentice-Hall, Inc. Contents iii

"The Street of the Caiion" from Mexican Village by Josephina Niggli 

Build Vocabulary: Suffixes: -Iy. . . . . . . . . . . . . . . . . . . . ......... . · ............ 134 

Build Grammar Skills: Commas in a Series. . . . . . . . . . . . . . . . . . . . . . . · ............ 135 

Reading Strategy: Predict . . . . . . . . . . . . . . . . . . . . . .. ....... . · ............ 136 

Literary Focus: Third-person Point of View . . . . . . . . . . . . . . . . . . . . . . . · ............ 137 

"A Storm in the Mountains" by Alexander Solzhenttsyn 

"In the Orchard" by Henrik Ibsen 

"A Tree Telling of Orpheus" by Denise Levertov 

Build Vocabulary: Borrowed Words: Latin Terms .................. . · ............ 138 

Build Grammar Skills: Correct Use of like and as . . . . . . . . . . . . . . . . . .. · ............ 139 

Reading Strategy: Engage the Senses . . . . . . . . . . . . . . . . . . . . · ............ 140 

Literary Focus: Speaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ............ 141 

UNIT 6: SHORT STORIES 

"The Open Window" by Saki 

Build Vocabulary: Word Origins: Words From Names .............................. 142 

Build Grammar Skills: Placement of only and just ................................ 143 

Reading for Success: Strategies for Constructing Meaning ........................... 144 

Literary Focus: Plot Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 

"Leiningen Versus the Ants" by Carl Stephenson 

Build Vocabulary: Borrowed Words: Latin Plural Forms. . . . .. . · ..................... 147 

Build Grammar Skills: Correct Use of Apostrophes ........ . · ..................... 148 

Reading Strategy: Predict Based on Plot Details. . . . . . . . . . . · ..................... 149 

Literary Focus: Conflict. . . . . . . . . . . . . . . . . . . . . . . . . · ..................... 150 

"By The Waters of Babylon" by Stephen Vincent Benet 

Build Vocabulary: Word Groups: Conjunctive Adverbs ............................. 151 

Build Grammar Skills: Subordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 

Reading Strategy: Draw Conclusions ....................................... 153 

Literary Focus: First-Person Point of View .................................... 154 

"A Problem" by Anton Chekhov 

"Luck" by Mark Twain 

Build Vocabulary: Word Roots: -ver- . . . . . . . . . . . . . . . . . . . . . . . . .. · ............ 155 

Build Grammar Skills: Restrictive and Nonrestrictive Adjective Clauses . . . . . . . · ............ 156 

Reading Strategy: Make Inferences About Character ............. . · ............ 157 

Literary Focus: Static and Dynamic Characters . . . . . . . . . . . . . . . . . . . . · ............ 158 

"There Will Come Soft Rains" by Ray Bradbury 

"The Garden ofStubborn Cats" by Italo Calvino 

Build Vocabulary: Word Origins: Words From Myths . . . . . . . . . . . . . . . .. · ............ 159 

Build Grammar Skills: Commonly Confused Words: lie and lay. . . . . . . . . . . . · ............ 160 

Reading Strategy: Clarify. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 161 

Literary Focus: Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ............ 162 

"The Princess and All the Kingdom" by Par Lagerkvist 

"The Censors" by Luisa Valenzuela 

Build Vocabulary: Word Roots: -ultra-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... · ... 163 

Build Grammar Skills: Who and Whom in Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . · ... 164 

Reading Strategy: Challenge the Writer's Message . . . . . . . . . . . . . . . . . . . . . . . . . . . · ... 165 

Literary Focus: Universal Themes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ... 166 

UNIT 7: NONFICTION 

"The Marginal World" by Rachel Carson 

Build Vocabulary: Suffixes: -able ........................... . · ............ 167 

Build Grammar Skills: Linking Verbs and Subject Complements .......... . · ............ 168 

Reading for Success: Sdtrategies for Reading Nonfiction. . . . . . . . . . . . . . . · ............ 169 

Literary Focus: Expository Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ............ 171 

from The Way to Rainy Mountain by N. Scott Momaday 

from "Nobel Lecture" by Alexander Solzhenltsyn 

"Keep Memory Alive" by Elie Wiesel 

Build Vocabulary: Related Words: Forms of reciprocity . . . . . . . . . . . . . . . . . . . . . . . . . · ... 172 

Build Grammar Skills: Capitalization of Proper Nouns and Adjectives . . . 

· ... 173 

Reading Strategy: Analyze the Author's Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ... 174 

Literary Focus: Reflective and Persuasive Essays. . . . . . . . . . . . . . . . .. ...... .. . · ... 175 

"A ChUd's Christmas in Wales" by Dylan Thomas 

"Marian Anderson: Famous Concert Singer" by Langston Hughes 

Build Vocabulary: Word Groups: Musical Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 

Build Grammar Skills: Restrictive and Nonrestrictive Appositives ........................ 177 

Reading Strategy: Recognize the Author's Attitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 

Literary Focus: Biography and Autobiography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 

iv Selection Support 


"Flood" by Annie Dillard 

Build Vocabulary: Prefixes: mal-. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 180 

Build Grammar Skills: Subject and Verb Agreement. . .. ........ . . . . . . . . . . . . . . . .. 181 

Reading Strategy: Recognize Facts and Impressions. .. . . . . . . . . . . . . . . . . . ........ 182 

Literary Focus: Descriptive Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 

"Star Wars-A Trip to a Far Galaxy That's Fun and Funny ..." by Vincent Canby 

"Star Wars: Breakthrough Film StlU Has the Force" by Roger Ebert 

Build Vocabulary: Connotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 

Build Grammar Skills: Parenthetical Interrupters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 

Reading Strategy: Identify Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 

Literary Focus: Critical Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 

"Mothers &: Daughters" by Tillie Olsen and Estelle Jussim 

Build Vocabulary: Related Words: Words Describing Color. . . . . . . . . . . . . . . . . . . . . . . . . . . 188 

Build Grammar Skills: Semicolons in a Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 

Reading Strategy: Interpret Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... . . . 190 

Literary Focus: Visual Essay. . . . . . . . . . . . . . . . .. ......................... 191 

"Imltating Nature's Mineral Artistry" by Paul O'Neill 

"Work That Counts" by Emesto Ruelas Inzunza 

Build Vocabulary: Prefixes: syn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 

Build Grammar Skills: Varied Sentence Beginnings: Adverb Phrases . . . . . . . . . . . . . . . . . . . . . 193 

Reading Strategy: Relate Diagrams to text. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 

Literary Focus: Technical Article. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 

UNIT 8: DRAMA 

Antigone. Prologue through Scene 2, by Sophocles 

Build Vocabulary: Word~oots: -trans ..................... . · ............... 196 

Build Grammar Skills: Coordinating Conjunctions ............... . · ............... 197 

Reading Strategy: Question the Characters' Motives . . . . . . . . . . . . . . · ............... 198 

Literary Focus: Protagonist and Antagonist. . . . . . . . . . . . . . . . . . . . · ............... 199 

Antigone, Scenes 3 through S. by Sophocles 

Build Vocabulary: Word Roots: -chor-. . . . . . . . . . . . . . . ....... . · ............... 200 

Build Grammar Skills: Pronoun Case in Incomplete Clauses . . . . . . . . . . · ............... 201 

Reading Strategy: Identify With a Character . . . . . . . . . . . . . . . . . . . . ........... 202 

Literary Focus: Tragic Character ........................ . · ............... 203 

The Tragedy ofJulius Caesar, Act I, by William Shakespeare 

Build Vocabulary: Related Words: Forms of portent. . . . . . . . . . . . . . . . . . . . . . . . . . 204 

Build Grammar Skills: The Subjunctive Mood .................................. 205 

Reading Strategy: Use Text Aids. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 206 

Literary Focus: Exposition in Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 

The Tragedy ofJulius Caesar, Act II, by William Shakespeare 

Build Vocabulary: Word Roots: -spir- . . ... '. . . . . . . . . . . . . . . . . . ....... . . .... 208 

Build Grammar Skills: Commonly Confused Words: Affect and Effect. . . . . . . . . . . . . · ....... 209 

Reading Strategy: Read Blank Verse. . . . . . . . . . . . . . . . . ......... . · ....... 210 

Literary Focus: Blank Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ....... 211 

The Tragedy ofJulius Caesar, Act III, by William Shakespeare 

Build Vocabulary: Word Roots: -ora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 

Build Grammar Skills: Parallel Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 

Reading Strategy: Paraphrase ........................................... 214 

Literary Focus: Dramatic Speeches ........................................ 215 

The Tragedy ofJulius Caesar, Act IV. by William Shakespeare 

Build Vocabulary: Word Roots: -phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 

Build Grammar Skills: Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 

Reading Strategy: Read Between the Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 

Literary Focus: Conflict in Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 

The Tragedy ofJulius Caesar, Act V, by William Shakespeare 

Build Vocabulary: Prefixes: mis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 

Build Grammar Skills: Words of Direct Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 

Reading Strategy: Identify Cause and Effect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 

Literary Focus: Tragedy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 

UNIT 9: POETRY 

"The Stolen ChUd" by William Butler Yeats 

Build Vocabulary: Words With Multiple Meanings . . . . . . . . . . . . . . . . . . . · ....... 224 

Build Grammar Skills: Inverted Word Order . . . . . . . . . . . . . . . . . . . . . . . . . . . · ....... 225 

Reading for Success: Strategies for Reading Poetry . . . . . . . . . . . . . . . . . . . . . . ........ 226 

Literary Focus: Atmosphere ................................... . · ....... 228 

© Prentice-Hall, Inc. Contents V

"In Flanders Fields" by John McCrae 

"The Kraken" by Alfred, Lord Tennyson 

"Reapers" by Jean Toomer 

"Meeting at Night" by Robert Browning 

"Prayer of First Dancers." TraditionalNavajo Chant 

Build Vocabulary: Prefixes: mil- .................................... . ..... 229 

Build Grammar Skills: Concrete and Abstract Nouns ........................ . . . . . . 230 

Reading Strategy: Listen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 

Literary Focus: Musical Devices .................................... . ..... 232 

"The Wind-tapped like a tired Man" by Emily Dickinson 

"A Pace Like That" by Yehuda Amichai 

"Metaphor" by Eve Merriam 

"Right Hand" by Philip Fried 

Build Vocabulary: Word Roots: -tac- . . . . . . . . . . . . . . . . . · ..................... 233 

Build Grammar Skills: Elliptical Clauses . . . . . . . . . . . . . . . · ..................... 234 

Reading Strategy: Paraphrase. . . . . . . . . . . · ..................... 235 

Literary Focus: Figurative Language . . . . . . . · ..................... 236 

"La Belle Dame sans Merei" by John Keats 

"Danny Deever" by Rudyard Kipling 

Build Vocabulary: Word Roots: -journ- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 237 

Build Grammar Skills: Hyphens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 

Reading Strategy: Identify the Speaker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 

Literary Focus: Narrative and Dramatic Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 

"The Guitar" by Federico Garcia Lorca 

"Making a Fist" by Naomi Shihab Nye 

"Jade Flower Palace" by Tu Fu 

"The Moon at the Fortified Pass" by Li Po 

"What Are Friends For" by Rosellen Brown 

"Some Like Poetry" by Wislawa Szymborska 

Build Vocabulary: Word Roots: -path-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 241 

Build Grammar Skills: Adjectival Modifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 242 

Reading Strategy: Read in Sentences . . . . . . . . . . . . . . . . . ..................... 243 

Literary Focus: Lyric Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 244 

Sonnet 18 by William Shakespeare 

"The Waking" by Theodore Roethke 

Tanka by Ki no Tsurayuki and Priest Jakuren 

Haiku by BasM and Issa 

Build Vocabulary: related Words: Forms of temperate . ............... . · ............ 2.5 

Build Grammar Skills: Noun Clauses ......................... . · ............ 246 

Reading Strategy: Envision the Imagery ....................... . · ............ 247 

Literary Focus: Poetic Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ............ 248 

UNIT 10: EPICS AND LEGENDS 

from Don Quixote by Miguel de Cervantes 

Build Vocabulary: Word Roots: -son- . . . . . . . . . . . . . . . . . . . . . . . . . .............. 249 

Build Grammar Skills: Gerunds and Gerund Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 

Reading Strategy: Compare and Contrast .................................... 251 

Literary Focus: Parody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 

"Morte d'Arthur" by Alfred. Lord Tennyson 

"Arthur Becomes King of Britain" from The Once and Future King by T.H. White 

Build Vocabulary: Suffixes: -ous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 253 

Build Grammar Skills: Subjunctive Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 

Reading Strategy: Recognize an Author'S Attitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 

Literary Focus: Legend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 

"Rama's Initiation" from the Ramayana. retold by RK. Narayan 

Build Vocabulary: Word Roots: -min- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 

Build Grammar Skills: Restrictive and Nonrestrictive Appositives ........................ 258 

Reading Strategy: Make Inferences About Culture ................................ 259 

Literary Focus: The Epic Hero. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 

from Sundiata: An Epic ofOld Mali. retold by D.T. Niane 

Build Vocabulary: Word Roots: -firm- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 261 

Build Grammar Skills: Sentence Variety . . . . . . . . . . . . . . . . . . . . . . . . . ............ 262 

Reading Strategy: Storyteller's Purpose . . . . . . . . . . . . . . . . . . . . . . . . . ............ 263 

Literary Focus: Epic Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 

vi Selection Support 

@ Prentice-Hall, Inc.

Name _______________________________________________ 

Date ________________ 

"Contents of the Dead Man's Pocket" by Jack Finney (text page 5) 

Build Vocabulary 

Spelling Strategy When adding a suffix beginning with a vowel to a word that ends in a 

silent e, drop the e, then add the suffix-for example, convolute - convoluted. There are a 

number of exceptions to this rule, such as noticeable, mileage, and canoeing, which must be 

memorized. 

Using the Root -tenn- 

A. DIRECTIONS: The Latin root -term-, meaning "end" or "boundruy." occurs in a number of English 

words. Using what you know about -term- (along with some prefixes and suffixes), determtne 

the meanings of the following words. 

1. termlnation _________________________________________ 

2. termless ____________________________________________ 

3. termtnable __________________________________________ 

Using the Word Bank 

convoluted grimace deftness 

imperceptibly reveling intermtnable 

B. DIRECTIONS: Match each word in the left column with its definition in the right column. Write 

the letter of the definition on the line next to the word it defines. 

1. convoluted a. skillfulness 

__ 2. grimace 

b. seemingly endless 

3. deftness c. taking great pleasure in 

__ 4. imperceptibly 

__ 5. reveling 

d. intricate; twisted 

e. almost unnoticeably 

6. interminable f. twisted facial expression 

Making Verbal Analogies 

C. DIRECTIONS: Each item consists of a related pair of words In CAPITAL LE'ITERS followed by 

four lettered pairs of words. Choose the lettered pair that best expresses a relationsWp Similar 

to that expressed in the pair In capital letters. Circle the letter ofyour choice. 

1. CONVOLUTED: SIMPLE :: 3. BRIEF: INTERMINABLE :: 

a. texture: wavy a. inch : infinity 

b. pie: slice b.lengthy: speech 

c. bumpy: smooth c. lawyer: professional 

d. easy: difficult d. shower: storm 

2. REVELING: ENJOYING:: 

a. hopeful : thrilled 

b. mtserly : thrifty 

c. hidden : mtssing 

d. satisfied : contented 

© Prentice-Hall, Inc. Contents of the Dead Man's Pocket 1

Name _______________________________________________ 

Date ________ 

"Contents of the Dead Man's Pocket" by Jack Finney (text page 5) 

Build Grammar Skills: Possessive Its vs. Contraction It's 

The word its is a possessive form of the pronoun it. The word it's is a contraction for it is. Its 

and it's sound just the same, so it is easy to confuse them. Ifyou are unsure about which to 

use, read the sentence with the words it is. If the sentence makes sense, use the contraction 

it's. Ifit doesn't make sense. its is the word you need. 

Possessive: The window slammed down in its frame, leaving Tom stranded on the ledge. 

Contraction: If it's suspense you want, try a Jack Finney story. 

Recognizing the Correct Use of Its and It's 

A. DIRECTIONS: Circle the word that correctly completes each sentence. 

1. Tom thinks (its, it's) important to get ahead of the other young men who work for his company. 

2. (Its, U's) details are so vivid that the story really grabs the reader. 

3. Tom's report, in (Us, it's) final form, might have earned him a promotion. 

4. (Its, U's) not surprising that Jack Finney's other stories are also suspensefuL 

5. What (Us, it's) about is knowing what is really important in life. 

Writing Application 

B. DIRECTIONS: Rewrite the following paragraph correcting the errors in the use of its and it's. 

Imagine yourself out on a ledge. Its cold and windy. The ground and its comforts are far 

below. It occurs to you that its likely no one knows you are there. It's possible no one may 

know for days. This thought plants it's seed in your brain. Panic digs it's fingers into your 

chest-right into your lungs. Your heart pounds its way into your throat. Then you open your 

eyes and realize its all in your head! 

2 

Selection Support 


Name _______________________________________________ 

Date _________ 

Reading for Success: Literal Comprehension Strategies 

~ With any piece of literature-from fiction to poetry-your first goal in reading is to understand 

what the writer is saying. There are strategies you can apply to help you understand 

even complex writing. 

• Reread or read ahead. Reread a sentence or a paragraph to find the connections among 

the words. Read ahead. A word or detail you don't understand may become clear further on. 

• Use context clues. Context refers to the words, phrases, and sentences that surround a 

word. Look for clues in the context to help you figure out the meaning of an unknown word. 

• Break down confusing sentences. 

• Restate for understanding. Paraphrase, or restate a sentence or a paragraph in your 

own words. Summarize at appropriate points; review and state the main points of what has 

happened. 

• Respond. Think about what the selection means. What does it say to you? What feelings 

does it evoke in you? 

DIRECTIONS: Read the following excerpt from "The Tell-Tale Heart" by Edgar Allen Poe and apply 

the reading strategies to increase your understanding. In the margin, write notes showing 

where you reread or read ahead, use context clues, break down confusing sentences, and restate 

for understanding. Finally, write your response to the excerpt on the lines provided. 

from "The Tell-Tale Heart·· by Edgar Allen Poe 

In the following excerpt ofthis murder mystery story, the narrator is 

recalling how he planned the crime. 

Upon the eighth night I was more than usually cautious in opening 

the door. A watch's minute hand moves more quickly than did mine. 

Never before that night, had I felt the extent of my own powers-of 

my sagacity. I could scarcely contain my feelings of triumph. To think 

that there I waSt opening the door, little by little, and he not even to 

dream of my secret deeds or thoughts. I fairly chuckled at the idea; 

and perhaps he heard me; for he moved on the bed suddenlYt as if 

startled. Now you may think that I drew back-but no. His room was 

as black as pitch with the thick darkness, (for the shutters were close 

fastened, through fear of robbersJ and so I knew that he could not 

see the opening of the door, and I kept pushing it on steadily, 

steadily. 

I had my head in, and was about to open the lantern, when my 

thumb slipped upon the tin fastening, and the old man sprung up in 

bed, crying out-flWho's there?fI 

I kept quite still and said nothing. For a whole hour I did not move 

a muscle, and in the meantime I did not hear him lie down. He was 

stili sitting up in the bed listening;-just as I have done. night after 

night, hearkening to the death watches in the wall. 

Presently I heard a slight groan, and I knew it was the groan of 

mortal terror. It was not a groan of pain or of grief-oh, no!-it was 

the low stifled sound that arises from the bottom of the soul when 

© Prentice-Hall, Inc. Contents of the Dead Man's Pocket 3

overcharged with awe. I knew the sound well. Many a night, just at 

midnight, when all the world slept, it has welled up from my own 

bosom, deepening, with its dreadful echo, the terrors that distracted 

me. I say I knew it well. I knew what the old man felt, and pitied him, 

although I chuckled at heart. I knew that he had turned in the bed. 

His fears had been ever since growing upon him. He had been trying 

to fancy them causeless, but could not. He had been saying to himself-lilt 

is nothing but the wind in the chimney-it is only a mouse 

crossing the floor, II or "it is merely a cricket which has made a single 

chirp." Yes, he had been trying to comfort himself with these suppositions; 

but he had found all in vain. All in vain; because Death, in approaching 

him had stalked with his black shadow before him, and enveloped 

the victim. And it was the mournful influence of the 

unperceived shadow that caused him to feel-although he neither 

saw nor heard-to feel the presence of my head within the room. 

When I had waited a long time, very patiently, without hearing him 

lie down, I resolved to open a little-a very, very little crevice in the 

lantern. So I opened it-you cannot imagine how stealthily, stealthily-until, 

at length, a simple dim ray, like the thread of a spider, shot 

from out the crevice and fell full upon the vulture eye. 

It was open-wide, wide open-and I grew furious as I gazed upon 

it. I saw it with perfect distinctness-all a dull blue, with a hideous veil 

over it that chilled the very marrow in my bones; but I could see nothing 

else of the old man's face or person: for I had directed the ray as 

if by instinct, precisely upon the damned spot. 

And have I not told you that what you mistake for madness is but 

over acuteness of the senses?-now, I say, there came to my ears a 

low, dull, quick sound, such as a watch makes when enveloped in cotton. 

I knew that sound well, too. It was the beating of the old man's 

heart. It increased my fury, as the beating of a drum stimulates the 

soldier into courage. 

Response: 

4 Selection Support © Prentice-Hall, Inc.

Name ____________________________________________ ___ 

Date _________ 

"Contents of the Dead Man's Pocket" by Jack Finney {text page 5} 

Literary Focus: Suspense 

The suspense of "Contents of the Dead Man's Pocket" begins the moment you read the title. 

You ask yourself, "What are the contents of the dead man's pocket?" or perhaps, "Who is the 

dead man?" When a WIiter causes questions to form in a reader's mind, that WIiter is creating 

suspense. 

Finney adds to the suspense by including small details. The details make readers feel as if 

they are right out there on the ledge with Tom. Notice how the details of this passage add to the 

suspense. 

The fingers of his left hand clawlike on the little stripping, he drew back his other fist until 

his body began teetering backward. 

The word clawlike gives you a perfect picture of how Tom is hanging on. As you read the 

phrase "his body began teetering backward," you might think, 'Well, that's it. He's finally going 

to fall." 

DIRECTIONS: Analyze the following passage from "Contents of the Dead Man's Pocket" and underline 

the suspenseful details. Then. on the lines provided. explain why those details build 

suspense. 

He waited, arm drawn back, fist balled, but in no hurry to strike; this pause, he knew, might 

be an extension of his life. And to live even a few seconds longer, he felt, even out here on 

this ledge in the night, was infinitely better than to die a moment earlier than he had to. His 

arm grew tired, and he brought it down and rested it. 

Then he knew that it was time to make the attempt. He could not kneel here hesitating indefinitely 

till he lost all courage to act, waiting till he slipped off the ledge. Again he drew 

back his arm, knowing this time that he would not bring it down till he struck. His elbow protruding 

over Lexington Avenue far below, the fingers of his other hand pressed down bloodlessly 

tight against the narrow stripping, he waited, feeling the sick tenseness and terrible excitement 

building. It grew and swelled toward the moment of action, his nerves tautening. 

C Prentice-Hall, Inc. Contents of the Dead Man's Pocket 5

Name ______________________________________________ Date ________________ 

"The Final Assault" from High Adventure by Edmund Hillary (text page 24) 

"The Dream Comes True" from The Tiger ofthe Snows 

by Tenzing Norgay (text page 36) 


Spelling Strategy The suffix -able is much more common than the suffix -ible. Memorizing 

words with the -ible suffix, such as discernible, gullible, eligible, and fallible, is the best 

way to avoid misspellings. 

Using the Root -voc- 

A. DIRECTIONS: The word root -voc- means "speak," "say" or "to call." Tell what the meaning of 

each of these words has to do with "speaking" or "calling." 

1. evoke __________________________________________________________________ 

2. vocation 

3. invocation 

4. vocalize _________________________________________________________________ 


precipitous discernible belay 

encroaching undulations vociferous 

B. DIRECTIONS: Write a sentence according to the instructions given. 

1. Use precipitous in a sentence about Mt. Everest's summit. 

2. Use discernible in a description of the view from the top of a high mountain. 

3. Use the noun belay in an explanation for an inexperienced climber. 

4. Use encroaching in a sentence about people climbing a mountain. 

5. Use undulations to describe the final stretch of Hillary and Norgay's climb. 

6. Use vociferous in a sentence about what you would do at the top of Mount Everest. 


Name ______________________________________________ Date ________ 

"The Final Assault" from High Adventure by Edmund Hillary (text page 24) 

"The Dream Comes True" from The Tiger ofthe Snows 

by Tenzing Norgay (text page 36) 

Build Grammar Skills: Compound Predicates 

A compoUDd predicate consists of two or more verbs or verb phrases that share the same 

subject. The verbs or verb phrases are joined by a conjunction such as and, but. or, and nor. 

Look at these sentences from '''The Dream Comes True." 

S simple predicate 

Sentence With Simple Predicate: On top of the rock cliff we rested again. 

S compound predicate 

Sentence With Compound Predicate: About thirty feet away we stop for a minute and look up. 

conj 

Identifying Compound Predicates 

A. DIRECTIONS: In each sentence, underline the verbs or verb phrases in the compound predicate. 

Circle the conjunction thatjoins the verbs. 

1. I watched our support party disappear down the ridge and then turned to examine our 

campsite more closely. 

2. We strapped on our crampons and tied on our nylon rope, grasped our ice axes, and were 

ready to go. 

3. For it is the plain truth that no one pulled or hauled me up the gap. 

4. I waved my arms in the air and then threw them around Hillary. 

Using Compound Predicates 

B. DIREcTIONS: Combine each of the following pairs of sentences into a sentence with a compound 

predicate, using the indicated conjunction. 

1. The climbers looked across the summit. They saw Tibet. (and) 

2. Above the climbers the slope swept upward. It became sharply steep. (and) 

3. Norgay says he was not dragged up the slope. Norgay says he was not hauled up the slope. 

(or) 

© Prentice-Hall, Inc. The Final AssaultlThe Dream Comes True 7

Name ___________________________________________ Date ________________ 

"The Final Assault" from High Adventure by Edmund Hillary (text page 24) 

"The Dream Comes True" from The Tiger ofthe Snows . .... 

by Tenzing Norgay (text page 36) ..."., 

Reading Strategy: Distinguish Fact From Opinion 

A fact is an objective statement that can be proved true by historical records, experimentation, 

or direct observation; an opinion. on the other hand. is a subjective statement that cannot 

be objectively verified. In autobiographical writing. the writer attempts to present the events 

of his or her life as they are perceived by the writer. Subjective, felt impressions become an important 

part of what a writer has to communicate to readers, who, in tum, must be aware of 

what is objective fact and what is the writer's subjective, personal opinion. 

DIRECTIONS: Decide whether each of the following quotations states a fact or an opinion. On the 

line at the right, write fact or opinion. Then write an explanation of each answer on the line 

below. 

1. "It wasn't really much of a place." 1. ______________ 

2. "It was certainly far from flat and it was going to need a lot 2. ____________ 

of work." 

3...... after each short stop we kept going, twisting always 3. ____________ 

higher along the ridge...." 

4. " ... we each helped and were helped by the other in equal 4. 

measure." 

5. "This next piece wasn't going to be easy." 5. ------------- 

6. "We still had a long way to go." 6. _____________ 

7...... we were not the leader and the led. We were partners." 7. 

8. "Hillary stepped on top first. And I stepped up after him." 8. _____________ 


Name ____________________________________________ ___ 

Date ___________ 

'

Name _______________________________________________ 

Date _______________ 

"The Monkey's Paw" byW. W. Jacobs (text page 46) 

"The Bridegroom" by Alexander Pushkin (text page 54) 


Spelling Strategy When adding a suffix that begins with a consonant to a word that 

ends in silent e, keep the e: furtive + -Iy furtively. If the suffix begins with a vowel, drop the 

silent e: avarice + -ious = avaricious. 

Using the Root -cred- 

A. DIRECTIONS: The word root -cred- means "believe" or "trust." The root -cred- comes from the 

Latin word credo, which means "I believe." Define each ofthe following words. In each ofyour 

definitions, use a form of the word believe or trust to show the connection with the root -cred-. 

Example: incredible unbelievable 

1. credential 

2. credence 

3. discredit __ .... 

4. creed 


---------------------------------------------------------- 

B. DIRECTIONS: Match each word in the left column with its definition in the right column. 

1. fusillade a. feeling that something bad will occur 

2. credulity b. commonplace; ordinary 

3. doughty c. spoken ill of 

4. prosaic d. noiSY commotion 

5. maligned e. burst of fire from many guns 

6. foreboding f. brave; valiant 

7. avaricious g. tendency to believe too readily 

8. tumult h. greedy for riches 

Identifying Antonyms 

C. DIRECTIONS: Choose the word or phrase that is most nearly oppostte in meaning to each 

numbered word. Write the letter of the correct answer on the line. 

1. prosaic 

a. ordinary b. pretty c. commonplace d. unique e. verbose 

2. avaricious 

a. wealthy b. generous c. greedy d. modest e. mean-spirited 

3. doughty 

a. cowardly b. stouthearted c. courageous d. exhausted e. sarcastic 

.../ 


Name _____________________________________________ 

Date _______________ 

"The Monkey's Paw" by W. W. Jacobs (text page 46) 


Build Grammar Skills: Regular and Irregular Verbs 

A verb has four principal parts: present, present participle. past, and past participle. All 

verbs form the present participle by adding wing to the present form. A regular verb forms its 

past and past participle by adding -d or wed to the present form. 

Principal Parts of Regular Verbs 

Present Present Participle Past Past Participle 

burn burning burned burned 

watch watching watched watched 

An Irregular verb forms its past and past participle in some way other than by adding -d or 

-ed to the present form. Here is a list of some of the most common irregular verbs. 

Principal Parts of Irregular Verbs 

Present Present Participle Past Past Participle 

become becoming became become 

begin beginning began begun 

do doing did done 

go going went gone 

ring ringing rang rung 

~ 

see seeing saw seen 

take taking took taken 

Identifying Regular and Irregular Verbs 

A. DIREcTIONS: IdentifY the italicized verb as regular or irregular in each sentence. 

____ 1. The old man rose with hospitable haste, and opening the door, was heard condoling 

with the new arrival. 

____ 2. His three listeners leaned forward eagerly. 

____ 3. The third night,/She ran in, distraught. 

Using Regular and Irregular Verbs 

B. DIRECTIONS: Complete each of the following sentences with the correct form of the given verb. 

I. Sergeant Major Morris the mummified monkey's paw from his pocket and 

showed it to the Whites. {take} 

2. After the sergeant major had the monkey's paw into the fire. Mr. White scooped 

it from the flames. (throw) 

3. Mr. White learned that his wish for two hundred pounds at a terrible cost to his 

family. (come) 

4. On her wedding day, Natasha revealed what horrible sight she had . (see) 

© Prentice-Hall, Inc. The Monkey's PawlThe Bridegroom 11

Name _______________________________________________ 

Date _________ 



Reading Strategy: Predid Outcomes 

As you read a tale of suspense, you can make use of the author's foreshadowing-clues 

about future events-to predict the outcome of the story. As bizarre or frightening as it may 

be, the outcome should always make sense to the reader. For example, when Herbert sits up 

late at night gazing at the fire, he sees the horrible face of a monkey in the flames. Later, Herbert 

dies because of the wish his father has made with the monkey's paw. 

The critic G. K. Chesterton said about W. W. Jacobs's horror stories: "His horror is wild, but 

it is a sane horror." 

1. What do you think Chesterton meant by this statement? Explain your answer, giving examples 

from the story. 

2. Based on the evidence in the story, what did you predict Mr. White's third wish would be? ,j 

Were you correct? Explain your answer, using evidence from the story. ...",., 

3. Describe the clues Pushkin provided to help the reader predict the outcome of "The 

Bridegroom"? 


Name _______________________________________________ 

Date ________________ 



Literary Focus: Foreshadowing 

Foreshadowing is the use of hints or clues that suggest what events will happen later in a 

stOIY. Writers use foreshadowing to create suspense, draw readers into the plot. or to prepare 

readers for the outcome of events. 

DIRECTIONS: Read the following passages from "The Monkey's Paw" and "The Bridegroom." Identify 

what event each passage foreshadows. 

1. "Hark at the wind," said Mr. White, who, having seen a fatal mistake after it was too late, 

was amiably desirous of preventing his son from seeing it. 

2. "He wanted to show that fate ruled people's lives, and that those who interfered with it did 

so to their sorrow. He put a spell on it so that three separate men could each have three 

wishes from it." 

3. the first man had his three wishes, yes," was the reply; "I don't know what the first two 

were, but the third was for death." 

4. Herbert sat alone in the darkness, gazing at the drying fire. and seeing faces in it. The last 

face was so horrible and so simian that he gazed at it in amazement. 

5. Stricken with foreboding/They pleaded, got angty./But still she was silent; 

6. He gazed as he flew past./And Natasha gazed./He flew on. Natasha froze. 

7. "Your will be done. Call/My bridegroom to the feast./Bake loaves for the whole 

world,fBrew sweet mead and call/The law to the feast." 

8. "The eldest brother/Takes his knife and, whistling./Sharpens it; seizing her by/The hair he 

kills her/And cuts off her right hand." 

© Prentice-Hall, Inc. The Monkey's Pawrrhe Bridegroom 13

Name ____________________________________________ ___ 

DatE" 

from "A Walk. to the Jetty" from Annie John by Jamaica Kincaid (text page 62) 


Spelling Strategy The prefix ad- means "to," "at," "toward," or "akin to." The prefix 

ap-, which is used in the word apprenticed, is a variation of ad- . Variations of ad- occur when 

it is added to words beginning with one of these nine consonants: c (account), f (affront), g 

(aggressor), I (allot), n (annex), p (apprenticed), r (arrest), s (assign), t (attend). 

Using the Root -stup- 

The word root -stup- means "stunned" or "amazed." Knowing what the root -stup- means can 

help you figure out that the word stupor means "a state in which the mind is stunned." 

A. DIRECTIONS: The following words contain the root -stup-. Complete each sentence with the 

most appropriate word from the list. 

stupid stupefied stupendous stupefaction 

1. When Annie presented her mother with the little basket containing senna and eucalyptus 

leaves and camphor, her mother acted as ifAnnie had done the most 

task. 

2. A feeling overcame Annie as she walked to the jetty, her heart swelled 

with gladness one moment and shriveled with sadness the next. 

3. Miss Dulcie always found fault with Annie's work and treated Annie as if she were 

4. Annie walked past the doctor's office, grooming shop, and the library in a ___________ 

state, as if she were in a dream. 


loomed apprenticed raked stupor 



1. apprenticed a. scratched or scraped, as with a garden tool 

2. stupor b. appeared in a large or threatening form 

3. raked c. mental dullness, as if drugged 

4. loomed d. worked a specified length of time in a craft or trade in return for 

instruction and, formerly, support 


Name _______________________________________________ 

Date ________ 

from "A Walk to the Jetty" from Annie John by Jamaica Kincaid (text page 62) 

Build Grammar Skills: Clauses 

A clause is a group ofwords that contains a subject and a verb. An independent clause expresses 

a complete thought and can stand alone as a sentence. A subordinate clause does not 

express a complete thought; it must be linked with an independent clause to form a sentence. 

A subordinate clause is introduced by a subordinating conjunction, which makes the clause 

it introduces less important than the independent clause. Notice in this example that the subordinate 

clause is introduced by the subordinating conjunction when. Usually, a comma is 

placed after a subordinate clause that begins a sentence. 

independent clause 

I V I v lubordlnate claUle 

_Iw_a_s_f_iv_e-=--_o_l_d when I first walked on this road unaccompanied by someone to hold my hand. 

Common Subordinating Conjunctions 

after as soon as inasmuch as than where 

although as though in order that though whereas 

as because provided (that) unless wherever 

as far as before since until while 

as if considering (that) so long as when 

as long as if so that whenever 

Identifying Independent and Subordinate Clauses 

A. DIRECTIONS: Underline each independent clause once and each subordinate clause twice. 

1. If I had just conquered Persia, she couldn't have been more proud of me. 

2. When my father's stomach started to go bad, the doctor had recommended a walk every 

evening after he ate his dinner. 

3. When we were all on board, the launch headed out to sea. 

4. They made an unexpected sound, as if a vessel filled with liquid had been placed on its 

side and now was slowly emptying out. 

Using Independent and Subordinate Clauses 

B. DIRECTIONS: Combine each pair of sentences, using a subordinating conjunction from the 

list. 

1. Annie walked past Miss Dulcie's house. Her memories of Miss Dulcie were not fond. 

2. Annie's father tries to express his feelings. He turns and walks away. 

3. Annie loves her parents. She realizes she must leave home and begin her own life. 

\....,.- 4. The boat set sail. Annie waved good-bye with her red handkerchief. 

© Prentice-Hall, Inc. A Walk to the Jetty 15

Name ______________________________________________ ___ 

Date ________________ 


Reading Strategy: Make Inferences 

As an active reader, you can make inferences, or draw conclusions, about characters based 

on what they say and do, and what others say about them. 

DIRECTIONS: Read each of the following passages from the story. Then answer each question. 

1. Then she would send me to the store to buy buttons or thread, though I was only allowed to do this 

if I was given a sample of the button or thread, and then she would find fault even though they were 

an exact match ofthe samples she had given me. And all the while she said to me, "A girl like you 

will never learn to sew properly, you know." 

What can you infer about the nature ofAnnie's relationship with Miss Dulcie? 

2. Once, a book she was reading had a large picture of a man in it, and when I asked her who he was 

she told me that he was Louis Pasteur and that the book was about his life. It stuck in my mind, because 

she said it was because of him that she boiled my milk to purify it before I was allowed to 

drink it, that it was his idea, and that that was why the process was called pasteurization. 

What can you infer about the mother's character based on her behavior in this passage? 

3. My father kissed me goodbye and told me to be good and to write home often. After he said this, 

he looked at me, then looked at the floor and swung his left foot, then looked at me again. I could 

see that he wanted to say something else, something that he had never said to me before, but then 

he just turned and walked away. 

What inference can you make about what Annie's father wanted to say? 

4. Big tears streamed down her face, and it must have been that-for I could not bear to see my 

mother cry-which started me crying, too. She then tightened her arms around me and held me to 

her close, so that I felt that I couldn't breathe. 

What two contrasting inferences can you make about Annie's relationship with her mother? 


Name ____________________________________________ ___ 

Date ________ 


Literary Focus: Flashback 

A fiashback is a part of a story that presents an event that happened at an earlier time. In 

this story from Annie John, Jamaica Kincaid uses a common flashback technique. She begins 

the story with a final event-Annie's arrival at the jetty-and then tells the rest of the story as a 

seIies of flashbacks that help explain Annie's departure from her island home. Kincaid organizes 

the flashbacks as a "narrative walk" from Annie's home to the jetty. These flashbacks reveal 

to the reader Annie's expeIiences and motivations. 

DIRECTIONS: The following chart includes a number of visual clues that prompt flashbacks to 

expeIiences in Annie's life. Complete the chart. DescIibe the memory or expeIience prompted 

by each clue. Then explain what the flashback reveals about Annie. her relationships with others, 

or her motivations to leave home. 

Visual clue 

Miss Dulcie's house 

Flashback 

1. 

What is revealed 

2. 

The road to school, church, 

choir 

3. 

4. 

The library 

5. 

6. 

© Prentice-Hall, Inc. A Walk to the Jetty 17

Name ____________________________________________ ___ 

Date ___________ 

"The Masque of the Red Death" by Edgar Allan Poe (text page 78) 


Spelling Strategy The word ending -que indicates a word of French origin; this suffix is 

pronounced as /kl. For example, the word masque has the same pronunciation as mask. 

Using the Suffix -tion 

A. DIRECTIONS: The suffix -tion means "the act or quality of." Complete each sentence with one 

of the following -tion words. 

1. Prince Pro spero lived in _______, hiding from the plague-ridden world outside the 

abbey's walls. 

2. He had a ________ with the bizarre. 

3. He mistakenly believed that the plague's _____ could not reach him. 

4. The masque was more an attempt to ward off death than a ________. 


august arabesque disapprobation 

habiliments cessation piquancy 



1. august a. a pleasantly sharp quality 

2. piquancy b. clothing 

3. arabesque c. stopping, either forever or for some time 

4. disapprobation d. elaborately designed 

5. habiliments e. imposing and magnificent 

6. cessation f. disapproval 

Recognizing Antonyms 

C. DIRECTIONS: Choose the word that is most nearly the opposite of the word in CAPITAL 

LE1TERS. Write the letter on the line next to the capitalized word. 

1. AUGUST: 2. CESSATION: 

a. grand a. interrupted 

b. awesome b. discontinuation 

c. approachable c. arrest 

d. royal d. fluidity 

e. vain e. halting 


Name ____________________________________________ ___ 

Date ________ 


Build Grammar Skills: Subject-Verb Agreement 

In most declarative sentences the subject comes before the verb. This is called normal word 

order. 

Poe wrote liThe Masque ofthe Red Death." 

However, in sentences that begin with there. the word order is usually inverted. 

There are several other copies of the book on that shelf. 

While there can often be considered an adverb that tells where (as in the sentence above), in 

other cases there is used as a sort of pronoun, with the actual subject of the sentence following 

the verb. 

There have been many advances in medicine. 

You know that the subject and verb of a sentence must agree in number. When you are writing, 

do not be tricked into thinking that the word there is the subjectjust because it comes first 

in the sentence. 

A. DIRECTIONS: Read the following lines from Poe's story. Underline each simple subject once 

and each verb twice. 

1. "There were sharp pains. . . ." 

2. "... there came ... a sound which was clear and loud ..." 

3. "... there was a brief disconcert ..." 

4. "There are some who would have thought him mad." 

5. "... there flows a ruddier light ..." 

6. "... there comes ... a muffled peal ..." 

7. "... there are matters of which no jest can be made." 

8. ". . . there was a sharp turn . , ." 

9, " ... there stood ... a gigantic clock of ebony," 

10. "There was no light of any kind ..." 

B. DlR.EcTIONS: Underline the correct form of the verb in parentheses, 

1. There ( is / are) hundreds of books of horror stories in the library. 

2. Here ( is / are ) my library card. 

3. There (is / are) several stories by Poe in this collection. 

4. Here (hangs / hang) a portrait of Poe. 

5. There ( was / were) fifteen students in the reading room. 

6. Here ( comes / come) the best writer of horror stories in our class. 

7. Where ( is / are ) my notes from class? 

8. Here they ( is / are )I 

© Prentice-Hall, Inc. The Masque of the Red Death 19

Name ______________________________________________ __ Date _________ 


Reading Strategy: Context Clues 

When you read a story, you may come across an unfamiliar word. You can use context 

clues-the words, phrases, and sentences surrounding the word-to help you determine its 

meaning. For example, in the statement, "In spite of these things, it was a gay and magnificent 

revel," you can use the words around revel to determine that it means "party" or "celebration." 

For each of the following sentences, use context clues to determine the meaning of the italicized 

word. Write the meaning of the word on the lines below. 

1. "He had directed, in great part, the movable embellishments of the seven chambers, upon 

occasion of this great fete." 

2. "There were sharp pains, and sudden dizziness, and then projUse bleeding at the pores." 

3. "But to the chamber which lies most westwardly of the seven, there are now none of the 

maskers who venture; for the night is waning away; and there flows a ruddier light through 

the blood-colored panes." 

4. "When the eyes of Prince Prospero fell upon this spectral image (which with a slow and 

solemn movement, as if more fully to sustain its role, stalked to and fro among the 

waltzers) he was seen to be convulsed." 

5. 'There was a sharp cry-and the dagger dropped gleaming upon the sable carpet, upon 

which. instantly afterwards, fell prostrate in death the Prince Prospero." 

20 Selection Support © Prentice-Hall. Inc.

Name _____________________________________________ 

Date 


Literary Focus: Symbols 

A symbol is a character. place. object. or event that represents something else. An author 

often uses symbols in a story in order to teach a lesson. 

Complete the following chart. Explain what you think each symbol in "The Masque of the 

Red Death.. represents and how it helps teach the lesson of the story. 

Symbol What it represents How it helps teach the lesson 

Example: dreams 

Masqueraders, fantasies 

Shows us that life is fleeting; 

forebodes the grim ending to 

the story 

i 

i 

i 

1. the masked visitor 

2. the black chamber 

3. the music 

4. the tripods with the flames 

I 

© Prentice-Hall. tnc. The Masque of the Red Death 21

Name ______________________________________ 

Date _________ 

"Fear" by Gabriela Mistral (text page 88) 

"The street" by Octavio paz (text page 89) 

"Spring and All" by William Carlos Williams (text page 90) 


Spelling Strategy When you add the suffix -less to a word ending in a single I, simply 

add the suffix. Don't change the spelling of the original word. For example, wheel + less becomes 

wheelless. Note that with the suffix added, the new word has two "~so Thus, soul + less 

becomes soul/ess. 

Using the Suffix -less 

The suffix -less means "without." Less is a word in its own right, of course, meaning "not as 

much,» as in "less time," but when used as a suffix, -less means "absent." When William Carlos 

Williams refers to vines with no leaves, he says "leafless." One who has no fear at all is fearless. 

A. DIRECTIONS: Select a word from the list and add the suffix -less to complete the sentence. 

tail tree sail point 

1. The grass rippled as far as the eye could see on the _____ plain. 

2. A ____ squirrel was likely a survivor of a near miss by a dog or cat. 

3. The argument seemed _____ to those who didn't understand the issues. 

4. Its masts ripped away in the storm, the ______ schooner was doomed to drift. 


contagious lifeless clarity stark profound 

Recognizing Synonyms 

B. DIRECTIONS: Circle the letter of the word that most closely matches the meaning of the Word 

Bank word. 

1. profound 3. stark 

a. competent a.raw 

b.deep 

b.far 

c. recovered c. thin 

d. certain d. fiery 

2. clarity 4. contagious 

a. volume a. enclosed 

b. kindness b. adjacent 

c. clearness c. communicable 

d. distance d. realistic 


Name _______________________________________________ 

Date __________ 




Build Grammar Skills: Pronouns and Antecedents 

Pronouns substitute for nouns. We use pronouns as shortcuts to keep from repeating the 

same nouns over and over, both in speech and in writing. The noun that a pronoun refers to is 

called its antecedent. An antecedent may appear before the pronoun it refers to, after it, or 

even in another sentence, but each pronoun should have a clearly identifiable antecedent. 

However. sometimes for artistic effect, as in "Fear," an antecedent may be omitted or vague. 

Recognizing Antecedents 

A. DIRECTIONS: Circle the antecedent of the italicized pronoun. 

1. In "The street," the narrator describes shadowy images of his anxieties. 

2. Readers of 'The street" see paz's narrator in the darkness, and they feel his dread. 

3. Gabriela Mistral begins "Fear" magically. hoping her little girl does not become a swallow. 

because she would flyaway. 

4. At its heart, Mistral's poem expresses dismay at change. 

5. Life, death. and their often immediate relationship is a frequent theme in William Carlos 

Williams's poetry. 

6. Because Williams was a doctor as well as a poet, he saw harshness as well as beauty 

in nature. 

Using Pronouns and Antecedents 

B. DIRECTIONS: For each item, write a sentence on the topiC provided, using the noun and pronoun 

given. Structure the sentence so that the pronoun/antecedent relationship is clear. 

1. Write a sentence about "Spring and All." using plants and they. 

2. Write a sentence aJ:mut temperature in "Spring and All," using cold and its. 

3. Write a sentence about the daughter in "Fear," using girl and she. 

4. Write a sentence about the author of "Fear," using Gabriela Mistral and her. 

5. Write a sentence about the narrator of "The street." using narrator and he. 

6. Write a sentence about light in "The street," using darkness and it. 

© Prentice-Hall, Inc. FearlThe street/Spring and All 23

Name _______________________________________________ 

Date ____________ 




Reading Strategy: Form a Mental Image 

As we read, the words the poet uses create impressions in our minds. These images may be 

dark and possibly confusing, as in "The street," in which the narrator must "... walk in blackness 

and ... stumble and fall." The image may be picturesque, as in "Fear," in which the little 

girl could tum into a swallow, a princess, or a queen-but not with a fairy-tale ending. Sometimes 

sensory language creates a physical sense, as does the raw, cold wind in "Spring 

and All." 

You can learn to pay attention to specific images as you read to see how they reveal the 

poem's meaning. Use the following chart to help you as you read the poems in this group. 

DIRECTIONS: Choose a poem. In the first column, write a word or phrase from the poem that creates 

a mental image for you. In the second column, describe the image that the word or phrase 

provides. In the third column. briefly explain how that image contributes to your understanding 

of the poem. 

Sensory Word Mental Image Meaning to the Poem 

i 


Name _______________________________________________ 

Date __________ 


"The street" by Octavio paz {text page 89} 


Literary Focus: Imagery 

Much of poetry's impact and meaning comes from imagery, the descriptive language that recreates 

sensory experience. Images may strengthen or shift or contrast in ways that help give a 

poem its power. They may also, however, perform so subtly that U's hard to tell where the overall 

impression comes from, or where U changes. or how visual and physical images work together. 

As you read through a poem, try to decide to what sense the image appeals. Does U make 

you see? hear? feel? smell? taste? Then consider what effect the particular image has on your 

feelings or thoughts. You may see the imagery growing or changing. or even contrasting with 

previous images. 

DIRECTIONS: For each line. note the senses appealed to by the imagery. Describe how the image 

invokes those senses. What are the pictures, or sounds. or physical sensations? In the third 

column. explain the effect or feeling produced by the image. 

"Fear" 

Unes 11-14 Senses and Descriptions Effect or Feeling 

In tiny golden slippers 

how could she play on 

the meadow? 

And when night came, 

no longer 

Iwould she sleep at my side. 

I 

i 

I 

i 

I 

"The street" 

I 

I Lines 1-4 Senses and Descriptions I Effect or Feeling 

IA long and silent street 

I I walk in blackness and I 

stumble and fall 

i 

I 

and rise, and I walk blind, 

my feet 

stepping on silent stones and 

dry leaves. 

-- 

© Prentice-Hall, Inc. Fearffhe street/Spring and All 25

Name ______________________________________________ Date _________ 

"Two Friends" by Guy de Maupassant (text page 96) 

"Damon and Pythias" retold by William F. Russell (text page 102) 


Spelling Strategy When adding a suffix to a word ending in y preceded by a consonant, 

change the y to i unless the suffix starts with an i. For example, when the suffix -ness is 

added to the word jaunty, the y changes to an i to form the Word Bank word jauntiness. However, 

when the suffix -ing is added to the word ready, it becomes readying. 

Using the Root -tain- 

Understanding that the word root -tain- means "to hold" will help you to define a variety of 

words that are formed using -tain-. For example. when you read in the story "Damon and 

Pythias" that Pythias is "detained," you can figure out, using your knowledge of the story and 

the root word -tain-, that he was "held back." 

A. DIRECTIONS: Read the sentences below and define the italicized words. 

1. The lunchbox contains a sandwich. an apple. crackers. and cookies. 

2. Will you be able to obtain tickets to the outdoor concert next Saturday? 

3. Plenty ofwater and sunlight will sustain the life of that plant. 


B. DIRECTIONS: Choose the letter of the word or phrase that best defines each numbered word. 

1. ardent 

a. enthusiastic 

b.dull 

c. sympathetic 

d. slow 

2. vernal 

a. old 

b. like summer 

c. like winter 

d. like spring 

3. jauntiness 

a. sloppiness 

b. harsh cruelty 

c. carefree gentleness 

d. simplicity 

4. impediments 

a. things standing in the way 

b. useful things 

c. eqUipment 

d. boots 

-- 

5. hindrances 

a. helpful people 

b. obstacles 

c. roads 

d. friends 

6. detained 

a. studied 

b. sent forth 

c. kept silent 

d. kept in custody 

7. dire 

a. unimportant 

b. silent 

c. urgent 

d. cold 

8. annals 

a. history 

b. illnesses 

c. family members 

d. weapons 

26 Selection Support 

© Prentice-Hall. Inc.

Name ______________________________________________ Date __________ 



Build Grammar Skills: Appositives 

Appositives are nouns or noun phrases that are placed near other nouns or pronouns to explain 

them. By using appositives, a writer can provide details about characters without adding 

extra sentences. Too many short sentences slow down the pace of a story and make it sound 

choppy to a reader. For example, look at the following: 

Two sentences: Every Sunday Morissot would meet Sauvage. Sauvage was a haberdasher. 

Combined using an appositive: Every Sunday Morissot would meet Sauvage, a haberdasher. 

Notice that "a haberdasher," the appositive, is separated by a comma from the rest of the 

sentence because it is not essential to the meaning of the sentence. 

Identifying Appositives 

A. DIRECTIONS: Read the following sentences from "Two Friends" and "Damon and Pythias." Underline 

the appositive in each sentence. 

1. It was M. Sauvage, a riverside acquaintance. 

2. Every Sunday he would meet a stout, jovial little man, M. Sauvage.... 

3. Dionysius, the hardhearted tyrant, would not believe Pythias's promise to return.... 

4. Pythias Immediately thought of his friend Damon.... 

Using Appositives 

B. DIRECTIONS: Combine each pair of sentences by using an appositive. 

1. They looked with fear at the soldier. The soldier was a Prussian officer. 

2. The Prussian officer insisted on threatening the two friends. The officer was a tyrannical 

man. 

3. Damon agreed to sit in prison while his friend settled business and famlly affairs. Damon's 

friend's name was Pythias. 

4. Dionysius was in awe of the friendship shared by Damon and Pythias. Dionysius was a 

friendless man. 

© Prentice-Hall. Inc. Two Friends/Damon and Pythias 27

Name ________________________________________________ 

Date ________ 



Reading Strategy: Significant Details 

When you read, always notice an author's precise details about characters, plot, and setting. 

These details are often significant and placed in the story to reveal key information about the 

characters or a particular situation. Significant details can also increase the tension of a story 

by hinting at its ending. 

DIRECTIONS: Identify the significant details in the following passages from ''Two Friends» and 

"Damon and Pythias." Then describe what these details reveal about situation, plot, or character. 

Example: Pointing up to the heights, M. Sauvage murmured, "The Prussians are up there!/J 

And a feeling of uneasiness paralyzed the two friends as they faced this deserted region. 

Answer: Sauvage's observation that Prussians could emerge at any moment and the fact that 

they are in a deserted region are significant details. These details indicate that the characters 

are in danger, and that people are not around to protect them. 

"Two Friends" 

1. But suddenly a dull sound which seemed to come from under ground made the earth tremble. 

The cannons were beginning. 

2. Then more followed. and time after time the mountain belched forth death-dealing breath. 

breathed out milky-white vapor which rose slowly in the calm sky and formed a cloud 

above the summit. 

"Damon and Pythlas" 

3. Pythias immediately thought of his friend Damon. and he unhesitatingly sent for him in 

this hour of dire necessity, never thinking for a moment that his trusty companion would 

refuse his request. Nor did he. for Damon hastened straightaway to the palace-much to 

the amazement of King Dionysius--and gladly offered to be held hostage for his friend. in 

spite of the dangerous condition that had been attached to this favor. 

4. In reply, however, Damon merely smiled. since, in spite of the fact that the eleventh hour 

had already arrived, he still believed that his lifelong companion would not fail him. 


Name 

------------------------------------~---------- 

Date ____________ 


"Damon and Pythias" retold by William F. Russell (text page l02) 

Literary Focus: Climax 

In many stories, you are introduced to characters and a central conflict that drive the story 

forward. The series of events related to the introduction, development, and resolution of this 

conflict is the plot, and the climax of a story is the moment in the plot at which the story's tension 

is the greatest. Writers build toward climaxes in different ways-some with a great deal of 

suspense, some with a more subtle style-but at the climax of any story. the reader knows that 

something important is about to happen and that the outcome of the story is near. 

DIRECTIONS: Below are passages from "Two Friends" and "Damon and Pythias." Identuy the sentences 

in the passages that express each story's climax. 

1. "Two Friends" 

Then he rose suddenly, approached the two Frenchmen. took MorIssot by the arm, dragged 

him aside. whispered to him. "Quick. the password? Your friend won't know. I'll pretend to relent." 

MorIssot answered not a word. 

The Prussian drew M. Sauvage aside and put the same question. 

M. Sauvage did not answer. 

They stood side by side again. 

And the officer began to give commands. The soldiers raised their rifles. 

2. "Damon and Pythias" 

Great excitement stirred the crowd that had gathered to witness the execution, for all the 

people had heard of the bargain that had been struck between the two friends. There was 

much sobbing and cries of sympathy were heard all around as the captive was brought out, 

though he himself somehow retained complete composure even at this moment of darkest danger. 

Presently the excitement grew more intense still as a swift runner could be seen approaching 

the palace courtyard at an astonishing speed.... 

© Prentice-Hall, Inc. Two Friends/Damon and Pythias 29

Name ____________________________________________ __ Date __________ 

from In Commemoration: One Million Volumes by Rudolfo A. Anaya (text page 119) 


Spelling Strategy If a word ends in -ent, its parallel forms end in -ence or -ency: persistent 

--» persistence, inherent --» inherence, consistent --» consistency. If a word ends in -ant, the 

parallel forms end in -ance or -ancy: abundant ~ abundance, poignant ~ poignancy, reliant--» 

reliance. Primarily adjectives, these words indicate state or condition in their noun forms. 

Using the Pre:8x in- 

The prefix in- has two primary purposes in English. One is to express the idea of "into," as 

in the Word Bank words inherent, meaning "inborn," and induced, meaning "led into." The 

other common use of the prefix in- is to express negation-to mean "not"-as in invisible or 

inappropriate. 

A. DIRECTIONS: Determine the meaning ofthe italicized word in each sentence either from context 

or, if necessary, by checking a dictionary. Write the meaning in the space provided, and indicate 

whether the in- prefix means "not" or "into." 

L Anaya's speech helped inaugurate the new library. 

2. As a child, he had an insatiable thirst for knowledge. 

3. The few books in the little library had an incendiary effect on his imagination. 

4. Anaya felt indebted to Miss Pansy, and remembered her in his speech. 

Using Antonyms 

B. DIRECTIONS: Write the letter of the word or phrase most nearly opposite in meaning. 

L induced 4. labyrinth 7. poignant 

a. welcomed a. maze a. light 

b. discouraged b.canyon b. unconscious 

c.caused c. expressway c. trivial 

d. rejected d. path d. alone 

2. inherent 5. fomentation 8. satiated 

a. acquired a. sour foam a. overflowing 

b. inborn b. agitation b. slender 

c. unnatural c. peacefulness c. conscious 

d. complete d.Joy d. hungry 

3. litany -- 6. enthralls 9. dilapidated 

a. responsive a. bores a. closed 

readings b. captivates b. began 

b. monologue c. excludes c. neat 

c. novel d. arrests d. fiery 

d. silence 


Name _______________________________________________ 

Date _________ 


Build Grammar Skills: Action Verbs and Linking Verbs 

Action verbs express action of some kind, either from the verb to an object, or on their own 

without reference to an object. 

Action Verbs: We grow flowers. The flowers appear in the spring. 

In the first sentence, flowers is the object of the verb. In the second. the flowers "act" on 

their own without reference to an object. 

Linking verbs express a state ofbeing. Instead of transmitting an effect. a linking verb links 

the subject to a predicate adjective or predIcate noun that further identifies or renames the 

subject. 

Linking Verbs: The music grew louder. The concert was a success. 

In the first sentence. louder is a predicate adjective describing the music. In the second sentence, 

success is a predicate noun telling what the concert was. 

The most common linking verbs are fonns of the verb to be: is, are. am, was, were, be, been. 

Other verbs that often function as linking verbs include seem, look, appear, smell, taste, feel, 

sOWld, become, and grow (if it means become). 

A. Practice: Circle the verb in each sentence. Write A on the line if the verb is an action verb or 

L if it is a linking verb. 

1. The ancient stories taught Anaya to wonder. 

2. In an old riddle. the stars were the coins of the Lord. 

3. "Be as wise as your grandfather." 

4. He spent many hours in the old library at Central and Edith Streets. 

5. He felt safe and comfortable. 

B. Writing AppUcation: Follow the instructions for writing sentences that contain an action or 

linking verb. 

Example: Use a form of feel as an action verb in a sentence about his library card. 

He felt the tattered card in his as he ran back to his father's ranchito. 

1. Use a fonn of to be to describe Anaya's occupation. 

2. Use a fonn of look as an action verb in a sentence about Anaya at the library as a child. 

3. Use a fonn of look as a linking verb in a sentence about the old library's appearance;; 

4. Use a fonn of appear as an action verb in a sentence about the stars over New Mexico. 

5. Use a fonn of appear as a linking verb to describe the way the stars look. 

© Prentice-Hall, Inc. In Commemoration: One Million Volumes 31

Name ________________________________________________ 

Date __________ 

Reading for Success: Interactive Reading Strategies 

Reading is an interactive process by which you get involved with the ideas, images, events, 

and information presented in the text. The more involved you are, the richer your understanding 

is. Apply the following strategies to interact with what you read. 

...,J 

• Set a purpose. Decide why you are reading a piece. You may read for enjoyment, for infor 

mation, or to consider new ideas . 

• Use your prior knowledge. Keep in mind what you already know. Use that knowledge to 

make connections with what the author is saying. 

• Question. Don't accept everything you read at face value. Ask yourself questions about why 

certain information is included or how a fact or idea fits in with what you've already read. 

• Clarify details and information. Clear up any parts of the work that you don't understand. 

The best way to do this is to read ahead for more information or read back to review what 

you've already learned. 

• Summarize. At appropriate places, review and state the main points of the work. 

DIRECTIONS: Read the following excerpt from A Son ojthe Middle Border by Hamlin Garland, and 

apply the reading strategies to increase your comprehension. In the margin, write notes showing 

where you set a purpose, use your prior knowledge, question, clarify details and information, 

and summarize. 

from A Son ofthe Middle Border by Hamlin Garland 

The following excerpt from this autobiography describes one of 

the Garland family'S westward moves. 

Late in August my father again loaded our household goods into 

wagons, and with our small herd of cattle following, set out toward 

the west, bound once again to overtake the actual line of the middle 

border. 

This journey has an unforgettable epic charm as I look back upon 

it. Each mile took us farther and farther into the unsettled prairie until 

in the afternoon of the second day, we came to a meadow so wide 

that its western rim touched the sky without revealing a sign of man's 

habitation other than the road in which we traveled. 

The plain was covered with grass as tall as ripe wheat and when my 

father stopped his team and came back to us and said, "Well, chil 

dren, here we are on The Big Prairie," we looked about us with awe, 

so endless seemed this spread of wild oats and waving bluejoint. 

Far away dim dumps of trees showed, but no chimney was in sight, 

and no living thing moved save our own cattle and the hawks lazily 

wheeling in the air. My heart filled with awe as well as wonder. The 

majesty of this primeval world exalted me. I felt for the first time the 

poetry of the unplowed spaces. It seemed that the "herds of deer 

and buffalo" of our song might, at any moment, present them 

selves-but they did not, and my father took no account even of the 

marsh fowl. 


"Forward march!" he shouted, and on we went. 

Hour after hour he pushed into the west, the heads of his tired 

horses hanging ever lower, and on my mother's face the shadow 

deepened, but her chieftain's voice cheerily urging his team lost 

nothing of its clarion resolution. He was in his element. He loved this 

shelterless sweep of prairie. This westward march entranced him, I 

think he would have gladly kept on until the snowy wall of the Rocky 

Mountains met his eyes, for he was a natural explorer. 

Sunset came at last, but still he drove steadily on through the 

sparse settlements. Just at nightfall we came to a beautiful little 

stream, and stopped to let the horses drink. I heard its rippling, reassuring 

song on the pebbles. Thereafter all is dim and vague to me 

until my mother called out sharply, "Wake up, children! Here we are!" 

Struggling to my feet I looked about me. Nothing could be seen 

but the dim form of a small house. On every side the land melted into 

blackness, silent and without boundary. 

Driving into the yard, father hastily unloaded one of the wagons 

and taking mother and Harriet and Jessie drove away to spend the 

night with Uncle David who had preceded us, as I now learned, and 

was living on a farm not far away. My brother and I were left to camp 

as best we could with the hired man. 

Spreading a rude bed on the floor, he told us to "hop in" and in 

ten minutes we were all fast asleep. 

The sound of a clattering poker awakened me next morning and 

when I opened my sleepy eyes and looked out a new world displayed 

itself before me. 

The cabin faced a level plain with no tree in sight. A mile away to 

the west stood a low stone house and immediately in front of us 

opened a half-section of unfenced sod. To the north, as far as I could 

see, the land billowed like a russet ocean with scarcely a roof to fleck 

its lonely spread. I cannot say that I liked or disliked it. I merely marveled 

at it, and while I wandered about the yard, the hired man 

scorched some cornmeal mush in a skillet and this with some butter 

and gingerbread made up my first breakfast in Mitchell County. 

An hour or two later father and mother and the girls returned and 

the work of setting up the stove and getting the furniture in place 

began. In a very short time the experienced clock was voicing its contentment 

on a new shelf, and the kettle was singing busily on its familiar 

stove. Once more and for the sixth time since her marriage, Belle 

Garland adjusted herself to a pioneer environment, comforted no 

doubt by the knowledge that David and Deborah were near and that 

her father was coming soon. No doubt she also congratulated herself 

on the faet that she had not been carried beyond the Missouri River ... 

Summary: 

© Prentice-Hall, Inc. In Commemoration: One Million Volumes 33

Name _______________________________________________ 

Date _________ 


Literary Focus: Author1s Purpose 

In In Commemoration: One Million Volumes, Rudolfo Anaya moves back and forth between 

lyrical recollection and personal opinion. He uses his memories to fulfill a larger purpose. His 

purpose is not only to evoke a particular place and time and to commemorate the acquisition of 

a library's one-millionth volume. but also to propose a personal definition of the word library. 

DIRECTIONS: Classity each statement below under the purpose that it most clearly supports. 

Then find two other sentences from the essay that fit each purpose on the chart. and list them 

where they belong. 

And now there are a million volumes for us to read here at the University of New Mexico 

library. 

I clung to each syllable which lisped from his tobacco-stained lips. 

With its storehouse of knowledge, it liberates, informs, teaches, and enthralls. 

PURPOSE 

evoke a time or place commemorate an event propose a definition 


Name ______________________________________________ 

Date ________________ 

"How Much Land Does a Man Need?" by Leo Tolstoy (text page 130) 


Spelling Strategy Ag- in aggrieved is a variation of the prefix ad-, which carries the 

meaning "to," "at," "toward," or "akin to". Ad- changes before nine consonants: c (account), 

f (affront), g (aggrieved), / (.§!!Iot), n (annex), p (apprentice), r (arrest), S (assign), t (attend). 

Using Words in Other Contexts: Land-Related Words 

Three of the words in the Word Bank have specific meanings in the context of land cultivation. 

Within this context. for example. the word sheafmeans "a bundle of stalks. such as 

wheat." In a broader context. however. slieafmeans "a collection of things gathered together." 

such as a sheafofpiano music. The following activity uses words in contexts other than land 

cultivation. 

A. DmEcTIONS: Choose the word sheaforfaUow to complete each sentence. 

1. After two __________________ years. the mare Is in foal again. 

2. Late for court. the clerk dashed out of the office with the __________________ of documents 

underneath his arm. 

3. The _____________ of articles. stacked on the editor's desk. need to be edited for 

clarity. 

4. Now that she watches fifteen hours of television each week. Amy's mind has gone 


piqued disparaged forbore aggrieved 

sheaf arable fallow 



1. piqued a. spoke slightly of; belittled 

2. disparaged b. plowed. but not planted 

3. forbore c. a bundle of grain 

4. aggrieved d. suitable for growing crops 

5. sheaf e. wronged 

6. arable f. offended 

7. fallow g. refrained from 

@ Prentice-Hall. Inc. How Much Land Does a Man Need? 35

Name ______________________________________ 

Date _________ 


Build Grammar Skills: Possessive Nouns 

The possessive form of a noun or pronoun shows ownership, belonging, or another close relationship. 

Many examples of possessive nouns appear in Tolstoy's parable. The chart shows 

how to fonn the possessives of singular and plural nouns. 

I 

Rules for Possessive Forms ofNouns 

Examples 

To form the possessive of singular nouns, 

add an apostrophe and s. 

To form the possessive of plural nouns that 

end in s, just add an apostrophe. 

To form the possessive of plural nouns that 

do not end in s, add an apostrophe and s. 

Pahom's field 

lass's basket 

lady's manager 

peasants' complaints 

sisters' gossip 

Elders' decision 

women's conversation 

people's land 

children's fate 

A. Practice: Write the correct possessive fonn of the singular or plural noun in parentheses in 

each of the following sentences. 

___________ 1. The elder (Sister) visit to the country began with a quarrel with her 

younger sister. 

___________ 2. The elder sister believed (peasants) lives were spent in servitude to the 

landowners. 

3. Pahom listened to the (women) chatter. 

________ 4. (Pahom) troubles started when the Devil overheard his boastful thoughts. 

_________ 5. As soon as he became a landowner, Pahom was offended by his (neighbor) 

behavior. 

B. Practice: Each sentence contains two fonns of a noun in parentheses. Circle the correct 

possessive fonn for each sentence. 

1. Even with 125 (acre's, acres') worth of arable land, Pahom desired more. 

2. (People's, Peoples') quarrels were always about land. 

3. The grain (dealer's, dealers') tale of faraway land rekindled Pahom's desire for more land. 

4. Pahom found the (Bashkir's, Bashkirs') round tents on the steppe, by a river. 

5. The (Devil's, Devils') appearance in his dream should have been a warning to Pahom. 

6. As Pahom went down into the steppe, the (sun's, suns') rays flashed above the horizon. 

7. Too late, Pahom realized the laughing (chiefs, chiefs') true identity. 


Name ______________________________________________ Date ________ 


Reading Strategy: Predict Outcome 

Based on Character Traits 

Characters reveal their traits through their words and actions. For example, the peasant 

Pahom boasts that if he owned enough land he wouldn't fear the Devil himself. Pahom's boastful 

trait helps you predict how he will act in the stmy. A character's traits can also help you 

predict a story's events and their outcome. 

DIRECTIONS: As you read "How Much Land Does a Man Need?" answer the questions based on 

each of the following passages. 

"I wouldn't change my way of life for yours," said she. "We may live roughly, but at least 

we're free from worry. You live in better style than we do, but though you often earn more 

than you need, you're very likely to lose all you have. You know the proverb, 'Loss and gain 

are brothers twain.'" 

1. What future event can be predicted from Pahom's wife's statement? 

"Busy as we are from childhood tilling mother earth, we peasants have no time to let any 

nonsense settle in our heads. Our only trouble is that we haven't land enough. If I had plenty 

of land, I shouldn't fear the Devil himself!" 

2. What lesson can you predict Pahom will learn? 

"Why should I suffer in this narrow hole, if one can live so well elsewhere?" he thought. "I'll 

sell my land and my homestead here, and with the money I'll start afresh over there and get 

everything new. In this crowded place one is always having trouble. But I must first go and 

find out all about it myself." 

3. What two other traits does Pahom reveal about himself? 

4. What event can you predict will recur throughout the story? 

Hardly were his eyes dosed when he had a dream. He thought he was lying in that same 

tent and heard somebody chuckling outside. He wondered who it could be, and rose and 

went out, and he saw the Bashkir chief sitting in front of the tent holding his sides and rolling 

about with laughter. Going nearer to the chief, Pahom asked: "What are you laughing at?" 

But he saw that it was no longer the chief but the grain dealer who had recently stopped at 

his house and had told him about the land. Just as Pahom was going to ask: "Have you been 

here long?" he saw that it was not the dealer, but the peasant who had come up from the 

Volga long ago, to Pahom's old home. Then he saw that it was not the peasant either, but the 

Devil himself .... 

5. What is the true identity of the Bashkir chief? How is the identity revealed? 

6. What can you predict is the story's outcome? 

© Prentice-Hall, Inc. How Much Land Does a Man Need? 37

Name _______________________________________________ 

Date ________________ 

"How Much Land Does a Man Need?" Leo Tolstoy (text page 130) 

Literary Focus: Parable 

A parable is a short, simple story that conveys a moral lesson about the way people should 

act or think. Generally, parables focus entirely on one or two characters and deal with a specific 

circumstance that motivates their actions. In addition, the outcome of a parable usually 

seems inevitable. 

DIRECTIONS: Read the following parable. Then answer the questions that follow it. 

A teenage boy discovered a wallet behind some bushes while he was walking to school 

one day. The wallet contained $80. The boy noticed an identification card in the wallet, but 

he decided not to return it to its owner. Instead, he hid the wallet in a dresser drawer and 

used the money to buy a movie and some CDs that he had wanted. He watched the movie 

that night but didn't really enjoy it. He listened to the CDs, but they didn't sound as good as 

he had thought they would. The next day, the boy took a job in a local supermarket. He put 

all of his first week's earnings-$80-into the wallet and returned the wallet to its owner. He 

even refused an offer of a reward for returning the wallet. 

1. What characteristics of a parable does the story illustrate? 

2. Why did the boy not return the wallet at first? 

3. Why didn't the boy enjoy his purchases? 

4. Why do you think he didn't return the empty wallet and tell the owner the money was already 

gone when he found it? 

5. Why did the boy refuse a reward? 

6. What is the moral of the parable? 

7. What would be a good title for the parable? 


Name ____________________________________________ 

Date 

"Success is counted sweetest" and "I dweU in Possibillty-" by Emily Dickinson 

(text pages 148-149) 

"Uncoiling" by Pat Mora (text page 150) 

"Columbus Dying" by Vassar Miller (text page 151) 


Spelling Strategy The prefix in- becomes if- before I (illegitimate); im- before m and 

usually before b or p (immaterial, important); and ir- before r (irregular). 

Using the Prefix im- 

The prefix im-, which is a variation of the prefix in-, usually means "not." 

A. DIREcTIONS: Use either im- or in- to create words whose meanings are opposite of those given. 

Write the antonyms on the blanks. 

1. active _______________________ 4. perlect ______________________ 

2. mature _______________ 5. balance _____________________ 

3. decisive ________________ 6. humane _____________________ 


impregnable thrall vertigo ~ 

'----~--------- ~ 

\...,., B. DIRECTIONS: Write your answers to the following questions, including a Word Bank word in 

each of your sentences. Use each word only once. 

1. How might you feel at the end of a roller coaster ride? 

2. What type of hideout would soldiers strive to build? 

3. What type of laborer might have been used in transatlantic voyages? 


c. DIRECTIONS: Circle the letter of the word that is most nearly the opposite in meaning to the 

Word Bank word. 

1. impregnable 2. thrall 

a. protected a. servant 

b. unconquerable b. laborer 

c. strong c. lord 

d. vulnerable d. captive 

© Prentice-Hall, Inc. Success/Possibility/Uncoiling/Columbus 39

Name ____________________~.____~____________________ 

Date ________________ 





Build Grammar Skills: Subject-Verb Agreement 

A verb changes form to agree in number (singular or plural) with its subject. However, the 

structure of some sentences may make you think twice about agreement choices. Keep these 

pOinters in mind: 

Distinguish between subjects and objects of prepositions. 

A basket of flowers was on the table. 

- 

Here. flowers is the object of the preposition oj The singular subject basket takes the Singular 

verb was. 

Watch for compound subjects. which are joined by and, or, or nor. 

The !?rothers and the family dog often play Frisbee. Neither the mother nor the father likes to play. 

- ~ 

--- 

In the first sentence above. brothers and dog are a compound subject that takes the plural 

verb play. In the second sentence, mother and father are considered single elements in the 

compound subject and therefore take the Singular verb likes. 

A. Practice: Circle the correct verb form in each of the following sentences. 

1. A thick bank of clouds (signals, signal) the coming storm. 

2. Neither Columbus nor his men (knows, know) what lies ahead. 

3. Distant strains of triumph (reaches, reach) the dying man. 

4. Only seven of Emily Dickinson's poems (was. were) published in her lifetime. 

5. Hunger, scabs, and fever (plagues. plague) Columbus' crew. 

6. Every woman and child (startles, startle) at the wind's roar. 

7. Both Vassar Miller and Pat Mora (is, are) contemporary poets. 

8. Hawks and cholla (tangles, tangle) in the wind's dark hair. 

B. Writing Application: Rewrite each of these sentences, correcting any errors in subject-verb 

agreement. If the subject and verb agree, write Correct. 

1. Dickinson and Miller uses traditional rhyme schemes. 

2. Not one of Columbus' sailors are in good health. 

3. Women scurry to lock doors and close windows against the tornado. 

4. Neither success nor victory comfort the dying soldier. 

5. Hunger pains as well as fever torments the sailors. 


Name __________________________________________ __ 

Date __________ 






Poets often avoid stating the meaning of their poems directly. Instead, they craft images and 

words that you can use as evidence to figure out what the poem means. When you reach conclusions 

based on evidence. you make inferences. 

A. Practice: Make inferences about the poems based on the evidence given. Write your conclusions 

on the lines. 

1. The speaker in "Uncoiling" describes the women's songs as "lace lullabies." What can you 

infer about the effectiveness of the women's actions from this description? 

2. What can you infer about the "House of Prose" from the images in "I dwell in Possibility-"? 

3. What words and images help you infer that the speaker of "Columbus Dying" believes the 

explorer felt burdened by his discovery? 

4. How does the speaker of "Success is counted sweetest" feel about "the purple Hose? 

B. Practice: Read the passage. Write your answers to the questions that follow. 

Although an exceptional student, Emily Dickinson received no advanced schooling beyond 

the required courses for young women-none existed. In keeping with the age, Emily's family 

did not encourage her intellectual abilities. It was thought improper for women to follow the 

same career paths as men. While her brothers were expected to pursue higher education and 

challenging careers, Emily received no such intellectual recognition. Instead, she kept house 

for her father for most of her adult years, quietly amassing the hundreds of poems that have 

become her legacy-and our national treasure. 

1. What inferences can you make about the writer's attitude toward Dickinson? What words 

and phrases do you use as evidence? 

2. What can you infer about the level of equality that existed between men and women during 

Dickinson's lifetime? 

© Prentice-Hall, Inc. Success/Possibility/Uncoiling/Columbus 41

Name 

Date ________________ 





Literary Focus: Stated and Implied Theme in Poetry 

The theme of a literary work is the central idea or insight into life presented in the work. 

Sometimes the theme is stated directly, as in "Success is counted sweetest." In most poems, 

however, the theme is not directly stated but is implied, as in the other poems listed above. To 

identify an implied theme, a reader must study the details given and then infer what is the 

most important thing being said by the sum of those details. 

DIRECTIONS: The following poem by Emily Dickinson has an implied theme. Read the poem, and 

then answer the questions to help you identify the poem's implied theme. 

"Hope" is the thing with feathers 

That perches in the soul- 

And sings the tune without the words 

And never stops-at all- 

S And sweetest-in the Gale-is heard 

And sore must be the storm- 

That could abash the little Bird 

That kept so many warm- 

I've heard it in the chillest land 

10 And on the strangest Sea- 

Yet, never, in Extremity, 

It asked a crumb-of Me. 

1. What specific images are evoked? 

-~.--~..- 

2. What do these images suggest? 

----------.--.----------- 

3. What is the poet's feeling toward "the little Bird"? 

4. What would you say is the theme of the poem? 


Name ______________________________________________ 

Date ___________ 

from My Left Foot by Christy Brown (text page 156) 


Spelling Strategy When you hear a "shun" sound at the end of a word, it may be 

spelled in anyone of four ways. The words volition and contention use -tion to make the 

"shun" sound. Look at how these other words make the "shun" sound: suspicion, dimension, 

impression. 

Using the Root -vol- 

A. DIRECTIONS: Detennine the meaning of the italicized word in each sentence by using context 

clues. Remember that the root -vol- means "wish" or "will." Write your definition in the space 

provided. 

1. The students volunteered their time to deliver meals to homebound elderly citizens. 

2. An involuntary groan escaped my lips as I looked out the window and saw that it was beginning 

to pour. 

B. Using the Word Bank 

impertinence 

contention 

conviction 

volition 

inert 

taut 

B. DIRECTIONS: Replace each italicized word or group of words with a word from the Word Bank. 

Rewrite the sentence in the space provided. 

L Christy's nerves were tense as everyone watched his left foot. 

2. Christy believes his mother's strong belieJwas perhaps the most powerful force in his life. 

3. Many people would view disagreeing with a doctor as an inappropriate action. 

4. Though Christy was not able to walk, he was not inactive. 

5. Christy was dependent upon his family members and could not act of his ownfree wUL 

6. Her statementJor which she argued was that Christy would be treated just like the rest of 

her children. 

© Prentice-Hall, Inc. My Left Foot 43

Name ________________________ 

Date ________ 


Build Grammar Skills: Active and Passive Voice 

A verb is in the active voice when the subject of the sentence performs the action. In the 

following sentence, note that "she"-Christy's mother-performed two actions. She "followed" 

and she "saw." 

Active voice: She followed their stare and saw me in the corner. 

A verb is in the passive voice when the subject of the sentence receives the action. To construct 

the passive voice, use a form of to be together with a past participle. 

Passive voice: The passive voice is constructed using a form of the verb to be together with a 

past participle. 

Ifthe performer of an action is unknown or unimportant, you may use the passive voice; 

however, verbs in the active voice will make your writing livelier. 

A. Practice: Underline the verbs in each sentence. Above each verb write A if it is in the active 

voice or P if it is in the passive voice. 

1. I was about four months old at the time. 

2. She was determined to treat me on the same plane as the others, and not as the "queer 

one" in the back room who was never spoken ofwhen there were visitors present. 

3. Her face was bent over mine hopefully. 

4. It is his body that Is shattered, not his mind. 

5. Gently she loosened the clenched fingers, though some dark strands were still clutched 

between them. 

B. Writing AppUcatlon: Make each sentence more direct by changing all verbs in the passive 

voice to the active voice. Rewrite your sentence in the space provided. 

1. Christy's mother was told by countless doctors that Christy's condition was "hopeless." 

2. Christy was treated by his brothers and sisters as a loved and accepted family member. 

3. It was decided by Christy's mother that Christy would not be shut away from the family. 

4. Christy was shown pictures in a large storybook by his mother for hours at a time. 


Name 

Date ________________ 

from My Left Foot by Chrtsty Brown (text page 156) 

Reading Strategy: Identify Author1s Purpose 

Writers of nonfiction always have a purpose for writing. As readers, we can't always be sure 

of what that purpose is. What we can be sure of, however, is how the words make us feel. From 

those feelings, then, we can suppose what the author's purpose is. 

DIRECTIONS: Read each of the following passages from My Left Foot. Consider how the passage 

makes you feel. Then state what you think is the author's purpose behind the passage. 

1. She refused to accept this truth, the inevitable truth-as it then seemed-that I was be 

yond cure, beyond saving. even beyond hope. 

2. It was hard, heart-breaking work, for often all she got from me in return was a vague smile 

and perhaps a faint gurgle. 

------------_...- 

3. I used to lie on my back all the time in the kitchen or, on bright warm days, out in the gar 

den. a little bundle of crooked muscles and twisted nerves, surrounded by a family that 

loved me and hoped for me and that made me part of their own warmth and humanity. 

4. I was lonely, imprisoned in a world of my own, unable to communicate with others, cut off. 

separated from them as though a glass wall stood between my existence and theirs. thrusting 

me beyond the sphere of their lives and activities. 

-_•._-_._-------- 

5. Then. suddenly. it happened! In a moment everything was changed, my future life molded 

into a definite shape. my mother's faith in me rewarded and her secret fear changed into 

open triumph. 

6. That one letter, scrawled on the floor with a broken bit of yellow chalk gripped between my 

toes, was my road to a new world, my key to mental freedom. 

© Prentice-Hall, Inc. My Left Foot 45

Name ________________________________________________ 

Date ________________ 


Literary Focus: Significant Moment 

This portion of the autobiography My Left Foot describes the moment when Christy displays 

to his family that his mother was right. Up to this point, Christy's mother has had only her 

faith in her own belief that Christy would someday communicate. As he writes the letter A on 

the floor, Christy gives her proofthat it was his body that was "shattered, not his mind." In the 

passage. there is no doubt about the effect that this significant moment had on Brown's life, as 

well as on his mother's. 

DIRECTIONS: Answer the questions that follow to increase your understanding of Christy 

Brown's significant moment and how he develops the moment in his writing. 

1. IdentifY one sentence from the selection that you think most closely describes what 

Christy's life would have been like if he had not shown that he could communicate. How 

does the information in the sentence contribute to the significant moment? 

2. Christy devotes a lengthy paragraph to describing the doctors' opinions of his condition 

and his mother's reactions to those opinions. How does this contribute to the significant 

moment that Christy relates later in the passage? 

-----.--.------------~-----~---------------------------- 

3. Why does Christy relate the story about looking at the storybook for hours with his 

mother? What effect does this scene have on the Significant moment? 

4. Christy begins one paragraph with "Then, suddenly, it happened." Eighteen paragraphs 

later we discover what "it" is. Why did Christy take so long to reveal what he had done? 

5. Re-read the paragraph that begins, "The stillness was profound." Why do you think Christy 

includes those details of setting here? What impact do these details have on the significant 

moment? 


Name _____________________________________________ 

Date __________ 

OfA Visit to Grandmother" by William Melvin Kelley (text page 166) 


Spelling Strategy When the suffix -ing is added to a word ending in -e, the -e is 

dropped; for example, bake becomes baking, and grimace becomes the Word Bank word 

grimacing. (Exceptions: ey~ing, dy~ing) 

Using Word Origins 

A word's etymology is its hIstory. or origin. A dictionary presents a word's etymology in 

brackets following the word's pronunciation key and part of speech label or occasionally at the 

end of the definition. In most cases, the information in the brackets describes the language(s) 

from which the word originated, the original form of the word, and the original meaning of the 

word. 

A. DIRECTIONS: Use a dictionary to look up the origin of each of the following words from "A 

Visit to Grandmother." Then fill in the appropriate information on the lines provided. As you 

look at the words, you will notice that some words have been part of many different languages. 

The last version listed within the set ofbrackets is the word's original version. 

1. grimace 

Language of origin __________________~_~_______ 

Originalform _____________________________________________~_________ 

Original meaning ____________________________~_______ 

2. indulge 

Languageoforigin ________________________________________ 

Originalfurm _____________________________~__________________ 

Originalmeaning _________________________________________ 

3. venture 

Language of origin _______________________________________, 

Originalfurm ______________________________________ 

Original meaning _________________________ 




1. indulgence a. coated with a varnish made from shellac or resin 

2. grimacing b. took the risk of 

3. lacquered c. making a twisted or distorted faCial expression 

4. ventured d. leniency; forgiveness 

© Prentice-Hall, Inc. A Visit to Grandmother 47

Name ________________________________________________ 

Date ____________ 

"A Visit to Grandmother" by William Melvin Kelley (text page 166) 

Build Grammar Skills: Pronoun Case 

Pronoun case refers to the different fonns that a pronoun takes to indicate its function in a 

sentence. There are two pronoun cases--subjective and objective. The subjective case is used 

when the pronoun perfonns the action or renames the subject of the sentence. 

Subjective-case pronouns: I, we, you, he, she, it, they 

The objective case is used when the pronoun receives the action of the verb or is the object 

of a preposition. 

Objective-case pronouns: me, us, you, him, her, it, them 

The following passage from "A Visit to Grandmother" shows the use of both pronoun cases: 

Chig knew something was wrong the instant his father kissed her. He had always known his 

father to be the warmest of men, a man so kind that when people ventured timidly into his 

office, i! took only a few words from him to make them relax, and even laugh. 

A. Practice: Read the following sentences from "A Visit to Grandmother." Circle the correct 

pronoun in each set of parentheses. 

1. "Why don't you tell (they. them) about the horse, Mama?" 

2. "He helped (me, I) up to the seat and then got up beside (I, me)...." 

3. "(me. I) reckon that animal weren't too satisfied with the road, because it made a sharp 

right turn just then...." 

4. "Well, (us, we) walked that animal all the way home ..." 

5. Chig's father had gone pale. (He, Him) spoke very softly. 

6. (Them. They) sat in silence for awhile and then heard a key in the front door. 

B. Writing Application: Rewrite each of the following sentences, replacing any incorrect pronouns 

with the correct pronoun case. Some sentences will contain more than one error. 

1. My name is Chig, and my father andme recently went on a road trip together. 

2. Him and me traveled from New York to Nashville to attend his college reunion. 

3. While in Nashville, my father suddenly decided that us should drop in on my grandmother. 

4. My father had never spoken much to I about his family, so I was anxious to meet they. 

-------_._._._------------------------------------------ 


Name ______________________________________________ Date _________ 


Reading Strategy: Clarify 

To understand clearly the characters and events of a story, you should continually clarifycheck 

your understanding of-any details of the story that are confusing to you. ClaritY important 

details of a story by reading ahead to gather more information and by reviewing parts of 

the story you have already read. As you read, you can take notes, create charts or a family tree 

showing relationships among characters, and sketch out a timeline showing the order of events 

in a story or in a character's past. Using these techniques to claritY will help you to keep track 

of important details about setting, relationships, and key events. 

DIRECTIONS: As you read, clarifY the following situations from "A Visit to Grandmother." 

1. Show how you would help someone to claritY the details of the story Grandmother tells 

about her adventure with GL's horse and buggy. What happened, and in what order did 

the events of the story occur? 

2. Even before his father's outburst at the family dinner table, Chig senses that there is something 

tense and strange about his father's relationship with his family. ClaritY the different 

clues that alert Chig to the fact that something is wrong with his father's relationship with 

Grandmother. 

--..-~.------------------------------------------ 

3. How might you claritY the details of GL's personality that make him different from Chig's 

father? 

4. How might you claritY for someone the order of events described by Chig in "A Visit to 

Grandmother"? Describe Chig and his father's trip to Grandmother's house, what they do 

when they are there, and what happens when GL makes his entrance. 

© Prentice-Hall, Inc. A Visit to Grandmother 49

Name ______________________________________________ Date ________________ 


Literary Focus: Characterization 

An author reveals the personalities of characters in a story by using direct or indirect characterization. 

An author may make direct statements about a character. or he or she may desCribe 

the character's actions, thoughts. and appearance. as well as what other people in the story 

think of the character. 

A. Complete the following chart with examples from the story of direct and indirect characterization 

for each character listed. 

Character 

Examples of 

direct characterization 

of 

indirect characterization 

Example: GL 

I 

Examples 

GL is said to be part can man, part 

practical joker, and part Don Juan. 

He was wearing brown-and-white 

two-tone shoes with very pointed 

toes and a white summer suit. 

1. Charles 

2. Chig 

3. Mama 

4. Rose 

I 

I 

B. DIRECTIONS: In a brief essay, indicate whether direct or indirect characterization makes you 

feel you know a character better. Explain your answer. 


Name 

Date ________ 

"Mowing" and "After Apple-Picking" by Robert Frost (text pages 184-186) 

"Style" and "At Harvesttime" by Maya Angelou (text pages 188-189) 


Spelling Strategy In many instances, the ou diphthong denotes a word that originated 

in Middle English; even today, British English uses the ou diphthong in many words that 

American English spells with o. For example: flavour, flavor; candour, candor; savour, savor 

Using -ough 

Words that contain the letter combination -ough are easily mispronounced because they 

have three possible pronunciations. Some rhyme with now, some rhyme with off, and some 

rhyme with you. The only way to be sure of the proper pronunciation is to memorize each word. 

A. DIRECTIONS: Fill in each blank with an -ough word from the list below. The word you choose 

for each blank should rhyme with the end word in the line above it. 

bough trough through enough rough cough 

Slushy, lazy snow piles are visiting now- 

Resting on roofs, on fields, on every _____ 

But soon leaves that are rested and new 

Will push forcefully _~____ 

And take their turn. 

And we hope that the lazy piles of white, although stubborn and tough 

will accept that their stay has been long _____ 

\..-. Using the Word Bank 

bough trough hoary manifestation disparaging 

judicious gibe admonition immutable potency 

B. DIRECTIONS: Fill in the blank with a synonym from the Word Bank for the italicized word in 

each sentence. 

1. A swing hung from the maple tree's strongest branch. _______________ 

2. The temperature dropped and tce formed in the horse'sfeedbox.____________ 

3. The white-haired gentleman opened the door for the lady. _____________ 

4. The elaborate parade was a visible expression of the town's holiday enthusiasm. __~_ 

5. His feelings were hurt by that belittling remark. _~______________ 

6. Noticing dark, threatening clouds in the sky, the camp counselor made a wise and carejUl 

decision to postpone our hike.________________________ 

7. The athlete was distracted by an unfriendlyjeer from a spectator.__________ 

8. After his bike accident, he received a warning to ride more carefully._________ 

9. We will not bother arguing; their deCision seems unchangeable. ___________ 

10. The storm's power caused damage to trees, roads, and buildings. __________ 

© Prentice-Hall, Inc. Mowing/Apple-Picking/Style/Harvesttime 51

Name __________________________________ ~ _____________ 

Date ________________ 

"Mowing" and "After Apple-Picking" by Robert Frost (text pages 184-186) 

"Style" and "At Harvesttime" by Maya Angelou (text pages 188-189) 

Build Grammar Skills: Participles as Adjectives 

A participle is a word fonned from a verb. which modifies a noun or a pronoun. A participial 

phrase is a phrase that contains a participle and its related words. The entire participial 

phrase modifies a noun or a pronoun. Review the following examples: 

Participle: Frost describes a whispering scythe. 

Participial phrase: Drawing from his experiences as a farmer, Frost writes about rural life. 

In the first example, the participle whispering modifies scythe. In the second example. the 

participial phrase DrawingJrom his experiences as aJarmer modifies Frost. 

Participles can be written in the present tense (always ending in -ing) or in the past tense 

(usually ending in -ed but sometimes having an irregular ending). 

A. Practice: Read the following lines from the poems by Robert Frost and Maya Angelou. and 

underline the participles used as adjectives. 

1. Not without feeble-pointed spikes of flowers ... 

2. My long two-pointed ladder's sticking through a/tree ... 

3. Magnified apples appear and disappear ... 

4. The rumbling sound/Ofload on load of apples coming in. 

5. Manners and respect for style can be developed if one is eager and has an accomplished 

teacher. 

6. .., will usually result in nothing more conclusive than a stimulated nervous system . . . :~ 

B. Practice: In each of the following sentences. underline the partiCipial phrase. and circle the 

word the phrase modifies. 

1. Whispering to the ground. the scythe creates piles of hay. 

2. The speaker, enjoying the sound of the scythe, continues to mow. 

3. The speaker. finished with his work. is unable to rest. 

4. Having fallen to the ground, some apples will be pressed into cider. 

5. Speaking finnly to readers. Angelou tries to encourage style. 

6. Angelou. trying to "plant peace," avoids betrayal and lies. 

C. Writing Application: Write one or two paragraphs deSCribing an activity you enjoy. Use at 

least four participial phrases in your description. 


Name ______________________________________________ 

Date ___ 

"Mowing" and ".After Apple-Picking" by Robert Frost (text pages 184-186) 


Reading Strategy: Interpret 

Poets choose the words oftheir poems carefully in order to create particular images for their 

readers. The sense impressions created by a poet help the reader to interpret the theme of the 

poem. 

DIRECTIONS: Read the following poem by Robert Frost. "Nothing Gold Can Stay." Then answer 

the questions that follow. 

Nature's first green is gold, 

Her hardest hue to hold. 

Her early leaf's a flower; 

But only so an hour. 

S Then leaf subsides to leaf. 

So Eden sank to grief. 

So dawn goes down to day. 

Nothing gold can stay. 

1. What is the image presented in the first line? 

2. What image do lines 3-5 create? 

3. What image is suggested by the reference to "Eden" in line 6? 

4. How does the last line summarize the images. and the theme. of the poem? 

5. How is this poem similar to "Mowing" and "After Apple-Picking"? 

© Prentice-Hall, Inc. Mowingl Apple-Picking/Style/Harvesttime 53

Name ______~ ______________________~______________ _ 

Date ____________ 

"Mowing" and "After Apple-Picking" by Robert Frost (text pages 184-186) 


Literary Focus: Tone 

In a literary work, a writer carefully chooses words and phrases to convey a particular feeling 

or attitude toward his or her subject. This attitude is called tone. The tone of a work may be, 

among other things, serious, casual, distant, personal. sad, or humorous. For example, when 

the speaker in Frost's "After Apple-Pickingn says, "But I am done with apple-picking 

now./Essence ofwinter sleep is on the night,/The scent of apples: I am drowsing off," the 

reader can sense the speaker's exhaustion and his wish to put thoughts ofwork out of his 

mind and allow rest to consume him. When Maya Angelou writes, "Content is of great importance, 

but we must not underrate the value of style. That is, attention must be paid to not only 

what is said but how it is said." the reader can sense a confident, instructional tone. 

Directions: Read "Fire and Ice" by Robert Frost. As you read, identify the tone of the poem and 

think about how it relates to the poem's message. Then answer the questions that follow. 

Fire and Ice 

Some say the world will end in fire, 

Some say in ice. 

From what I've tasted of desire 

I hold with those who favor fire. 

S But if it had to perish twice, 

I think I know enough of hate 

To say that for destruction ice 

Is also great 

And would suffice. 

1. What is the tone of "Fire and Ice"? 

2. What specific phrases create this tone? 

3. What is the poem's message? In what way does its tone relate to its message? 

4. Is the tone of this poem similar to or different from the tones of "Mowing" or "After Apple 

Picking"? Explain your response. 


Name 

Date _____ 

"The Apple Tree" by Katherine Mansfield (text page 194) 


Spelling Strategy A compound word is a two-part word that functions as a single unit. 

The parts of a compound word may be written separately (fruit trees), hyphenated 

(half-moon), or closed up (windfall). Consult a dictionary or style manual when you are unsure 

about how to spell an unfamiliar compound. 

Using Words From Myths 

A. DIRECTIONS: Many words in common use owe their origin to various Greek and Roman 

myths. Use a dictionary to learn the meaning of each word. On the line, write the definition and 

an explanation of each word's relation to a myth or to a Greek or Roman god or goddess. 

1. nemesis ________________________________ 

2. cereru ________________________________________________ 

------------------------------------------- 

3. atlas ________________________________________ 

4. mercuriru________________________ ~_____~____ 

5. arachnophobia _____________________~________________ 


exquisite 

bouquet 

B. DIRECTIONS: Use each of the Word Bank words in a sentence according to the instructions 

given. 

1. Use the word paddocks in a deSCription of the paddocks that are next to the orchard in the 

story. 

2. Use windfaUs in a sentence about wruking through an apple orchard. 

3. Use exquisite in a sentence in which you describe your idea of the perfect piece of fruit. 

4. Use bouquetin a sentence about the smell ofyour perfect piece of fruit. 

© Prentice-Hall, Inc. The Apple Tree 55

Name ____________ 

Date 


Build Grammar Skills: Punctuating Dialogue 

Quotation marks indicate to readers exactly what characters say to each other. In addition 

to quotation marks. commas and end marks playa role in distinguishing dialogue from narration, 

or the descriptive part of a story. 

There are several rules to follow when punctuating dialogue. 

1. Place commas inside quotation marks to separate the quotation from text that identifies the 

speaker. 

"Yes, I believe it is," said father lightly. 

Sometimes characters ask questions or speak with emotion. The appropriate end mark falls 

inside the quotation marks. Note that these quotations do not need a comma to separate the 

quotation from the identifYing text. 

"Great Scott!" said the friend again. 

"Do you know what kind it is?" he wondered out loud. 

2. Each time the speaker changes. begin a new paragraph. 

3. When a paragraph ends while a character is still speaking, do not put quotation marks at 

the end of the paragraph. Do start the new paragraph with quotation marks, however, to indicate 

that someone is continuing to speak. Use closing quotation marks only when the person 

has finished speaking. 

A. Practice: The quotation marks have been removed from these sentences. Rewrite each of 

these sentences from "The Apple Tree, ~ placing quotation marks in the appropriate place. 

l. They're rare-they're very rare. Hardly ever see 'em in England nowadays, said the visitor. 

2. Don't touch that tree! Do you hear me, children! said he, bland and firm. 

3. Look at that! he said. Not a spot-not a blemish! 

4. Never seen that before, said Father 

B. Application: Punctuate each of the following sentences correctly by adding commas and 

end marks or indicating the beginning of a new paragraph in the appropriate place. 

1. "Not even a blemish" comments the narrator's father as he examines an apple 

2. "Oh this is awfur thought the narrator's brother Bogey 

3. "What a disappointment. Father thought it would be such a lovely apple" said the narrator 

to Bogey after their father was out of range "Do you suppose he'll ever try another one from 

that tree" asked Bogey 

4. "Well, how was your adventure in the orchard" asked their grandmother raising her eye 

brows as they entered the kitchen 

5. "Perfectly dreadful" exclaimed the children "The apples were positively awful" 


Name ______________________________________________ 

Date _____ 


Reading Strategy: Question 

When you read news articles, poems, or short stories. questions probably spring to mind 

about what is happening, why things happen, or why the writer expresses something in a particular 

way. Do you pay attention, or do you just read on? Ifyou do pay attention to the questions 

in your mind. you may gain fuller understanding ofwhat you are reading. Here are some 

general types of questions to think about as you read a short story. 

• Ask questions about the setting. Where and when does the action or story take place? How 

does the setting affect the story's action? the story's mood? 

• Ask questions about the characters' actions. Why do they do what they do? What are the 

consequences of their actions? 

• Ask questions about the characters' speech. Why do they speak the way they do? Why do 

they say what they say? 

DIRECTIONS: As you read "The Apple Tree," ask yourself these questions. The answers are probably 

not stated in the story. It is possible that you may not be able to answer the questions 

right away. You may have to piece together information or clues to come up with the answers 

after you finish the story. 

L Why does the author spend so much time describing both the "wild" orchard as well as the 

"other" orchard? 

2. On the way to the apple tree, the children don't seem to walk with their father. They are described 

as "tailing after" or "with Bogey and me stumbling after." What does this say about 

the children's relationship with their father? 

3. Why don't the children reveal to their father how awful the apple is? 

4. What does their lying say about their relationship with their father? 

© Prentice-Hall, Inc. The Apple Tree 57

Name ______________________________________________ 

Date ________________ 


Literary Focus: Allusion 

An allusion is a literary reference to a person, place, or event mentioned in other works of 

literature, in history, in religion. or in mythology. (In 'The Apple Tree," the author makes an allusion 

to the Biblical story ofAdam and Eve.) An allusion adds a level of meaning that is not 

apparent to the reader who is unfamiliar with the allusion. Likewise. the reader sometimes is 

aware that an allusion exists but that research must be done to determine its meaning. 

DIRECTIONS: Each of the following allusions includes a brief explanation of the idea the allusion 

most often expresses. On the lines below each one, briefly tell the story behind the allusion or 

explain how the allusion represents the idea. You may wish to use a dictionary or other reference 

books for help. 

1. Mythological allusion: Odysseus 

Idea: urge to wander; inclusion in series of unusual events 

2. Religious allusion: Job 

Idea: patience; faithfulness despite great suffering 

3. Mythological allusion: Valhalla 

Idea: honor for heroes 

4. Historical allusion: Lincoln 

Idea: honesty and humility 

5. Religious allusion: Nirvana 

Idea: peacefulness; complete happiness 

6. Literary allusion: Lilliput; Lilliputian 

Idea: tininess; narrow-mindedness 


Name ________~ __________________________________ Date ____________ 

"Africa" by David Diop (text page 202) 

"Old Song" Traditional (text page 202) 

from The Analects by Confucius (text page 204) 

"All" by Bei Dao (text page 206) 

"Also All" by Shu Ting (text page 207) 


Spelling Strategy In the word lamentation, -ti- produces the sound Ishl. Other letter 

combinations that also may produce the Ishl sound include ce (ocean), ch (machine), ci (social), 

sch (schnauzer), sci (conscious), si (dimension), ssi (expression), su (sugar), and xi (anxious). 

Using the Suffix -ment 

The suffix -mentindicates "the state of or condition of." Thus, the Word Bank word chastisements 

means "the condition ofbeing chastised, or punished." The suffix is usually added to a 

verb to create a noun that names the condition of. or explains a concrete result of. the verb. 

For example, the state defined by the verb excite is excitement. 

A. DIRECTIONS: Write a sentence, changing each of the following verbs to a noun with the -ment 

suffix. Remember that the -ment suffix indicates the state of, or the concrete result of. the verb 

form. 

1. nourish _________________________~_______________________________. 

2. engage ______________________________________________________ 

3. involve ____________________________________________________________ 

4. entertain ____________________________________________________________ 

5. bewilder _______________________________________________________ 

Using the Word Ban.k 



1. impetuous a. punishments 

2. chastisements b. the act of crying out in grief; wailing 

3. lamentation c. impulsive; passionate 


C. DIRECTIONS: Each item consists of a related pair ofwords in CAPITAL LETTERS. followed by 

four lettered pairs of words. Choose the pair that best expresses a relationship similar to that 

expressed in the pair in capital letters. Circle the letter ofyour choice. 

1. IMPETUOUS: HASTY:: 2. ERRORS: 3. GRIEF: lAMENTATION :: 

a. full : slow CHASTISEMENTS :: a. anger: tears 

b. courageous : accurate a. mistakes : scoldings b. humor: laughter 

c. accident : plan b. punishments: crimes c. writing : pen 

d. cautious: careful c. faults: forgiveness d. tragedy: destiny 

d. battles: triumphs 

© Prentice-Hall, Inc. Africa/Song/Analects/All/Also All 59

Name ___________ 

Date ________ 




"All" by Bel Dao (text page 206) 


Build Grammar Skills: Infinitives and Infinitive Phrases 

Infinitives are the base forms of verbs that express existence or action. In English, the word 

to usually appears as a marker in front of the verb to indicate the infinitive form. Infinitives 

may function in sentences as nouns, adjectives, or adverbs. 

Noun: To remember is a pleasure. (To remember is the subject of the sentence.) 

Adjective: That was an evening to remember. (The infinitive to remember describes the word evening.) 

Adverb: We were pleased to remember. (The infinitive to remember modifies the verb were 

pleased.) 

Infinitive phrases include an infinitive and modifiers or complements (words that complete 

the meaning). The entire phrase acts as a single part of speech in the same way that the infinitive 

does. 

Infinitive phrase acting as an adverb: We were pleased to surrender ourselves to our memories. 

(The infinitive phrase to surrender ourselves modifies the verb were pleased.) 

Do not confuse prepositional phrases with infinitive phrases. The word to is also a preposition. 

A prepositional phrase contains a preposition. an object of the preposition, and its modifiers. 

Prepositional phrase: We surrendered gladly to our memories. (The phrase to our memories 

lacks a verb form.) 

A. Practice: Underline infinitives or infinitive phrases in each of the following sentences and 

indicate whether it functions as a noun. adjective, or adverb. 

1. To demand much from oneself and little from others is the way to banish discontent. 

2. When you know a thing. to recognize that you know it is knowledge. 

3. If, when all that is done, he has any energy to spare, then let him study the polite arts. 

4. His only anxiety is lest he should fail to recognize theirs. 

B. Practice: IdentifY the italicized words in the following sentences as infinitive phrases or 

prepositional phrases. Write your answer in the space provided. 

1. The trembling back striped red/That says yes to the sjambok on the roads of noon? 

2. To be alive to hear this song is a victory. 

3. They will keep their self-respect and come to you of their own accord. 

4. Disgrace would ensue should he fail to keep pace with his words. 


Name ___________~_____________ 

Date ____ 






Reading Strategy: Relate to What You Know 

Although the subject matter of these selections may seem remote, you can learn important 

lessons from them by conducting the ideas they present to your own knowledge and experiences. 

DIRECTIONS: In the first column, write lines from the selections that contain advice, a principle, 

or an idea that the author is trying to express in one of the selections. In the second column, 

note a specific situation from your life to which you might apply the author's advice, principle. 

or idea. Finally, in the third column. note how to apply or interpret the situation in a way that 

relates the idea from the selection to what you know. One example appears. 

Advice. Principle. or Idea 

Govern the people by regulations 

and chastisements, and 

. they will flee from you ... 

Concrete Situation From 

My Life 

Application or 

Interpretation 

~-----l 

If I tell people what to do or 

criticize them a lot, they proba 

bly won't respond. 

I know more about some subjects 

than my friends, and I feel 

they should be informed. 

------r---------------~ 

+----------------- 

© Prentice-Hall, Inc. Africa/Song/Anaiects/AIJ/Also All 61

Name ______________________________________________ 

Date _________ 






Literary Focus: Aphorisms 

An aphorism is a short, concise statement expressing a wise or clever obexvation or a general 

truth. In order to fully understand an aphorism, it is a good idea to paraphrase it-to state 

the meaning of the statement in your own words. 

DIRECTIONS: Use your own words to paraphrase each of the following aphorisms from the poems 

listed above. 

1. "Do not seek too much fame, but do not seek obscurity." 

2. "A gentleman is ashamed to let his words outrun his deeds." 

3. "Not every seed finds barren soil." 

4. "You can blowout a candle but you can't blowout a fire." 

5. "Today is heavy with tomorrow-the future was planted yesterday." 

6. "A gentleman covets the reputation of being slow in word but prompt in deed." 

7. "Excel when you must, but do not excel the world. " 


Name ___________________________________________ 

Date _______ 

"Through the Tunnel" by Doris Lessing (text page 221) 


Spelling Strategy When adding a suffix to a word that ends in y preceded by a consonant, 

change the y to i; for example, promontory becomes promontories. 

Using the Root -lum- 

A. DIRECTIONS: The root -lum- means "light." Complete each sentence with a -lum- word from the 

following list. 

luminous luminescence illuminating 

1. First-time listeners found the knowledgeable speaker's lecture ___. 

2. Some deep-sea fish are characterized by __. which makes them visible in the dark. 

murky waters. 

3. The __ planet Venus sometimes has been mistaken for a UFO. 


contrition promontories luminous supplication 

frond convulsive gout 



1. contrition a. giving off light 

2. promontories b. a leaflike shoot 

3. luminous c. feeling of remorse for having done something wrong 

4. supplication d. marked by an involuntary muscular contraction 

5. frond e. the act of asking humbly and earnestly 

6. convulsive f. a spurt, splash: a glob 

7. gout g. high places extending out over a body ofwater 

Understanding Sentence Completions 

C. DIRECTIONS: Circle the letter of the word that best completes each sentence. 

1. Hoping for a royal blessing, the peasant knelt in __ before the king. 

a. contrition c. supplication 

b. confusion d. defiance 

2. Darting fireflies created a ___ nighttime display. 

a. desirable c. faint 

b. convulsive d.luminous 

3. The gently waving __ brushed the swimmer's face. 

a. promontories c. gout 

b. frond d. contrition 

© Prentice-Hall, Inc. Through the Tunnel 63

Name ______________________________________________ 

Date ________________ 

"Through the Tunnel" by Doris Lessing (text page 221) 

Build Grammar Skills: Participial Phrases 

A participial phrase consists of a present or past participle (a verb form usually ending in 

-ing or -ed) and any other words that go with it. Participles function as adjectives. 

A. Practice: Underline the participial phrase or phrases in each sentence. Circle the noun or 

pronoun that each participial phrase modifies. 

1. Walking down the path with her. he blurted out, ''I'd like to go and have a look at those 

rocks down there." 

2. He swam back to shore. relieved at being sure she was there. but all at once very lonely. 

3. Through his hot shame. feeling the pleading grin on his face like a scar that he could never 

remove. he looked up at the group ofbig brown boys on the rock. 

4. The water beyond the rock was full of boys blowing like brown whales. 

5. Soon she walked slowly up the path. swinging her striped bag. the flushed naked arm dan· 

gling beside her. 

6. His hands. groping forward. met nothing; and his feet, kicking back. propelled him out into 

the open sea. 

B. Writing Application: Combine each pair ofsentences as a single sentence, using a participial 

phrase. 

1. Jerry watched the local boys dive and swim through the tunnel. He felt envious and 

ashamed. 

2. Jerry asks his mother to buy him goggles. He pesters and nags her. 

3. The boy practices holding his breath underwater. He clutches a rock to his chest. 

4. The boy sees a crack in the tunnel rock. He thinks he has reached the end. 

5. The boy's arms churn slowly through the water. They barely carry him to the rock. 


Name __~_~__~__________~_______ 

Date 

Reading for Success: Interactive Reading Strategies 

Reading is interactive. When you interact with the words on each page, you can really feel 

the sights and sounds of new worlds. When you read. apply the following strategies to help you 

interact with the text. 

• Predict. Look for hints in the story that seem to suggest a certain outcome. 

• Use your prior knowledge. This technique will give you a mental picture of what is happening 

and help you relate to the characters better. 

• Question. Why do the characters act as they do? What causes events to happen? Why does 

the writer include certain information? 

• Form mental images. Use details from the selection you are reading to create pictures in 

your mind. 

• Respond. Think about what the selection means. What does it say to you? What feelings 

does it evoke in you? 

DIRECTIONS: Read the following excerpt from "Tuesday Siesta" by Gabriel Garcia Marquez, 

and apply the reading strategies to increase your comprehension. In the margin. write notes 

showing where you predict, use your prior knowledge. question. form menta11mages and 

respond. 

from "Tuesday Siesta·· by Gabriel Garcia Marquez 

In this opening segment of the story, a young girl and her mother 

are traveling by train for reasons that have not been revealed. 

"You'd better close the window," the woman said. "Your hair will 

get full of soot." 

The girl tried to, but the shade wouldn't move because of the rust. 

They were the only passengers in the lone third-class car. Since the 

smoke of the locomotive kept coming through the window, the girl 

left her seat and put down the only things they had with them: a plas 

tic sack with some things to eat and a bouquet of flowers wrapped in 

newspaper. She sat on the opposite seat, away from the window, fac 

ing her mother. They were both in severe and poor mourning clothes. 

The girl was twelve years old, and it was the first time she'd ever 

been on a train. The woman seemed too old to be her mother, be 

cause of the blue veins on her eyelids and her small, soft, and shape 

less body, in a dress cut like a cassock. She was riding with her spinal 

column braced firmly against the back of the seat, and held a peeling 

patent-leather handbag in her lap with both hands. She bore the con 

scientious serenity of someone accustomed to poverty. 

By twelve the heat had begun. The train stopped for ten minutes 

to take on water at a station where there was no town. Outside, in the 

mysterious silence of the plantations, the shadows seemed clean. But 

the still air inside the car smelled like untanned leather. The train did 

not pick up speed. It stopped at two identical towns with wooden 

houses painted bright colors. The woman's head nodded and she 

© Prentice-Hall, Inc. Through the Tunnel 65

sank into sleep. The girl took off her shoes. Then she went to the 

washroom to put the bouquet of flowers in some water. 

When she came back to her seat, her mother was waiting to eat. 

She gave her a piece of cheese, half a corn-meal pancake, and a 

cookie, and took an equal portion out of the plastic sack for herself. 

While they ate, the train crossed an iron bridge very slowly and 

passed a town just like the ones before, except that in this one there 

was a crowd in the plaza. A band was playing a lively tune under the 

oppressive sun. At the other side of town the plantations ended in a 

plain which was cracked from the drought. 

The woman stopped eating. 

"Put on your shoes," she said. 

The girl looked outside. She saw nothing but the deserted plain, 

where the train began to pick up speed again, but she put the last 

piece of cookie into the sack and quickly put on her shoes. The 

woman gave her a comb. 

"Comb your hair," she said. 

The train whistle began to blow while the girl was combing her 

hair. The woman dried the sweat from her neck and wiped the oil 

from her face with her fingers. When the girl stopped combing, the 

train was passing the outlying houses of a town larger but sadder 

than the earlier ones. 

" If you feel like doing anything, do it now," said the woman. 

"Later, don't take a drink anywhere even if you're dying of thirst. 

Above all, no crying." 

The girl nodded her head. A dry, burning wind came in the win 

dow, together with the locomotive's whistle and the clatter of the old 

cars. The woman folded the plastic bag with the rest of the food and 

put it in the handbag. For a moment a complete picture of the town, 

on that bright August Tuesday, shone in the window. The girl 

wrapped the flowers in the soaking-wet newspapers, moved a little 

farther away from the window, and stared at her mother. She received 

a pleasant expression in return. The train began to whistle and slowed 

down. A moment later it stopped. 

There was no one at the station. On the other side of the street, on 

the sidewalk shaded by the almond trees, only the pool hall was open. 

The town was floating in the heat. The woman and the girl got off the 

train and crossed the abandoned station-the tiles split apart by the 

grass growing up between-and over to the shady side of the street. 

It was almost two. At that hour, weighted down by drowsiness, the 

town was taking a siesta. The stores, the town offices, the public 

school were closed at eleven, and didn't reopen until a little before 

four, when the train went back. Only the hotel across from the station, 

with its bar and pool hall, and the telegraph office at one side of the 

plaza stayed open. The houses, most of them built on the banana 

company's model, had their doors locked from inside and their blinds 

drawn. In some of them it was so hot that the residents ate lunch in 

the patio. Others leaned a chair against the wall, in the shade of the 

almond trees, and took their siesta right out in the street. 


Name _____________________________________________ 

Date ____________ 

"Through the Tunnel" by Dorts Lessing (text page 221) 

Literary Focus: Internal Conflict 

A good story presents an intriguing struggle, or conflict. Sometimes the struggle is an internal 

conOid. or a struggle within a character over opposing feelings, beliefs, or needs, People 

face conflicting feelings about making Significant life changes and, often, these feelings focus 

on facing and conquering one's fears, In 'Through the Tunnel." Jerry struggles to make the 

transition from the world of childhood to the world of adolescence. 

DIRECTIONS: Answer the follOwing questions about Jerry's internal conflict. Write your answers 

on the lines, 

L With what opposing forces does Jerry struggle? 

2, At the beginning of the story, what childish behavior does Jerry demonstrate? 

---------~.------------------------------------------.--------.---- 

3, What physical challenges does Jerry face? 

4, What mental challenges does Jerry meet? 

5, By the end of the story, what behavior shows that Jerry has passed from the world of childhood 

to the world of adolescence? 

© Prentice-Hall, Inc, Through the Tunnel 67

Name _______________________________________________ 

Date ________________ _ 

"The Dog That Bit People" by James Thurber (text page 234) 


Spelling Strategy When adding -Iy to a word ending in a consonant + Ie, drop the Ie; 

for example, irascible becomes irascib!x, and jangle becomes jang!x. 

Using the Prefix epi- 

The prefix epi-, which can mean "upon" or "above." has its origins in both Latin and Greek. 

Consequently. many medical terms that come from Latin and Greek incorporate the prefix epi-. 

A. DIRECTIONS: Using clues within the sentences, write definitions for the epi- words. 

1. The pathologist removed the epicardium to reveal the heart. 

2. Next, she pulled back the epiglottis to reveal the glottis lying beneath it. 


I 

incredulity 

jangle 

choleric 

indignant 

--------------------------------------~. 

irascible~~ 

epitaph --.J 


the letter ofthe definition on the line next to the word it defines. 

1. incredulity a. grumpy; irritable 

2. choleric b. discord; harsh sounds 

3. irascible c. inSCription on a tomb or gravestone 

4. jangle d. feeling or expressing anger or scorn, especially an injustice 

5. indignant e. unwillingness or inability to believe 

6. epitaph f. quick-tempered 


C. DIRECTIONS: Each of the following questions consists of a word in CAPITAL LETfERS followed 

by four lettered words. Circle the letter of the word that is most nearly opposite in meaning 

to the word in capital letters. Because some of the choices are close in meaning, consider 

all the choices before deciding which is best. 

1. CHOLERIC: 2. IRASCIBLE: 3. INCREDUU1Y: 

a. feisty a. even-tempered a. cooperation 

b. calm b. annoying b. stubbornness 

c. disturbed c. unpredictable c. acceptance 

d.happy d. amusing d. skepticism 


Name ______________________________________________ 

Date ___~_~___ 


Build Grammar Skills: Correct Use of like and as if 

Many people make the common usage error of confusing like and as if. You can avoid this 

pitfall by remembering these differences in their usage: 

As a preposition, like can be combined with a noun or pronoun to make a comparison. 

Nobody ever had mice exactly like the mice we had that month. 

As ifis used to introduce a subordinate clause, or group of words that contains a subject 

and a verb but cannot stand alone as a sentence. 

A big, burly, choleric dog, he always acted as ifhe thought I wasn't one of the family. 

A. Practice: Complete the following sentences by WIiting like or as ifin the blanks. 

1. Some might think the Thurbers treated Muggs ___ a spolled child, not a pet. 

2. Mother acts ___ the neighbors are to blame for being bitten. 

3. When the mantel crashes down, ferocious Muggs reacts __ a frightened pup. 

4. In his last year, Muggs behaves ___ he sees things or people that aren't there. 

5. Thurber's deSCriptions make the reader feel ___ a witness to Muggs' antics. 

B. Writine AppUcation: Read the following sentences. If the sentence uses like or as ifcorrectly, 

WIite C in the blank. If the usage is incorrect, strike through it and WIite the correct 

\...,..., usage above it. 

1. Many dog lovers treat their animals like members of the family. 

2. Some dogs act like they understand what their owners are feeling. 

3. However, some people treat dogs as ifpossessions, not thinking and feeling animals. 

4. If a dog is continually mistreated, it can behave like a wild animal. 

5. Muggs acted like he had been abused from an early age. 

@ Prentice-Hall, Inc. The Dog That Bit People 69

Name 

Date ___~____ 


Reading Strategy: Form Mental Images 

As a comic writer, James Thurber creates vivid and amusing pictures of his experiences. As 

readers, we can best appreciate his tales when we form mental images, or pictures in our mind, 

ofwhat he describes. For example, Thurber doesn't just tell us that he once had a dog get sick 

in his car. He vividly describes his prize-winning giant poodle wearing a red rubber bib and sitting 

beneath a small green umbrella that was held by the writer himself. 

As you read, picture colors, shapes, and sizes. Hear the sounds. Imagine the characters' 

emotions and expressions on their faces. 

DIRECTIONS: Write your answers to the following questions. 

1. How does the title 'The Dog That Bit People" help you establish mental images? 

2. How is Thurber's description of the mice almost cartoonish? 

3. List three details that help you form a mental picture of the scene in which the mantelpiece 

falls to the floor. 

4. Which of Muggs' actions seems most comic to you? Explain. 

5. Which reaction to Muggs seems most comic to you? Explain. 


Name __________________~____________________________ 

Date ________________ 


Literary Focus: Humorous Essay 

In 'The Dog That Bit People." James Thurber links several stories about his dogs. and one 

dog in particular, to create an enterta1ning humorous essay. A humorous essay is a nonfiction 

composition that presents the author's thoughts on a subject in an amusing way. 

These are some key elements used in humorous essays: 

• exaggeration treats something with more importance than it deserves. 

• An odd juxtaposition connects dissimilar words or ideas for comic effect; for example, " ... 

a prizewinning French poodle surrounded by garage men ... " 

• An understatement treats an important subject as if it were not important. 

• An anecdote briefly recounts a humorous or strange event. 

• Irony is the difference between appearance and reality; for example, "Mother persuaded 

herself it was all for the best that the dog had bitten him, even though father lost an important 

business association because of it." 

Directions: Write a quotation from Thurber's essay that demonstrates each of the following elements 

ofwriting used in a humorous essay. 

1. exaggeration 

2. odd juxtaposition 

3. understatement 

4. anecdote 

5. irony 

© Prentice-Hall, Inc. The Dog That Bit People 71

Name ____________________________________________ 

Date __________ 

"Conscientious Objector" by Edna St. Vincent Millay (text page 244) 

"A Man" by Nina Cassian (text page 245) 

"The Weary Blues" by Langston Hughes (text page 246) 

"Jazz Fantasia" by Carl Sandburg (text page 247) 


Spelling Strategy In the Word Bank word melancholy, the letters c and h combine to 

produce a hard k sound, rather than a soft sound as in choose. English uses a number of 

spellings to produce the hard k sound: c (cost), k (king), ck (back), and even qu (physique). 

Using the Root -chol- 

The word root -chol- probably comes from the Greek word for bile, a yellow-greenish fluid 

secreted by the liver for the digestion of fats. In ancient physiology (the science of living organisms). 

bile was believed to be one of four fluids that determined mental health. Today, -cholcarries 

a medical implication, as well as the old reference to mood. Determining whether the 

use of the root -chol- is physiological or psychological helps in understanding a word's meaning. 

A. DIRECTIONS: For each of the following words, indicate whether the modem meaning of the 

word refers to a physical or a mental condition. Ifyou do not know a word, check a dictionary. 

1. cholera 

2. choler 

3. cholesterol ________________________________________________ 

4. choleric __________~__ c __c __c______~~__c___c_____________ 


B. DIRECTIONS: Use context and your knowledge of the words to respond to the following items. 

1. Give reasons why someone's face might indicate pallor. 

2. Describe a person who wore a melancholy expression. 

3. Explain the maxim "As you sow. so shall you reap." 

Identifying Synonyms 

C. DIRECTIONS: Circle the letter of the word that most closely matches the meaning of the Word 

Bank word. 

1. melancholy 2. pallor --- 3. reap 

a. mixed a. blemish a. issue 

b. despondent b. vigor b. assault 

c. contagious c. expression c. harvest .~ 

d. ecstatic d. paleness d. recur 


Name ______________________________________________ 

Date 





Build Grammar Skills: Use of shall and will 

The words shall and will both indicate future tense. Formerly, shall was reserved for the first 

person (1, we). and wUl for everything else. That distinction has disappeared in the U.S. today. 

where shall is seldom used. Now, the most common usage of shall is for emphasis. In formal 

usage. shall often expresses certainty or determination. The anthem of the American civil rights 

movement, "We Shall Overcome," and General Douglas MacArthur's famous World War II statement, 

"I shall return," gain power by the use of shall. 

A. Practice: In each of the following sentences. underline either shall or will to complete the 

sentence appropriately. 

1. You (will/shall) not be likely to take the ending of Nina Cassian's poem literally. 

2. "I (will/shall) not let this person stop me!" the man told himself. 

3. Millay's poem insists that determination (will/shall) not die. though the body does. 

4. Many scholars agree that Langston Hughes (shall/will) always be honored as a beacon of 

African American poetry. 

5. Most of us (will/shall) recall Carl Sandburg as the author of "Chicago" and "Fog." 

6. Something in the music must have said to him. "You must. you should. and you 

(will/ shall) try to record jazz in a poem." 

B. Writing AppUcation: Follow the directions provided for each sentence, using either shall or 

wUl as appropriate. 

1. Write a sentence about your resolve never to repeat an awful mistake. 

2. Write a sentence indicating the probable outcome of a sporting event. 

3. Write a sentence about your schedule for the next school term. 

4. Write a sentence expressing conviction that one ofyour friends is going to be famous. 

© Prentice-Hall, Inc. Conscientious Objector/A ManfThe Weary Blues/Jazz Fantasia 73

Name ______________________________________________ Date ________________ 





Reading Strategy: Respond to Images and Ideas 

One of the powers of poetry is the way it stimulates our imagination as we read. Analyzing 

your responses to a poem helps make you an alert and appreciative reader. 

DIRECTIONS: Use the graphic organizer to analyze your responses to images and ideas from 

these selections. In the left column. write an image or idea for consideration (four are suggested 

for you). In the center column. write whether the image or idea appeals to your intellect, emotions, 

or senses. In the third column, write about your response to the image or idea. 

I 

Image/Idea Appeals to Response 

"A Man" 

/lThere will be things I cannot do at 

all/applaud for example/at shows 

where everyone applauds. /I 

"Conscientious Objector" 

/II will not tell him/which way the 

fox ran." 

"The Weary Blues" 

"In a deep song voice with a melancholy 

tone" 

"Jazz Fantasia" 

" ... the green lanterns calling to the 

high soft stars ... /I 

I 

I 

I 


Name ______________________________________________ Date ________ 






Wrtters choose words that create a tone in order to help us "hear" their poems the way they 

wish. For example, a hundred-year-old tree could be a "stately giant, sUent witness to a century" 

or a "lightning-slashed hulk, gnarled, nearing the last fall." 

As you read, ask yourself questions like these: Why did the poet select this particular word? 

Would another word do as well? What change would occur in the tone if I changed a word? 

DIRECTIONS: In each passage, change the underlined word or words to reflect the shift in tone 

indicated in the instructions, then rewrite the line. 

1. Change the suggested tone from vulnerable to hostile. 

While fighting for his country, he lost an arm and was suddenly afraid. 

2. Change the suggested tone from brtsk to bloodthirSty. 

He is in haste; he has business in Cuba, business in the 

Balkans, many calls to make this morning. 

3. Change the suggested tone from sluggish to brtsk. 

Droning a drowsy syncopated tune, 

4. Change the suggested tone from dim to brtght. 

By the pale dull pallor of an old gas light 

5. Change the suggested tone from exhaustion to nervousness. 

He slept like a rock or a man that's dead. 

6. Change the suggested tone from mournful to vibrant. 

sob on the long cool winding saxophones. 

© Prentice-Hall, Inc. Conscientious Objector/A ManIThe Weary Blues/Jazz Fantasia 75

Name _________________________________________ Date ______________ 

"Like the Sun" by R. K. Narayan (text page 252) 

"Tell all the Truth but tell it slant-If by Emily Dickinson (text page 254) 


Spelling Strategy When writing the adjective forms of most words ending in the letters 

-ence or -ance, change -ce to -tial. For example, the adjective form of the noun sequence is 

sequential. The two exceptions to this rule are the words province and finance, whose adjective 

forms are provincial and financial. 

Using the Root -gratis- 

In "Like the Sun." Sekhar is treated in an ingratiating way by his headmaster. The root 

-gratis- comes from a Latin word meaning "pleasing" or "a favor." The word ingratiating-which 

means "trying to please or bring into favor"-is one of several English words containing a variation 

ofthe root -gratis-. 

A. DIRECTIONS: The words in the following list are related to the root -gratis-. Read the sentences 

and fill in each blank with the most appropriate word from the list. 

congratulate gratify grateful gratuity 

1. Remember to Joyce on her achievements this year. 

2. Give the waiter a generous for his skill and hard work in serving us. 

3. They are for your assistance and good advice. 

4. The movie is so well made it will __________ even the toughest critics. 


B. DIRECTIONS: Choose the letter of the word that most closely matches the meaning of the 

Word Bank word. Write the letters on the lines provided. 

1. incessantly 

a. quickly 

b. hopelessly 

c. endlessly 

d. carelessly 

2. stupefied 

a. stunned 

b. confused 

c. ignorant 

d. old 

4. essence 5. shirked 

a. frightening element 

a. neglected 

-- 

b. courage 

b. shortened 

c. crucial element 

c. bullied 

d. inSignificant 

d. assisted 

element 

7. tempering 

a. melting 

b. adjusting 

c. making someone 

angry 

d. painting 

3. ingratiating 

a. grateful 

b. bringing into favor 

c. treating with 

cruelty 

d. helpful 

6. scrutinized 

a. frightened 

b.opened 

c. examined closely 

d. handled 

carelessly 


Name ____________________________________________ __ Date __________ 

"Like the Sun" by R. K. Narayan (text page 252) 

"Tell all the Truth but tell it slant- tt by Emily Dickinson (text page 254) 

Build Grammar Skills: Comparative and Superlative Forms 

Use the comparative form of an adjective to compare two items, and the superlative form 

to compare more than two items. For almost all one-syllable adjectives and some two-syllable 

adjectives, use -er to form the comparative and -est to form the superlative. For many twosyllable 

adjectives and for all adjectives of more than two syllables, use more, less, or fewer to 

form the comparative, and most, least, orfewest to form the superlative. Remember to use few, 

fewer. fewest when you are referring to items that can be counted individually (fewer coins, the 

fewest home runs) and little. less, least when referring to amounts (little time. less money. the 

least amount oftime and money). 

Comparative Form: 

Sekhar learns that being truthful is often harder than hiding the truth. 

Many people are less truthful than Sekhar. 

Superlative Form: 

When Sekhar heard the headmaster's music, he had the strongest feelings of uneasiness. 

Sekhar was one of the most dreaded music critics in town. 

A. Practice: Read the following sentences and circle the correct form ofthe adjective/adverb. 

1. Deciding to be completely honest was the (bravest. braver) decision Sekhar ever made. 

2. Sekhar found that telling the truth was (most, more) challenging than hiding the truth. 

3. Sekhar's wife thought that he was the (least. less) polite man she knew when he insulted 

the meal she had prepared. 

4. He did not want to hurt people. he only wanted to see if he could live (more, most) honestly 

than usual for just one day. 

5. Sekhar's (most bold. boldest) move was criticizing the headmaster's musical ability. 

6. Sekhar would have had (fewest. fewer, less) problems if he had not gone through with his 

truth experiment. 

B. Writing Application: Write a sentence for each word, using the indicated form. 

1. comparative form of tempered 

2. superlative form of essential 

3. comparative form of incessant 

4. superlative form of stupefied 

5. superlative form of ingratiating 

© Prentice-Hall, Inc. Like the Sun/Tell all the Truth but tell it slant- 77

Name ______________________________________________ __ 

Date ___________ 


"Tell all the Truth but tell it slant- n 

by Emily Dickinson (text page 254) 

Reading Strategy: Consequence of Actions 

In your everyday life. all of your decisions and actions have specific consequences. Events in 

a story often result from specific actions and decisions of certain characters. In "Like the Sun." 

the character Sekhar makes an important decision to be completely truthful for one day. As the 

story progresses. readers have the opportunity to observe the many consequences of this unusual 

decision. 

DIRECTIONS: Each of the following scenarios sets up a scene in which a character makes a decision 

to behave in a certain way. Write what you believe could be a logical consequence of each 

character's decision. 

1. Jake wakes up one morning and decides that for an entire week he will refrain from making 

negative remarks about anything, and he will give friends. family. and neighbors nothing 

but compliments, 

2. Marla decides that she will no longer waste valuable time cleaning her room. She decides 

that by cutting this tedious task from her schedule. she can spend more time on homework 

and fun activities. She vows to keep her door closed so as not to bother her family with her 

mess. 

3. Three friends decide that they will no longer speak with classmates who do not share their 

interests or their tastes in clothing or music. They will devote all of their free time to one 

another. 

4. A young man who has been reprimanded for talking too much decides to take a vow of silence 

for an entire day, without telling anyone what he is doing. 


Name _______________________________________________ 

Date ________ 


"Tell all the Truth but tell it slant-" by Emily Dickinson (text page 254) 

Literary Focus: Irony 

Irony is a literaxy technique that involves the use of surprising or amusing contradictions. 

These contradictions often result from differences between what a character believes and what 

is actually the case, or from differences between what a character expects and what actually 

happens. There are three types of irony-verbal irony. dramatic irony. and Irony of sItuation. 

In verbal Irony • a statement is made that means one thing but implies something else. In 

dramatic irony. something unknown to the characters in a story or play is known by the 

reader or audience. In Irony of situation. something happens that goes against the expectations 

of certain characters, the reader. or the audience. 

DIRECTIONS: Explain what is ironic in each of the following passages from "Like the Sun" and 

"Tell all the Truth but tell it slant-." Then identify the type of irony in each passage. 

"Uke the Sun" 

1. She asked,"Why, isn't it good?" At other times he would have said, considering her feelings in the 

matter, "I feel full up, that's aiL" But today he said, "It isn't good. I'm unable to swallow it." 

Typeofrrony:____________________________________ 

2. "No. I want it immediately-your frank opinion. Was it good?" 

"No, sir..." Sekhar replied. 

Type of irony:,______________________________________ 

3. He received a call from the headmaster in his classroom next day. He went up apprehensively. 

"Your suggestion was useful. I have paid off the music master. No one would tell me the truth 

about my music all these days." 

Type ofirony:______________________________________ 

"Tell all the Truth but tell it slant-" 

4. The Truth must dazzle gradually/Or every man be blind- 

Typeofrrony:_____________________________________ 

© Prentice-Hall, Inc. Like the SunfTell all the Truth but tell it slant- 79

Name ____________________________ 

Date ________ 

"Hearts and Hands" by O. Henry (text page 264) 

"The Fish" by Elizabeth Bishop (text page 266) 


Spelling Strategy To form the plural of nouns ending in ch, 5, sh, 55, and x, you usually 

add -es to the end of the word. For example, the plural of influx is influxes, and that of coach 

is coaches. 

Using the Prefix counter- 

A. DIRECTIONS: Each of the following words contains the prefix cOWlter-, which means "in opposition" 

or "contrary to." Use each word in a sentence. Be sure the context of the sentence hints 

at the meaning of the word. 

1. counterattack ___________________________________ 

2. counterculture __________________________________ 

3. countermand 

4. counterproposal ________________________________ 


B. DIRECTIONS: Complete each of the follOwing sentences. 

1. The passengers are described as an "influx" because they are ______________ 

2. The glum-faced man forestalled Mr. Easton by ___________________ 

3. Counte1jeiting is megal because ______________________________ 

4. The marshal and his prisoner sidled down the aisle of the train because _____________ 

5. The fish is venerable because _______________________________ 

6. The word infested used in connection with the white sea-lice indicates that 

7. The fish's "sullen face" made the narrator think the fish was ______________ 


Name ____________________________________________ ___ 

Date __________ 



Build Grammar Skills: Coordinate Adjectives 

In "Hearts and Hands" and ''The Fish," when the authors use two or more adjectives to describe 

a single noun, they are frequently coordinate adjectives, or adjectives of equal rank. If 

adjectives are coordinate, you can change their order or put and between them without losing 

the meaning of the phrase. Also, coordinate adjectives often (but not always) are separated by 

commas, indicating their equal rank. Look at these examples: 

Coordinate: The uninviting, dark, frigid water. The dark, frigid, and uninviting water. 

Not coordinate: The large old fish. (Here, large modifies old fish.) 

A. DIRECTIONS: Next to each phrase below, write whether the adjectives are coordinate or noncoordinate. 

If they are coordinate adjectives, add commas. 

1. a very pretty young woman 

2. a ruffled glum-faced person 

3. tiny white sea-lice 

4. a distant swift disinterest 

5. a little gray-gloved hand 

6. coarse white flesh 

7. a vague relaxing distress 

8. his keen shrewd eyes 

9. old scratched isinglass 

10. these dashing Western heroes 

B. Writing Application: For each of the following gUidelines, write a sentence containing coordinate 

adjectives. 

1. Write a sentence describing the marshal in "Hearts and Hands." 

2. Write a sentence describing Mr. Easton's manner. 

3. Write a sentence describing the marshal's use of deception. 

4. Write a sentence describing the general appearance of the fish in Elizabeth Bishop's poem. 

5. Write a sentence describing the fish's eyes. 

© Prentice-Hall, Inc. Hearts and Hands/The Fish 81

Name _______________________________________________ 

Date ________________ 



Reading Strategy: Predict Story Events 

As you get to know the characters and the situation in a story. you develop expectations. 

Based on those expectations. you begin to predict what might happen next. and you begin to 

anticipate how the characters will probably react to events. Similarly. the thoughts or ideas expressed 

in the poem might lead you to expect. or predict. how the poet or speaker of the poem 

will treat the poem's subject. As you read. it is natural to change your predictions based on 

new information. 

DIRECTIONS: Read each of the following sentences or passages. Then predict a probable development 

or outcome. or make a prediction about the character based on the information in the 

passage. 

1. As they passed down the aisle of the coach. the only vacant seat offered was a reversed one 

facing the attractive young woman. 

2. When she spoke her voice. full. sweet. and deliberate. proclaimed that its owner was accustomed 

to speak and be heard. 

3. He slightly raised his right hand. bound at the wrist by the shining "bracelet" to the left one 

of his companion. 

4. I caught a tremendous fish/and held him beside the boat/half out of the water. with my 

hook/fast in a corner of his mouth. 

5. and then I saw/that from his lower lip .../hung five old pieces of fish-line..../with all 

their five big hooks/grown firmly in his mouth. 

6. I stared and stared/and victory filled up/the little rented boat. ... 


Name _______________________________ 

Date ____________ 



Literary Focus: Surprise Ending 

The endings of "Hearts and Hands" and "The Fish" may be surprises, but the writers didn't 

just pull them out of thin air. The endings are believable, reasonable developments, even if they 

aren't exactly what readers expect. Now that you have encountered the surprise endings in 

"Hearts and Hands" and "The Fish." perhaps you can think of some details or clues that should 

have made you suspect that the situations were not completely predictable. 

A. Identifying Clues 

DIRECTIONS: Use the questions that follow to analyze the clues in "Hearts and Hands" and 

"The Fish." 

L Experienced readers of O. Henry's stories have learned to expect an unexpected ending. 

List three details about Mr. Easton or his actions that indicate that his situation might be 

different from the way it is represented. 

2. The glum-faced "criminal" who is with Mr. Easton says he is being taken to prison for 

counterfeiting. Why is this ironic? 

3. In "The Fish." Bishop uses the words tremendous, venerable. admired. medals, and 

wisdom How do these words serve as clues that the speaker might not eat the fish? 

4. What makes the ending of 'The Fish" ironic? 

B. Reacting to Surprise Endings 

DIRECTIONS: Answer the following questions to increase your understanding of the surprise endings 

and your reaction to them. 

1. How did you expect "Hearts and Hands" to end? Explain why. 

2. How did you react as you read the conversation between the two passengers at the end of 

the story? Why? 

3. Was O. Henry's ending more satisfying or less satisfying than the one you had in mind? 

Explain your answer. 

4. As you read the last line of "The Fish"-KAnd I let the fish go."-how did you feel? Explain 

why. 

@ Prentice-Hall, Inc. Hearts and HandsfThe Fish 83

Name ________~___________________________________ _ 

Date ________________ 

from Desert Exile by Yoshiko Uchida (text page 272) 

"Remarks Upon Signing a Proclamation ..." by Gerald Ford (text page 279) 


Spelling Strategy When you add a suffix to a word that ends in y preceded by a consonant, 

change the y to i, then add the suffix. Thus, cursory + -Iy becomes cursorily. However, if 

the suffix begins with an i, the final y remains, as in readying and thirtyish. 

Using the Root -curs- 

A. DIRECTIONS: Explain the meaning of the italicized word in each sentence. Keep in mind that 

the root -curs- means "to run," Some English words contain -cours-, a variation of -curs-, 

L Mter the race I could feel the blood coursing in my veins. 

2. First I printed my name, then frowned, erased, and rewrote it cursively. 

3. The cursoriness of my boss's instructions left me wonderingJust how to proceed. 


B. DIRECTIONS: Rewrite each sentence, replacing the italicized word or words with the appropriate 

word from the Word Bank. 

1. Soon, some people became highly skiUed at finding ways to make life more bearable. 

2. The Uchida family's friends helped pacify their fears and discomforts. 

3. The word "barrack" was a less offensive wordfor "stable," which is where we were to live. 

4. Having been allowed to bring more belongings would have been hard to manage given the 

small quarters. 

5. One supeljicial glance around the mess hall told Yoshiko everything she needed to know. 

6. Living in the stable was shared by the community; there was little or no privacy. 

7. The makeshift nature of the camp made it seem as if the internees were living in poverty. 

8. The haste with which the camp had been prepared was easy to see. 


Name _______________________________________________ 

Date __________ 


"Remarks Upon Siping a Proclamation ..." by Gerald Ford (text page 279) 

Build Grammar Skills: Adjective Clauses 

An adjective clause is a subordinate clause that modifies a noun or a pronoun by telling 

what kind or which one. Most adjective clauses begin with relative pronouns: that. which. who. 

whom. and whose. Often. that. Who, and whom are understood-not WI1tten or spoken-as in 

this example: 

President Ford knew [that] an injustice had been done. 

Yoshiko Uchida was a woman [whom] I'd have liked to meet. 

A. DIRECTIONS: In each sentence, underline the adjective clause and circle the word it modifies. 

1. The proclamation I am signing here today should remove all doubt on that matter. 

2. I could see hundreds ofJapanese Americans jammed along the fence that lined the track. 

3. Some friends who had arrived earlier found us and offered to help us locate our quarters. 

4. Our card-playing neighbor scoured the camp for a container that might serve as a tub. 

5. Our other neighbors had a teenage son who spent most of the day with his friends. 

B. DIRECTIONS: Combine each of the following pairs of sentences to make a single sentence that 

includes an adjective clause. Use the relative pronoun in parentheses, and add commas where 

necessary. 

1. The Japanese Americans were imprisoned in camps. The camps were run by the War Relocation 

Agency. [whIch) 

2. Many Japanese had lived in the United States for years. They were barred from becoming 

citizens. [who) 

3. Yoshiko Uchida became an award-winning author in the years after her release. Her book 

describes her experiences in the camp. (whose) 

4. Upon arrival at camp, Japanese Americans crowded the fenced area to look for friends and 

relatives. The fenced area surrounded the grandstand. (that) 

© Prentice-Hall, Inc. Desert Exile/Remarks Upon Signing a Proclamation. .. 85

Name _______________________________________________ 

Date __________ 


"Remarks Upon Signing a Proclamation ..." by Gerald Ford (text page 2 79) 

Reading Strategy: Prior Knowledge 

You mayor may not know much about Japanese internment camps, but you do know about 

people's need for privacy. That bit of knowledge will help you understand the feelings Uchida 

expresses about living without privacy. Using your prior knowledge will help you get more out 

ofwhat you read. 

A. Putting Events in Context 

When you read a nonfiction account of an historical event, you can use your prior knowledge 

to place the event in context. This means considering the time and place of the event's occurrence. 

For example, the excerpts from both Desert Exile and Gerald Ford's speech fit into the 

context of World War II. Almost anything you know about World War II will help you relate to 

and more fully understand these selections. 

DIRECTIONS: Being aware ofwhat you know and what you don't know is the first step. Before 

you read the two selections, answer these questions. Following the questions is some additional 

background for the selections. Read the background, and then read the selections. 

1. What do you know about what was going on in the world in 1942? 

2. What was going on in the United States in 1942? 

Adclitional Background 

On December 8, 1941, the day after a devastating Japanese attack on Pearl Harbor, the 

United States Congress declared war on Japan. A month after the attack on Pearl Harbor, the 

American government, fearing that Japanese Americans would aid Japan, made plans to move 

all Americans ofJapanese descent, even full U.S. Citizens, from their West Coast homes to temporary 

inland sites. Executive Order 9066 effectively suspended the civil liberties of Japanese 

Americans by means ofrelocation and internment. 

...""J 

B. After You Read 

DIRECTIONS: Answer the following questions about the excerpts from Desert Exile and Gerald 

Ford's speech based on the prior knowledge you had or the knowledge you gained from the 

background information on this page. 

1. How did knowing that the United States was at war with Japan affect your attitude toward 

the internment ofJapanese Americans? 

2. How did knowing that U.S. citizens had no choice but to leave their homes affect your 

reading of Uchida's account? 

3. How do your own experiences of eating in the school cafeteria help you relate to Uchida's 

description of the main mess hall? 


Name ______________________________________________ 

Date 


"Remarks Upon Signing a Proclamation, , ," by Gerald Ford (text page 279) 

Literary Focus: Writer's Purpose 

Whenever an author wrttes, he or she has a purpose. Yoshiko Uchida wrttes to tell the story 

ofher own experience as a Japanese American internee during World War II. Gerald Ford is 

performing an official governmental act. His formal words and language were to become a historical 

document. To convey his or her purpose, an author may include specific details-a moving 

or humorous description, or moving or persuasive passages, for example. Recognizing the 

importance of certain language and details will help you to understand an author's purpose. 

DIRECTIONS: IdentifY Uchida's or Ford's purpose for including the details in the following passages. 

from Desert Exile 

1. It had rained the day before, and the hundreds of people who had trampled on the track 

had turned it into a miserable mass of slippery mud. 

2. The stall was about ten by twenty feet and empty except for three folded army cots lying on 

the floor. 

3. I wrote to my non-Japanese friends in Berkeley shamelessly asking them to send us food. 

and they obliged with large cartons of cookies, nuts, dried fruit. and jams. 

4. The wonderful news had come like an unexpected gift, but even as we hugged each other in 

joy. we didn't quite dare believe it until we actually saw him. 

from Gerald Ford's speech, February 19. 1976 

5. It was on that date in 1942 that Executive Order 9066 was issued resulting in the uprooting 

of many. many loyal Americans. 

6. The proclamation [4417] that I am signing here today should remove all doubt on that matter. 

© Prentice-Hall, Inc. Desert Exile/Remarks Upon Signing a Proclamation .. , 87

Name ____________~____________________________ 

Date __________ 

"The CabuliwaUab' f by Rabindranath Tagore (text page 284) 


Spelling Strategy The j sound in judicious can be produced by a number of different 

spellings: g (gem), dg (fudge), di (soldier), and du (gradual). 

Using the Root jud- 

The word root jud- means "judge." Knowing this can help you see how jud- is related to the 

meaning of the Word Bank word judicious- "showing good judgment or common sense." 

A. DIRECTIONS: Define the italicized word in each sentence by using context clues. Remember 

that the root jud- means "judge." 

1. The three branches of government include executive, legislative, and judicial. 

2. Even as he aged, his judgment remained sound and fair. 

3. Gina's habit of prejudging people severely limited her ability to form friendships. 

4. The speaker challenged the audience to live their lives without prejudice toward others. 


B. DIRECTIONS: Follow each set of directions. 

L Write a sentence describing an event in the story, using the word impending. 

2. Describing the Cabuliwal1ah's position in Indian society, using the word precarious. 

3. Write a sentence describing Mini's father, using the wordjudicious. 

4. Write a sentence about the phrase "father-in-law's house" using the word euphemism. 

5. Use the word imploring in a sentence about a dialogue between Mini's mother and father. 

6. Write a sentence about the Cabuliwallah's arrest, using the wordJettered. 

7. Write a sentence describing Calcutta's streets, using the word sordid. 

8. Write a sentence about Mini's wedding day, using the word pervaded. 

----_.------------------------------------------------------- 


Name ___________________________________________ 

Date ___________ 

"The Cabuliwallah" by Rabindranath Tagore (text page 284) 

,-,. Build Grammar Skills: Pronoun-Antecedent Agreement 

An antecedent is a word or group ofwords that the pronoun replaces in a sentence-the 

word or words to which a pronoun refers. The antecedent of a pronoun may be a noun, another 

pronoun, or a phrase or clause acting as a noun. For a pronoun to make sense, it must agree 

with its antecedent in number (singular or plural) and gender (masculine, feminine, or neuter). 

Notice the pronouns and their antecedents in the following passages from "The Cabuliwallah." 

I cannot tell what my daughter's feelings were at the sight of this man but she began to call 

him loudly. 

In the preceding example, the singular, feminine pronoun she refers to the singular, feminine 

noun daughter: the singular, masculine pronoun him refers to the singular, masculine noun 

man. 

Then the Cabuliwallah, not to be caught behind, would take his turn with: "Well, little one, 

and when are you going to the father-in-Iaw's house?" 

Here, the singular, masculine possessive pronoun his refers to the singular, masculine proper 

noun CabuliwaUah. 

A. Practice: Underline each pronoun and circle its antecedent. Label the number (singular or 

plural) and gender (masculine, feminine, or neuter) of each pronoun. 

1. ~Father! Ramdayal the doorkeeper calls a crow a krow! He doesn't know anything, does he?" 

2. . .. Pratap Singh, the hero, had just caught Kanchanlata, the heroine, in his arms and was 

~ about to escape with her by the third-story window.... 

3. I, thinking that Mini must get rid of her false fear, had her brought out. 

4. Alas, on my return an hour later, I found the unfortunate coin had made twice its own 

worth of trouble. 

5. In the presence of this Cabuliwallah I was immediately transported to the foot of mountains. 

with narrow defiles twisting in and out amongst their towering, arid peaks. 

B. Writing AppUcation: Complete each of the following sentences by writing the correct pronoun 

or antecedent. 

1. Mini's mother and father are very protective of _______ daughter. 

2. ________ stuffs her sari pockets with almonds and raisins. 

3. After the Cabuliwallah is arrested, years pass, and ____.___ is forgotten. 

4. The Cabuliwallah visits Mini on wedding day and understands that 

________ old friendship cannot be revived. 

5. Mini's wedding did not include extra frills, but for Mini's father, _______ was an 

even brighter celebration. 

© Prentice-Hall, Inc. The Cabuliwallah 89

Name ____________________________________________ __ 

Date _______________ 

"The Cabuliwallah" by Rabindranath Tagore (text page 284) 

Reading Strategy: Engage Your Senses 

Sensory details tell what can be seen, heard, tasted. felt. or smelled. By using details that 

engage readers' senses, a WIiter draws his or her readers into the story-much as Tagore does 

by using sensory details to create a rich setting and vivid characters. For example, instead of 

merely stating. "Mini laughed." Tagore appeals to your senses of sight and sound by WIitlng. 

"Mini would ripple her face with laughter and begin '0 Cabuliwallahl Cabuliwallahl What have 

you got in your bag?'" 

DIRECTIONS: Complete the following chart by listing details of sight. sound. taste, touch, and 

smell that help evoke an image of each character. 

.. 

Sight Sound Taste Touch Smell 

Mini 

I 

Rahmun 

the 

Cabuliwallah 

Mini's 

father 

DIRECTIONS: Summarize in one or two sentences your impression of each character, based upon 

the sensory details you have identified. 

1. Mini: 

\ 

2. Rahmun the Cabuliwallah:___________________________________ 

3. Mini's father: _______________________________________________ 


Name ______________________________________________ Date ________ 

"The Cabuliwallah" by Rabmdranath Tagore (text page 284) 

Literary Focus: Relationships Between Characters 

In a short story, you can learn many things about a character by what he or she says and 

does. A character's relationship with another character, however, can be even more revealing 

because relationships never stay the same. As interactions and feelings pass between characters, 

their relationships change, grow, stagnate, and sometimes end. Tagore's short story explores 

three different relationships: the relationship between Mini and her father, Mini and the 

Cabuliwallah, and Mini's father and the Cabuliwallah. 

DIRECTIONS: Answer each of the following questions. 

1. How would you describe the relationship between Mini and her father at the beginning of 

the story? What details support your deSCription? 

2. Why do Mini and the Cabuliwallah develop such a close relationship? 

3. How does Mini react to the Cabuliwallah when he returns on her wedding day? What does 

their interaction reveal about the changes in their relationship? 

4. How would you describe the relationship between Mini's father and the Cabuliwallah before 

his arrest? 

5. How does the relationship between Mini's father and the Cabuliwallah change on Mini's 

wedding day? What causes this change? 

6. Do you think the changes in the relationships between Mini, Mini's father, and the Cabuliwallah 

were caused by personality changes or maturity and experience? Explain your answer. 

© Prentice-Hall, Inc. The Cabuliwallah 91

Name ______________________________________________ _ 

Date ________ 

from Speak. Memory by Vladimir Nabokov (text page 305) 


Spelling Strategy The sound shun in a suffix is usually spelled sion, tion, or ssion. For 

example, ssion in the word procession is pronounced as shun. 

Using the Prefix: pro- 

The prefix pro- means "before in place or time," or "moving forward." For example. the Word 

Bank word procession is formed from the Latin word procedere. with pro- meaning "forward" 

and cedere meaning "to go." 

A. DIRECTIONS: Using what you know about the prefix pro-. determine the meanings of the following 

words. In some form, use the word forward in your definitions. 

1. proclamation _______________________________________________________________ 

2. procrastinate _______________________________________________________________ 

3. proffer_____________________________________________________________________ 


B. DIRECTIONS: Replace each italicized word or group of words with a word from the Word Bank. 

ReWlite the sentence in the space prOvided. 

1. Nabokov cannot remember the clear, transparent beauty of his mother's ruby and diamond 

ring without recalling the emigre life for which it later paid. 

.'tttttII!i 

2. Nabokov organizes and presents his memories in aformal. orderly way, as if they were dutiful 

toy soldiers, marching forward in his imagination. 

3. Nabokov's favorite book characters involve themselves in diffiCUlt yet admirable tasks. such 

as damsel rescues and solo airship flights. 

4. Nabokov fondly recalls how his mother would slow and lower her voice, ominously creeping 

up on a story's dramatic moment. 

5. At a young age, Nabokov exhibited expertise with language. 


Name ______________~__________ 

Date _________ 

from Speak, Memory by Vladimir Nabokov (text page 305) 

Build Grammar Skills: Dashes 

Nabokov sprinkles dashes throughout his writings. Dashes are punctuation marks that create 

longer pauses than commas do. A single dash is used to introduce an example or definition, 

show an unfinished thought, signal a change of mood, or introduce a final word. In this example 

from Speak, Memory. a single dash introduces a humorous definition of "usual sequel." 

There was also the motor car book (Sarah Jane, always my favorite, sporting a long green 

veil), with the usual sequel-crutches and bandaged heads. 

A pair of dashes is used to clarifY meaning or set off material that would otherwise interrupt 

the flow of thought. In the following example, Nabokov uses a pair of dashes to clarifY what he 

means by "everything." 

The day would take hours to fade, and everything-sky, tall flowers, still water-would be 

kept in a state of infinite vesperal suspense ... 

A. Practice: Rewrite the following sentences, adding one or two dashes where needed. 

1. Nabokov's knowledge of lepidopterology the scientific study of butterflies figures in much of 

his work. 

2. To pay for two years of study at Cambridge in London, Nabokov had to sell another of his 

mother's jewels her pearl necklace. 

3. Nabokov hailed by some critics as the great magician of the twentieth-centuJ:Y novel is as 

famous for his wit as he is for his poetic ear and eye. 

B. Writing Application: Follow the directions for each item. 

1. Write a sentence about the items Nabokov remembers from the English Shop on Nevski 

Avenue, using a single dash to set off an example or definition. 

2. Write a sentence describing Nabokov's early reading experience, using a pair of dashes to 

set off a clarifYing phrase or example. 

3. Write a sentence describing Nabokov's response to Midget's situation, using a single dash 

to state a final word or emphasize a thought. 

© Prentice-Hall, Inc. from Speak, Memory 93

Name ________________________________________________ 

Date ________ 

Reading for Success: Strategies for Reading Critically 

When you read critically, you examine and question the writer's ideas, especially in light of 

his or her purpose. You also evaluate the information the writer includes (or doesn't include) as 

support, and you form a judgment about the content and quality of the work. Here are specific 

strategies to help you read critically. 

• Recognize the author's purpose and bias. The author's purpose is his or her reason for 

writing l 

such as to inform, entertain, or persuade. Writers often write from a particular 

bias-a point of view influenced by their experience. 

......J 

• Distinguish fact from opinion. A fact is information that can be proved true or false. An 

opinion cannot be proved true or false. 

• Evaluate the writer's point or statements. Ask yourself if the writer presents facts that are 

true, supports opinion with sound reasons, and if the writer's background or experience 

qualifies him or her to make such a statement. 

• Judge the writer's work. As you judge the work, ask yourself if the statements follow logi 

cally, if the material is clearly organized, and if the piece holds your interest. 

DIRECTIONS: Read the following opening passage from "Glove's Labor Lost" by Thomas Boswell 

and apply the reading strategies to increase your comprehension. In the margin, write notes 

showing where you recognize the author's purpose, distinguish fact from opinion, evaluate the 

writer's points, and judge the writer's work. 

from "Glove's Labor Lost" by Thomas Boswell 

Each spring, when the ground loses its threadbare look, I wonder if 

I should buy a baseball glove. It is a quick, fleeting thought. 11 And 

what would you do with it?" I ask myself, and that is that. 

For so many years the five-finger, Warren Spahn 300 1 with the trap 

per's web came up out of the wintry basement with a string tied 

around it and an old ball clamped inside the pocket. Pulling that 

string was a truer sign of spring than any robin. 

My first glove, a parental gift at age eight, is now only a blurry 

memory, less vivid than the cowboy guns and garbage cans that I 

cherished at an earlier period. It was a very dark infielder model and it 

lived a hard life. 

It was once soaked in linseed oi/, because in the first stages of my 

growing addiction I confused linseed with neat's-foot oil, the proper 

glove preservative. 

My rather academic parents thought linseed sounded foolish 

enough to be correct, so into the oil bath went the new glove. The 

linseed glove quickly dried up, cracked like a stoned windshield, and 

literally flaked away. 

During its year of disintegration, I laid plans for a real glove, one 

that would last a millennium, or at least until high school. 

lWarren Spahn 300: A baseball mitt named for Warren Spahn. who won 363 games in his twenty-one years as a pitcher. 


While the first glove was just another toy to be misused, the second, 

bought with money I saved for over a year, fell somewhere between 

the last toy and the first personal possession. 

Once the money was saved, the shopping began. It took almost as 

long as the saving. For weeks I was late coming home from school 

since, after getting off my bus downtown, I would be buffeted by the 

price tags, models, and signatures available at Irvings, Atlas, and 

Woodie's. My mother accused me of knowing every glove in the city 

personally. My father predicted, dourly, that I would grow up and 

marry a ball. 

With a mixture of elation and sadness I settled on the Spahn 300. 

Before I handed over my thirteen dollars to Atlas, I had owned every 

glove in town, and none of them. Now I had just one. I felt the same 

paradoxical emotion next when I picked a college. 

The new, properly neat's-footed glove slept on my bed at night 

like a summer puppy and traveled back and forth to school every day, 

wrist strap looped through belt. 

In the alley, beside my house, I saved many a home run from going 

over a hypothetical outfield fence, and before breakfast and after dinner 

fielded many a lazy bouncer off the garage wall. 

The glove, a ball, and the brick wall of my house, covered with ivy, 

were my stadium and my major league. When the ball would stick in 

the ivy, I would dislodge it by throwing sticks and rocks, but only 

once, my glove. The Spahnie stuck thirty feet up in the ivy, barely 

peeking out, and my heart hung there, too. 

In a still vivid instant, I saw it in my mind's eye lodged there for 

years, rotting, a testimony to my split-second insanity. 

Once retrieved, the glove was never endangered again. I knew, 

because everyone told me, that it was much too good a glove for a 

young boy, and I kept it from the careless and uncaring hands of what 

seemed like hundreds of would-be borrowers. It taught me lessons in 

saying "No." 

In fact, when my junior high principal, Dick Babyak, sees me now, 

he still asks, sometimes, "Hey, Tom, can I borrow your glove?" 

He still remembers that twenty years ago, when he was my principal, 

math teacher, and summer camp director rolled into one, I would 

not let him use it. He wasn't going to get me out in those Sunday 

camp softball games with my own glove. 

The Spahnie stayed with me nearly ten years. I used it in practice in 

both high school and college, though I used the schools' big first 

baseman's mitts in games. 

Eventually, I lent the glove to Babyak in the summer (to his endless 

amusement), and by high school I was playing on the same camp 

counselors' team with him. By my college days he had stepped out of 

most of the games, unable to hit the ball to the Mattaponi River every 

time up, as he had once. I inherited his old position. 

© Prentice-Hall, Inc. from Speak, Memory 95

Name ______________________________________________ __ 

Date ________ 

from Speak, Memory by Vladimir Nabokov (text page 305) 

Literary Focus: Personal Narrative 

A personal narrative Is a true story about a memorable person, event, or situation in a 

writer's life. Such a narrative is written from the first-person point ofview. This episode from 

Speak. Memory is a personal narrative in which Nabokov recalls his childhood reading experiences 

and, in so doing, reveals what those experiences meant to him. With precise descriptions, 

figurative language, and sensory details, Nabokov brings his past alive for the reader as 

well. For example, Nabokov could have flatly said that money from the sale of his mother's ruby 

ring paid for years of emigre life. Instead, Nabokov creates the metaphor of the ring as a crystal 

ball (with himself as the crystal gazer), making the reader see the ring and the future it holds 

for Nabokov and his family . 

. . . and before turning the page she would place upon it her hand, with its familiar pigeonblood 

ruby and diamond ring (within the limpid facets of which, had I been a better crystalgazer, 

I might have seen a room, people, lights, trees in the rain-a whole period of emigre life 

for which that ring was to pay). 

DIRECTIONS: Read each of the following passages from Speak, Memory, and then answer each 

question. 

The kind of Russian family to which I belonged-a kind now extinct-had, among other 

virtues, a traditional leaning toward the comfortable products of Anglo-Saxon civilization. 

1. What two elements indicate that this sentence belongs to a personal narrative? 

2. To what kind of family does Nabokov belong? What key words or phrases emphasize the 

description? 

The schoolroom was drenched with sunlight. In a sweating glass jar, several spiny caterpillars 

were feeding on nettle leaves (and ejecting interesting. barrel-shaped pellets of olive-green 

grass). The oilcloth that covered the round table smelled of glue. Miss Clayton smelled of Miss 

Clayton. Fantastically, gloriously, the blood-colored alcohol of the outside thermometer had 

risen to 24° Reaumur (86 0 

Fahrenheit) in the shade .... Golden orioles in the greenery emitted 

their four brilliant notes: dee-del-dee-O! 

3. What senses does Nabokov engage in the reader with his description of the schoolroom? 

4. What do you think those days in the schoolroom mean to Nabokov? How does Nabokovs 

use of sensory details help you to draw your conclusion? 

And, yes-the airship. Yards and yards of yellow silk went to make it, and an additional tiny 

balloon was provided for the sole use of the fortunate Midget. At the immense altitude to 

which the ship reached, the aeronauts huddled together for warmth while the lost little soloist, 

still the object of my intense envy notwithstanding his plight, drifted into an abyss of frost and 

stars-alone. 

5. Why do you think Nabokov responds with envy and empathy to Midget's plight? 


Name _____________________________________ Date _________ 

"With All Flags Flying" by Anne Tyler (text page 314) 


Spelling Strategy For words ending in a single consonant preceded by a single vowel, 

in which the accent is not on the last syllable, do not double the final consonant when adding 

a suffix that begins with a vowel. This rule holds true for dodder + ing = doddering and for 

travel + er traveler. There are a few exceptions to the rule, however, such as programmed 

and outfitting. 

Using the Prefix mono- 

A. DIRECTIONS: Each item contains a pair ofwords with the same base word. The definition of 

the first word will help you determine the meaning of the second word. which contains the prefix 

-mono. meaning "one." 

1. If polychromatic means "made up of many colors or hues." what might monochromatic 

mean? 

2. If democracy means "government by the people." what might monocracy mean? 

3. If multilingual means "being able to speak several languages... what might monolingual 

mean? 

4. If a binomial is "a mathematical expression consisting of two terms." what is a monomial? 


B. DIRECTIONS: In the blank. write the letter of the definition next to the word it defines. 

1. appurtenances a. attracting attention by being unexpected 

2. conspicuous b. shaky. tottering. or senile 

3. doddering c. having only one syllable 

4. monosyllabic d. accessories 

Using Synonyms 

C. DIRECTIONS: In the blank, write the letter of the word that is most similar in meaning to the 

word from the Word Bank. 

1. doddering 2. conspicuous 

a. decrepit a. plain 

b. toddling b. able to be seen 

c. wading c. distinct 

d. stammering d. full of spite 

© Prentice-Hall, Inc. With All Flags Flying 97

Name ______________________________________________ Date _______________ 

"With .All Flags Flying" by Anne Tyler (text page 314) 

Build Grammar Skills: Past Participial Phrases 

A participle is a verb form that Is used as an adjective. Regular past participles end in -ed. as 

in cracked. Irregular past participles may end in -t or -en. as in sent and bitten, respectively. 

Other irregular past participles are completely irregular, such as sung. told, or won. 

A past participial phrase includes a past participle and all of the words related to it. Participles 

may be modified by adverbs or adverb phrases, or they may have complements. A complement 

is a noun. pronoun, or adjective that completes the meaning of a verb or verb form. Study 

these examples: 

Francie kept her face turned away, but she hugged him tightly. 

The past participle turned is modified by the adverb away. The participial phrase turned 

away modifies the nounJace. 

She flung the door open on a narrow green room flooded with sunlight. 

The prepositional phrase with sunlight is a complement to the past participleflooded. (With 

sunlight actually functions as an adverb phrase telling how the room was flooded.) The past 

participial phraseflooded with sunlight desCribes the noun room. 

A. Practice: For each sentence, write the past participial phrase and the noun it modifies. 

1. The dust. piled in the corners, was bothersome to him. 

Past participial phrase: _______________________ Noun modified: _________________ 

2. Mr. Carpenter was a farmer with five daughters, now grown and married. 

Past participial phrase: ___________________ Noun modified: __________________ 

3. He kept his fingers clenched upon the paper bag. 

Past participial phrase: ______________ Noun modified: ____________ 

4. Firmly undaunted. he held to his course in spite of Clara's arguments. 

Past participial phrase: ________________ Noun modified: ____________ 

B. Writing Application: For each item, follow the instructions and write a sentence that includes 

a past participial phrase. An example is given. 

Use a past participial phrase to modify the noun motorcycle. 

The motorcycle, struck by the midday sun, glistened as it sped by. 

1. Use a past participial phrase to modify the noun Clara. 

2. Use a past participial phrase to modify the noun Mr. Carpenter. 

3. Use a past participial phrase to describe the chair Mr. Carpenter uses at Clara's house. 


Name ______________________________________________ Date ______________ 

"The Good Deed" by Pearl S. Buck (text page 340) 

Reading Strategy: Make Inferences About Character 

In real life. people do not always state directly their beliefs or their feelings. By observing the 

words. actions. and interactions of people. we can then make inferences, or draw conclusions. 

based on these observations. When you read a story. you should use this same technique to 

gain a better understanding of fictional characters. Writers do not always state directly the feelings 

or beliefs of their characters. but they provide details about the words. actions. and 

thoughts of their characters. As a reader you should carefully observe these details and use 

them to make inferences about characters. 

DIRECTIONS: As you read. use the following chart to record details that help you to make inferences 

about characters. 

. Character's Actions 

Young Mrs. Pan treats old 

Mrs. Pan with kindness. 

Character's Words 

"How is it ... that the children 

do not ... obey?" 

Inference 

Young Mrs. Pan respects old 

Mrs. Pan and feels compassion 

for her. 

Old Mrs. Pan is concerned 

about her grandchildren. 

© Prentice-Hall, Inc. The Good Deed 107

Name ______________________________________________ Date ________________ 


Literary Focus: Dynamic Character 

Most people change and grow as a result of their choices and expertences. In fiction, a 

dynamic character is one who changes durtng the course of a story, while a static character is 

one who does not change at all. Details ofa character's thoughts, words, and actions indicate 

whether or not a character expertences change durtng the course of a literary work. 

DIRECTIONS: In "The Good Deed," the character of Old Mrs. Pan is a good example of a dynamic 

character. Use the following chart to record details that show how she changes durtng the 

course of the story. 

Attitude at the beginning 

of the story 

Old Mrs. Pan as a Dynamic Character 

Specific details showing 

this attitude 

Actions that indicate 

a change 

Attitude at the end 

of the story 

Specific details showing 

this attitude 


Name ____________________________________________ Date ________ 

"Thoughts of Hanoi" by Nguyen Thi Vinh (text page 364) 

"Pride" by Dahlia Ravikovitch (text page 366) 

··Auto Wreck" by Karl Shapiro (text page 367) 

··Before the Law" by Franz Kafka (text page 368) 


Spelling Strategy The prefix in-, meaning either "not" or "into," changes form when attached 

to words that start with certain letters. It becomes i/- before I (illegible); im- before b, 

m, or p (imbalance, immature, importunity); and ir- before r (irregular). The prefix remains inbefore 

words that start with all other letters, as in inappropriate and insatiable. 

Using the Root -sat- 

The root -sat- comes from a Latin word that means "full" or "enough." The root in English 

has come to mean "completely" or "completely full." 

A. DIRECTIONS: Apply what you know about the root -sat- to define these words. 

1. sate ____________________________________________________________ 

2. satisfaction____________________________.______________________ 

3. unsatisfactmy ________________.________________________ 


\.., B. DIRECTIONS: In the blank, write the letter of the definition next to the word it defines. 

l. importunity a. cannot be satisfied; constantly wanting more 

2. contemplation b. unsettled 

3. insatiable c. dull or stale because of overuse 

4. deranged d. perSistence in requesting or demanding 

5. convalescents e. convenient 

6. banal f. people who are recovering from illness 

7. expedient g. thoughtful inspection; study 

Using Verbal Analogies 

c. DIRECTIONS: Each question consists of a related pair of words in CAPITAL LETTERS, followed 

by four lettered pairs ofwords. Choose the lettered pair that best expresses a relationship Similar 

to that expressed in the pair in capital letters. In the blank. write the letter of your chOice. 

1. BANAL: EXCITING :: 2. EXPEDIENT: SUITABLE:: 

a. tired : weak a. warped: straight 

b. familiar: new b. matched: paired 

c. old: young c. timely: late 

d. cold : warm d. ill-advised: inappropriate 

© Prentice-Hall, Inc. Hanoi/Pride/Wreck/Law 109

Name ________________________________________ 

Date _______________ 



"Auto Wreck" by Karl Shapiro (text page 367) 

"Before the Law" by Franz Kafka (text page 368) 

Build Grammar Skills: Present Participial Phrases 

A present participle is a verb fonn that ends in -ing and serves as an adjective. In a present 

participial phrase. a present participle and any words that modify it combine to function as an 

adjective. Remember that an adjective modifies a noun or pronoun. Look at these examples 

from "Before the Law. fl 

Present Participle 

He waves him nearer, since he can no longer raise his stiffening body. 

In this sentence. the present participle stiffening acts alone to modify the noun body. It is not 

a participial phrase. 

Present Participial Phrase 

He forgets the other doorkeepers l 

and this one seems to him the sole obstacle preventing access 

to the Law. 

In this present participial phrase. the words access to the Law complete the meaning of the 

participle preventing. Words that complete the meaning of a verb fonn are called complements. 

A. Practice: Underline each present participial phrase. Then circle the word it modifies. 

1. Franz Kafka. hoping his will would be followed. asked that all his unpublished works be 

burned. 

2. Karl Shapiro writes of an ambulance entering the crowd of onlookers. 

3. The onlookers watch the cops hanging lanterns on the twisted wrecks. 

4. Nguyen Thi Vinh writes of grandmothers chewing betel leaves, a common practice in 

Southeast Asia. 

5. Writing years later, Nguyen Thi Vinh recalls her home country. 

B. Writing Application: Use the verb in parentheses to write a present participial phrase that 

modifies the italicized noun in each of the following sentences. Make sure that your phrase 

functions as an adjective that modifies the specified noun. 

1. The sound of the screen door (slam) __________________________ startled us. 

2. As we waited for the bus we watched the pedestrians (hurry) ________________ 

3. The tea kettle (whistle) ________________________ alerted us to the fact 

that the water was hot. 

4. (Wait) ___________________________ Miller jangled the change in his pocket 

until the light turned green. 


Name _____________________________________________ 

Date ____________ 




"Before the Law" by Franz Kafka (text page 36S) 

Reading Strategy: Evaluate Writer's Message 

Evexything you read has a message. For advertisements, the message is easy to figure out: 

"Buy me." For poems and fiction, the message may lie hidden in the fabric of the poem or stoty. 

Readers must ask themselves what it Is that the writer wants them to take away from the poem 

or stoty. What does this writer want to communicate through this work? It might be a renewed 

faith in the goodness of people, or it might be a confirmation that evil never wins. 

Once you identify it, you can evaluate the writer's message. Is the message logical? Is it 

valid? Does the author support the message well? How? You mayor may not agree with the 

message, but you can still evaluate its Validity. 

DIRECTIONS: Answer the questions that follow to evaluate the message in each poem. 


1. What Is Ravikovitch's message in "Pride"? 

2. What image or images does Ravikovitch use to support her message? 

3. Given her support of the message, is the message logical or valid? Explain why or why not. 

"Before the Law" by Franz Kafka 

4. What idea does Kafka want to communicate to readers in "Before the Law"? 

5. Cite at least two lines from the work that particularly conveyor support Kafka's message. 

6. How valid is Kafka's message? Has he supported it sufficiently to make it believable? Explain 

your answer. 

© Prentice-Hall, Inc. Hanoi/Pride/WrecklLaw 111

Name _______________________________________________ 

Date ________________ 

"Thoughts of Hanoi" by Nguyen TIlt Vinh (text page 364) 



"Before the Law" by Franz Kafka (text page 368) 

Literary Focus: Theme 

What does this poem say about human life and values? This Is a question you can ask yourself 

to discover the theme of a poem. The theme of a poem or of any literary work is its central 

meaning. In many literary works. the theme is not stated directly: writers often express their 

themes indirectly. 

DIRECTIONS: Examine how two poets convey the themes of their poems through descriptions. 

images. and ideas. 

"Thoughts of Hanoi" by Nguyen Thl Vlnh 

What is the theme of "Thoughts 

of Hanoi"? 

How does Nguyen Thi Vinh 

reveal the theme in this poem? 

What words or phrases does the 

poet use to convey the theme? 

I 

I 


What is the theme of "Auto 

Wreck"? 

In what particular lines does 

Shapiro come closest to 

expressing the theme? 

What other words or phrases 

does Shapiro use to convey his 

theme? 


Name _____________________________________________ ___ 

Date _______________ 

"The Widow and the Parrot" by Virginia Woolf (text page 383) 


Spelling Strategy The rule of placing i before e except after c or when sounded like a 

as in neighbor or weigh has some exceptions. For instance. ei in sovereigns is not sounded 

like a; however, i is placed after e. not before. 

Using Forms of sagacity 

The Latin word sagax, which means "keen" or "acute," is the source for sagacity and its related 

words. Sagacity means "wisdom," or "keen judgment." 

A. DIRECTIONS: Knowing what sagacity means, write a definition for each related word in the following 

sentences. 

1. The sagacious judge could see through the prosecutor's ploy to admit unlawful evidence. 

sagacious: 

2. Years of experience have made my grandmother the family sage. 

sage: ___________________________________________________________________ 

3. The parrot sagaciously observed Joseph and later led Mrs. Gage to the old miser's fortune. 

sagaciously: ____________________________________________________________ 

\...... Using the Word Bank 

B. DIRECTIONS: Fill in the chart with a noun, a verb, and an adjective that has a close relationship 

to each Word Bank word. 

1. ford 

2. dilapidated 

3. sovereigns 

4. sagacity 

Noun Verb Adjective 

Understanding Antonyms 

C. DIRECTIONS: Each of the following questions consists of a word in CAPITAL LETfERS followed 

by four lettered words or phrases. Circle the letter of the word or phrase that is most 

nearly opposite in meaning to the word in capItal letters. 

1. DILAPIDATED: 

a. neglected b. tidy c. maintained d. new 

2. FORD: 

a. bridge b. deep c. rapids d. gully 

© Prentice-Hall, Inc. The Widow and the Parrot 113

Name ____________________________________________ _ 

Date ________ 


Build Grammar Skills: Correct Use of Adjectives and Adverbs 

When choosing modifiers. avoid confusing adjectives and adverbs. Remember that adjectives 

modifY nouns and pronouns. and adverbs modifY verbs, adjectives, and other adverbs. A common 

mistake is the use of an adjective to modifY a verb where an adverb would be correct. 

Notice the use of adjectives and adverbs in these sentences from "The Widow and the Parrot... 

. . . his feathers were sadly neglected. (The adverb sadly modifies the predicate adjective neglected.) 

"Perhaps he is unhappy, .. . " she said. (The predicate adjective unhappy modifies the subject 

pronoun he.) 

A. Practice: Circle the adjective or adverb that correctly completes each sentence. Underline 

the word it modifies and label that word's part of speech. 

1. When Mrs. Gage knocked at the door, the parrot shrieked (loud/loudly). 

2. She was (kind/kindly) to James the parrot. giving him sugar. 

3. The dilapidated house looked (terrible/terribly). 

4. Although she felt (regretful/regretfully) about the neglected parrot, Mrs. Gage knew she 

had to sell him. 

5. Mrs. Gage stumbled (clumsy/clumsily) along the river bank. 

B. Writing Application: Write answers to the following questions. Include an appropriate adjective 

or adverb. 

1. How did Mrs. Gage sleep after returning from the fire? 

2. At first. how did Mrs. Gage react to the parrot's tapping at the window? 

3. In what manner do Mrs. Gage and James make their way to the ruined house? 

4. How would you describe the parrot's actions in the kitchen? 

5. What did the sovereigns look like? 


Name ______________________________________________ Date ____________ 

Reading for Success: Strategies for Reading Fiction 

Just as mapping out a strategy for a vacation helps ensure a pleasant trip. applying effective 

strategies as you read fiction helps you understand and enjoy what you are reading. When you 

read fiction. use the following strategies: 

• Predict what will happen or what the author will say. You may base your prediction on 

your own experience in a similar situation or on information that has been provided in the 

text. 

• Identify with a character or the situation. Put yourself in the place of the character and 

experience his or her thoughts and feelings. Ask yourself how you would handle the situation. 

• Envision the setting and the action. Use details from the story to create a picture in your 

mind, as if you were watching the story unfold on the big screen. 

• Make inferences. Look beyond the literal meaning of the words to obtain a full picture of 

what the author means. 

• Draw condusions. A conclusion is a general statement that you can make and explain by 

reason or that you can support with details from the text. 

• Respond. Think about what the story means. 

DIRECTIONS: Read the following passage from "The Homecoming Stranger" by Bei Dao, and apply 

the reading strategies to increase your comprehension. In the margin. write notes showing where 

you predict what will happen. identify with a character or the situation. envision the setting and 

the action. make inferences. and draw conclusions. Finally. write your response to the selection. 

"The Homecoming Stranger" by Bei Dao 

Thefollowing is the opening passage ofthis story set in China in 

the aftermath ofthe Cultural Revolution. when thousands ofChinese 

were imprisonedfor political crimes. 

Papa was back. 

After exactly twenty years of reform through labor, which took him 

from the Northeast to Shanxi, and then from Shanxi to Gansu, he 

was just like a sailor swept overboard by a wave, struggling blindly 

against the undertow until miraculously he is tossed by another wave 

back onto the same deck. The verdict was: it was entirely a misjudg 

ment, and he has been granted complete rehabilitation. That day, 

when the leaders of the Theater Association honored our humble 

home to announce the decision, I almost jumped up: when did you 

become so clever? Didn't the announcement that he was an offender 

against the people come out of your mouths too? It was Mama's 

eyes, those calm yet suffering eyes, that stopped me. 

Next came the dress rehearsal for the celebration: we moved from 

a tiny pigeon loft into a three-bedroom apartment in a big building; 

sofas, bookcases, desks, and chrome folding chairs appeared as if by 

magic (I kept saying half-jokingly to Mama that these were the 

troupe's props); relatives and friends came running in and out all day, 

2 SIuuui (shan' she'): Province of northeast China 

3 Gan.u (gAIl' su'): Province of northwest China 

© Prentice-Hall. Inc. The Widow and the Parrot 115

until the lacquer doorknob was rubbed shiny by their hands, and even 

those uncles and aunts who hadn't shown up all those years rushed to 

offer congratulations . 

. . . all right, cheer, sing, but what does all this have to do with me? 

My Papa died a long time ago, he died twenty years ago, just when a 

little four- or five-year-old needed a father's love-that's what Mama, 

the school, kindhearted souls, and the whole social upbringing that 

starts at birth told me. Not only this, you even wanted me to hate 

him, curse him, it's even possible you'd have given me a whip so I 

could lash him viciously! Now it's the other way round, you're wearing 

a different face. What do you want me to do? Cry or laugh? 

Yesterday at dinner time, Mama was even more considerate than 

usual, endlessly filling my bowl with food. After the meal, she drew a 

telegram from the drawer and handed it to me, showing not the 

slightest sign of any emotion. 

"Him?" 

"He arrives tomorrow, at 4:50 in the afternoon." 

I crumpled the telegram, staring numbly into Mama's eyes. 

"Go and meet him, Lanlan." She avoided my gaze. 

"I have a class tomorrow afternoon." 

"Get someone to take it for you." 

I turned toward my room. "I won't go." 

"Lanlan." Mama raised her voice. "He is your father, after aill" 

"Father?" I muttered, turning away fiercely, as if overcome with 

fear at the meaning of this word. From an irregular spasm in my heart, 

I realized it was stitches from the old wound splitting open one by 

one. 

Response: 


Name _______________________________________________ 

Date ________________ 


Literary Focus: Motivation 

The reason for a character's actions or words Is called mDtivation. Understanding why characters 

act as they do will help you make sense of story events. For instance, in 'The Widow and 

the Parrot," Mrs. Gage continues to send Christmas cards to her brother, even though he never 

acknowledges them. If you consider that Mrs. Gage is an elderly widow with no other living 

family, you can better understand her attempts to remain in touch with her brother, despite 

his indifference. 

DIRECTIONS: Explore the motivations of characters in "TIle Widow and the Parrot" by answering 

the following questions. 

1. What might have motivated Joseph Brand to treat the parrot well? 

2. Although Mrs. Gage seems like a kind woman, she complains about her brother as she 

walks along the river bank. What motivates her negative words? 

3. Suggest two motivations the parrot might have for burning the house. 

4. What motivates Mrs. Gage to keep the secret of the recovered gold to herself? 

5. What do you think finally motivates Mrs. Gage to reveal her secret? 

6. Why do you think the parrot dies immediately after Mrs. Gage dies? 

7. How does understanding Mrs. Gage's motivations early on help you predict her actions 

later in the story? 

© Prentice-Hall, Inc. Tne Widow and tne Parrot 117

Name _________________________ 

Date ________ 

"Civil Peace" by Chinua Achebe (text page 396) 


Spelling Strategy Many words in English end in -ible or -able. Fewer words end in -able. 

The words inestimable, amenable, and disreputable are among the words with the -able 

ending. Words ending in -ible include sensible, impossible, and flexible. 

Using Forms of disreputable 

The word root -reput-, which means "to be regarded," anchors the meaning ofwords such as 

disreputable. 

A. DIRECTIONS: Knowing that disreputable means "not respectable," rewrite each sentence. replacing 

the italicized words with disreptutable, reputation, or reputed. 

1. The newspaper criticized the man reported to be a gangster. 

2. He felt his public image had been tarnished. 

3. Most people dismissed the not highly regarded paper's claims. 


B. DIRECTIONS: Match each word in the left column with its definition in the right column. In 

the blank. write the letter of the definition next to the word it defines. 

1. inestimable a. poverty-stricken; in great need 

2. disreputable b. building 

3. amenable c. commanding; powerful 

4. edifice d. responsive; open 

5. destitute e. priceless; beyond reckoning 

6. imperious f. sympathize; share suffering 

7. commiserate g. not respectable 


c. DIRECTIONS: Each question below consists of a word in CAPITAL LE1TERS followed by four 

lettered words. Circle the letter of the word that is most nearly opposite in meaning to the word 

in capital letters. 

1. AMENABLE: 

a. hesitant b. attentive c. remote d. uncertain 

2. IMPERIOUS: 

a. law-abiding b. authoritative c. friendly d. frightened 


Name _______________________________________________ 

Date _________ 


Build Grammar Skills: Past and Past Perfect Tenses 

The past tense of a verb indicates that an action began and ended in the past. The past perfeet 

tense indicates a past action that was completed before another past action took place. It 

is formed with had and the past participle of a verb (the form ending in -ed or an irregular ending 

such as -n or -tJ. 

Jonathan Iwegbu counted himself extraordinarily lucky. He had come out of the war with five 

inestimable blessings ... 

In the first sentence, the verb counted indicates something that happened in the past. In the 

second sentence, the past perfect had come indicates an action that took place before Jonathan 

counted himself lucky. 

A. Practice: In the following sentences, circle the verbs in the past tense and underline the 

verbs in the past perfect tense. 

1. At the end of a fortnight he had made a small fortune of one hundred and fifteen pounds. 

2. He had seen a man a couple of days earlier collapse jnto near-madness in an instant before 

that oceanic crowd. 

3. His children picked mangoes near the militcny cemetary and sold them to soldiers' wives. 

4. Perhaps they had scared the thief away. 

5. Then he made the journey to Enugu and found another miracle waiting for him. 

B. Writing AppUcation: Use past and past perfect forms of verbs to answer the following 

questions. 

1. At the end of the war, how had Jonathan's family chcmged? 

2. What was unusual about the spot where Jonathan hid his bicycle during the war? 

3. In what condition did Jonathan expect to find his house? 

4. Why did Jonathan receive an "egg-rasher"? 

5. How did one man lose his money? 

@ Prentice-Hall, Inc. Civil Peace 119

Name __________________ Date ______ 


Reading Strategy: Use Prior Knowledge 

Whether or not you have lived through a war. you can use your prior knowledge, or what 

you already know and can relate to, to help you understand Jonathan's experiences and reactions 

in "Civil Peace." 

For instance. Jonathan doubts the genuineness of the officer who commandeers his bicycle. 

While you may not be familiar with military officers and how they look and behave. you probably 

have felt uncertain about the truthfulness of another person's actions or words. You can 

use this prior knowledge to understand Jonathan's reaction to the suspicious officer. 

DIRECTIONS: For each story detail, list one example of prior knowledge that can aid your understanding. 

Story Detail 

Prior Knowledge 

1. Jonathan earns money by taking people 

across the border on his bicycle. 

2. Jonathan feels astonished and grateful to 

find his house intact after the war. 

3. As he walks home, Jonathan grips his 

egg-rasher money tightly in his pocket. 

4. When thieves come in the middle of the 

night, Jonathan and his family fear for their 

lives. 

5. Despite losing his money, Jonathan feels 

lucky that he and his family escaped 

unharmed. 


Name _______________________________________________ 

Date _________ 


Literary Focus: Key Statement 

A key statement reveals the central meaning of a story. Several times in Achebe's "Civil 

Peace" Jonathan thinks or says "Nothing puzzles God." By examining the instances in which 

the key statement appears, you can unlock the meaning ofAchebe's story. 

A. DIRECTIONS: Complete the following chart. Under Key Statement, copy the exact line from 

"Civil Peace" in which the statement "Nothing puzzles God" appears. Under Situation, describe 

the instance in which the statement is used. 

Key Statement 

Situation 

1. 

2. 

3. 

4. 

B. DIRECTIONS: Use the completed chart and details from the story to answer the following questions. 

1. By saying "Nothing puzzles God," what does Jonathan reveal about his own thinking? 

2. How do the situations in which Jonathan says or thinks "Nothing puzzles God" compare? 

Are they positive or negative? Explain. 

3. What significance does the statement have for Jonathan? 

4. How does the key statement "Nothing puzzles God" unlock the meaning of "Civil Peace"? 

© Prentice-Hall, Inc. Civil Peace 121

Name _______________________________________________ 

Date ______________ 

"The Bean Eaters" by Gwendolyn Brooks (text page 406) 

"How to React to Familiar Faces" by Umberto Eco (text page 408) 


Spelling Strategy The difficulty of pronouncing certain letters when they occur next to 

each other causes the spelling of some prefixes to change. The n in the prefix syn- changes to 

m when the prefix is attached to a word that begins with b, m, or p. The words symbiosis, 

symmetry, and symposium are examples. 

Using the Root -ami- 

The word root -ami- means "friend." The root -ami- appears in the Word Bank word amiably. 

which means "in a friendly way." 

A. DIRECTIONS: Complete each of the following sentences with one of the words in the list. Use 

context clues and what you know about the root -ami- to choose the correct word. 

amiability amicably amities 

1. The co-workers resolved their differences _____________ 

2. The _____________ between the two nations and their citizens have existed for centuries. 

3. Friendly and easygoing, Jack easily won the _____________ contest. 


B. DIRECTIONS: Answer each of the following questions to demonstrate your understanding of 

the Word Bank words. Circle the letter ofyour choice. 

1. Which of the following describes a syndrome? 

a. Michelle fell into the habit of napping after school, then staying up past midnight to finish 

her homework. During the day, she felt tired and out of sorts. She couldn't wait to 

get home from school so she could sleep. 

b. Steven caught four colds last winter. Each one seemed more severe than the last. 

2. Which of the following is an example of a speaker who is expounding? 

a. a teacher gives a IS-minute overview of a novel 

b. a teacher spends an hour explaining the events in Europe that led up to World War I 

3. Which of the following describes someone who is behaving amiably? 

a. Mr. Martin nods to most of the students he meets in the hall, and greets those whom he 

knows by name. 

b. Mrs. Petrill is walking down to the corner market. She takes her time and stays along 

the edge of the sidewalk. She purchases a few items, thanks the clerk with a nod, and 

walks slowly home. 

Recognizing Synonyms 

C. DIRECTIONS: Circle the word or phrase that is closest in meaning to the Word Bank word. 

1. amiably 2. expound 

a. capably a. marvel 

b. in a disagreeable manner b. clarify 

c. accurately c. hammer 

d. with friendliness d. concentrate 


Name _______________________________________________ 

Date ________ 

"The Bean Eaters" by Gwendolyn Brooks (text page 406) 

"Bow to React to Familiar Faces" by Umberto Eco (text page 408) 

Build Grammar Skills: Pronoun Agreement 

With Indefinite Antecedent 

A pronoun always refers to a noun or another pronoun. The word to which a pronoun refers 

is called its antecedent. 

ANTECEDENT 

PRONOUN 

Brooks was born in 1917. That makes her an octogenarian. 

In the preceding example, the antecedent Brooks is Singular and feminine, so the pronoun her, 

which refers to Brooks, is also singular and feminine. Tht~ pronoun is said tg agree in number 

and gender with its antecedent. 

Sometimes the antecedent of a pronoun is an indefinite pronoun, which indicates number 

but not gender. Following Is a list of common indefinite pronouns, categorized by number. 

Singular Plural Singular or Plural 

one, anybody, anyone, each, both, few, many, several all, any, most, none, some 

either, everybody, everyone, 

neither, nobody, no one, 

somebody, someone 

When we speak informally, we often use a plural pronoun to refer to singular indefinite pronoun 

antecedents. 

Informal: Everyone has their ticket for the play. 

The indefinite pronoun everyone is singular, however, and it must be referred to in standard 

speech and in writing by a singular pronoun. Since the gender of the singular pronoun Is indefinite, 

use his or her to make the sentence accurate. 

Formal/Standard: Everyone has his or her ticket for the play. 

A. Practice: In each sentence, circle the pronoun and write S above it if it is sIngular or P if it 

is plural. Underline the pronoun's antecedent and indicate whether it is singular or plural. 

Then identify whether the pronoun and antecedent agree in number by writing C for correct or 

I for incorrect in the space prOvided. An example has been provided. 

s 

P 

Example: I Someone has left~books next to the water fountain. 

1. When it comes to trees, most survive if it can have access to enough water. 

2. Knowing my daughters, each will want to choose her own outfit. 

3. Anyone who wants to see the exhibit should get their reservation in early. 

B. Writing Application: Following the instructions, write sentences in which pronouns agree 

in number and gender with their indefinite pronoun antecedents. 

1. Use everyone as the subject of a sentence about seeing familiar faces. 

2. Use jew as the subject of a sentence about meeting celebrities. 

3. Use anyone as the subject of a sentence about talking to celebrities. 

© Prentice-Hall, Inc. Eaters/Faces 123

Name ____________________________________________ ___ 

Date ________ 

"The Bean Eaters" by Gwendolyn Brooks (text page 406) 

"How to React to Familiar Faces" by Umberto Eco (text page 408) 

Reading Strategy: Respond to Connotations and Images 

When you work on building your vocabulary, you work on the denotation ofwords-the 

meaning given in the dictionary. When you write, or when you read what others have written, 

you need to consider the connotations ofwords. Connotations are the emotions or feelings associated 

with a word. For example, the words hurry and race both mean "to go quickly." The 

word race, however, has the added connotation of "with determination" or "frantically." 

Words can have negative or positive connotations, or they can be neutraL Words such as 

desk, pencil, and paper are neutral; they don't cause emotional responses in readers. Now 

think about the words huny and race again. Do you prefer to hurry through a day, or to race 

through a day? In this context, race has negative connotations because it connotes tension or 

stress. 

The connotations you associate with words affect how you respond when you see them. This, 

in tum, affects your overall reaction to what you read. Watch for words that have positive or 

negative connotations as you read. Identifying them will help you understand how you feel 

about what you are reading. 

A. DIRECTIONS: Indicate whether each of the following words has positive connotations, negative 

connotations, or is neutral. 

l.strolling ___________ 

5. confusion __________ 

2. insist ___________ 6. amiably __________________ 

3. dragged ______________ 7.dinner ____________ 

4. casual ___________ 8. clothes __________ 

B. DIRECTIONS: Explain the connotations of each word in the following groups ofwords. 

1. hot. stifling 

2. staring, meditating _____________________________________________ 

3. gOssip,chat __________________________________________ 

4. straightforward, blunt, curt __________________________________ 

5. idle, lazy _________________________________ 

C. DIRECTIONS: Review the first two sentences of Umberto Eco's essay. Explain your response to 

the image he creates. Note any words that have particular positive or negative connotations in 

those sentences. 


Name ______________________________________________ 

Date 

"The Bean Eaters" by Gwendolyn Brooks (text page 406) 

"How to React to FamlUar Faces" by Umberto Eco (text page 408) 


As readers, we respond to what we read with a variety of emotions. The attitudes and feelings 

that the writer expresses about the subject make up the tone of a literary work. Writers 

express their attitudes-that is, they create the tone-by means ofword choice, the type of language 

they use, and the details they choose to relate. Consider how these two descriptions of a 

rainy day differ in tone. 

The day and everything about it was sodden, gray to the core. 

The puddle washed my boots just as the rain had cleansed every leaf and blade of grass. 

By relating different details about the day and by careful word choice, two completely different 

attitudes are revealed in these sentences. 

DIREcTIONS: Answer the following questions to help you analyze the tone of "The Bean Eaters" 

and "How to React to Familiar Faces." 

1. Would you say that Gwendolyn Brooks is revolted by the two characters in her poem. or respectful 

of them? What words or details in the poem support your answer? 

2. By what means does Umberto Eco establish a friendly. comfortable tone in his essay? Cite 

examples from the essay to support your answer. 

3. Reading this essay, a reader can tell that Eco is amused by the behavior of people who 

meet celebrities. What if. instead of being amused. he were disgusted or outraged by this 

behavior? What would have to change in the essay to convey a tone of outrage? 

© Prentice-Hall, Inc. Eaters/Faces 125

Name ____________________________________________ 

Date __~_____ 

"A Picture From the Past: Emily Dickinson" by Reynolds Price (text page 414) 

"What Makes a Degas a Degas?" by Richard Miihlberger (text page 416) 


Spelling Strategy The Word Bank word austere ends in a silent e. Depending on what 

suffix you are adding to the word austere, the silent e mayor may not be dropped. To form 

the noun austerity, the silent e is dropped because the suffix -ity begins with a vowel. To form 

the adverb austerely, the silent e remains because the suffix -Iy begins with a consonant. 

Using the Root -cent- 

A. DIRECTIONS: The word root -cent-, which means "hundred," appears in a number of English 

words. Using what you know about -cent-, determine the meaning of the following words. 

1. centenruy __________________________________________________________ 

2. centiliter ________________________________________________ 

3. centigram ______________________________________________ 


B. DIRECTIONS: Replace each italicized word or group ofwords with a word from the Word Bank. 

Rewrite the sentence in the space provided. 

1. For many poets, Emily Dickinson's work is a huge and powerful influence. 

2. IfWalt Whitman were still alive, he would be a one-hundred-year-old person. 

3. Emily Dickinson's father was a severe man who took little interest in his daughter's life. 

4. Paintings that are covered in tough varnish are sometimes difficult to restore. 


C. DIRECTIONS: In the blank, write the letter of the word or phrase that is most nearly opposite 

in meaning to the Word Bank word. 

1. titanic 2. lacquered 3. austere 

a. powerful a. unprotected a. severe 

b. colossal b. picturesque b. harsh 

c. trivial c.varnished c. frugal 

d. huge d. covered d. moderate 

...J 


Name _____________________________________________ 

Date ________________ 



Build Grammar Skills: Compound Sentences 

A compound sentence contains two or more independent clauses linked by a coordinating 

conjunction-and, but, or or-or by a semicolon. A comma generally precedes a coordinating 

conjunction unless the clauses are very short. Look at the following compound sentence. 

He seems to be trying to keep out of the way, but his protruding profile overlaps a ballerina. 

In this sentence. the coordinating conjunction butjoins the two main clauses. each of which 

could stand as an independent sentence. 

A. Practice: Read each of the following compound sentences. Where needed. correct the sentences 

by adding coordinating conjunctions. semicolons. and commas. For those sentences 

that need no revision. write correct. Remember that a comma should appear before each coordinating 

conjunction. 

1. Oil paints appealed to Degas; with them, he could convey the same sense of freshness as 

with pastels. 

2. One ballerina bends and stretches another adjusts her shoulder strap. 

3. Emily Dickinson lived a private life she traveled away from her home in Amherst less than 

one dozen times. 

4. During her lifetime. Dickinson wrote nearly two thousand poems they were not discovered 

until after her death. 

B. Writing AppUcatlon: Combine each pair of sentences with a coordinating conjunction or 

semicolon. Remember to place a comma before each coordinating conjunction. 

1. Emily Dickinson lived an extremely private life. Her brothers were very public. even flamboyant. 

men. 

2. Reynolds Price describes Dickinson as a homely girl. He focuses on details such as her 

~lopsided face" and ~oddly dead eyes." 

3. Ballerinas were one of Degas' favorite painting subjects. He often painted them in candid 

moments backstage. 

© Prentice-Hall, Inc. Picture/Degas 127

Name _________________________________ Date ________ 



Reading Strategy: Relate Images to Text 

In Reynolds Price's essay, Prtce carefully examines in words an anonymous daguerreotype of 

the poet Emily Dickinson. In Richard Miihlberger's essay, Miihlberger analyzes the theme, 

technique, style, and composition of two of Edgar Degas' paintings. In both cases. the writers 

acquire information from specific visual sources. As readers. we gain a deeper understanding of 

the authors' words and of the respective images by relating the images to the text. Together. 

words and images sometimes convey a meaning that neither can convey alone. You relate images 

to text by carefully studying the images as you read each author's descrtptions and interpretations. 

For example. when Prtce descrtbes Emily Dickinson's "sensible rough-knuckled 

hands." you should be able to look at the daguerreotype and actually see her hands. What 

makes the author conclude that they are "sensible"? 

DIRECTIONS: For one or both essays. complete the following chart. identifYing three of the author's 

descrtptions of. and conclusions about, a visual image. In the third column. explain your 

interpretation of the image. Ifyou agree with the author's interpretation. state that as well. 

Essay title: ________________________________________ 

Author's Description Author's Conclusion Your Interpretation 

1. 

2. 

3. 


Name ______________________________________________ Date _________ 



Literary Focus: Analytical Essay 

Analysis is the act of dividing a subject into parts and then detennining how the parts are 

related. In an analytical essay. a large idea is broken down into its smaller parts. By closely 

examining these parts, a writer helps the reader understand how the parts fit together and 

what they mean as a whole. For example, in "What Makes a Degas a Degas?" Miihlberger examines 

characteristics of two of Degas' paintings. Collectively. the parts of Miihlberger's essay 

create an overall impression of Degas' work and his approach to it. 

DIRECTIONS: Answer each of the following questions about the two essays. 

1. On what details about the daguerreotype of Dickinson does Price focus in his opening 

paragraph? 

2. How does Price relate these details to the life of Emily Dickinson? Which does Price mean 

by saying. "such a picture and a face"? 

3. What overall impression of Emily Dickinson does Price create? Which parts or details 

create this impression? . 

4. Into what parts. or categories. does Miihlberger divide his analysis of Degas' two paintings? 

5. What overall impression of Degas' approach to his work do you gain from Miihlberger's 

analysis of Degas' technique? 

6. What details support Miihlberger's general point that Degas sought to achieve a sense of 

spontaneity or immediacy in his work? 

© Prentice-Hall, Inc. Picture/Degas 129

Name ______________________________________________ 

Date ___________ 

"Tbe Orpban Boy and the Elk Dog." a Blackfeet Myth (text page 428) 


Spelling Strategy When writing words ending in silent e, drop the e before adding a 

suffix beginning with a vowel. For example, the suffix -ing added to the word emanate forms 

the Word Bank word emanating. 

Using Homographs 

At the beginning of 'The Orphan Boy and the Elk Dog," Long Arrow is forced to eat food 

scraps he finds in refuse heaps. The word refuse is a homograph. a word with the same 

spelling as at least one other word but with a different meaning and a different pronunciation. 

In this story. refuse (ref'yoos) is a noun meaning "garbage." The word refuse (ri fyooz') is a verb 

meaning "to reject." You can figure out the meaning of a homograph from its context in the 

sentence, and you can use a dictionary to verify its correct pronunciation. 

A. DIRECTIONS: Consult a dictionary to confirm the two meanings and pronunciations of each of 

the following homographs. Then write two sentences for each word, showing its two different 

meanings. 

1. lead 

2. slough 


B. DIRECTIONS: Rewrite the following sentences, replacing the italicized phrase with a Word 

Bank word. 

1. Long Arrow ate with great pleasure the food given to him by the holy man. 

2. Power seemed to be comingforth from the holy man. 

C. DIRECTIONS: Each question below consists of a related pair ofwords in CAPITAL LEITERS 

followed by four lettered pairs ofwords. Circle the letter of the pair that best expresses a relationship 

similar to that expressed in the pair in capital letters. 

1. EMANATING: NOISE:: 2. RELISH: DISGUST:: 3. STIFLE: SMOTHER :: 

a. smile: laugh a. simple: complex a. encourage : cultivate 

b. rising: fall b. love : hate b. quiet: silence 

c. glowing: light c. enjoy: like c. shout: whisper 

d. walking: run d. enormous: big d. happily : joyfully 


Name ______________________________________________ Date ______~____ 

"The Orphan Boy and the Elk Dog." a Blackfeet Myth (text page 428) 

Build Grammar Skills: Commonly Confused Words: 

accept and except 

Although the words accept and except have a similar look and sound, they have completely 

different meanings. The word accept is a verb meaning "to receive" or "to agree with." The word 

except is usually a preposition meaning "not including," and sometimes a verb meaning "to 

leave out." Notice the correct use of accept and except in the following sentences: 

Many villagers did not accept the chief's decision to welcome the orphan boy. 

People continued to except Long Arrow from the community. 

Everyone except Long Arrow failed in trying to find Elk Dogs. 

A. Practice: For each of the following sentences, circle the correct word in parentheses. 

1. The chiefwas surprised when Long Arrow (accepted/excepted) the difficult challenge. 

2. Long Arrow felt that his people might finally (accept/except) him if he found the Elk Dogs. 

3. The boy left, and no one (accept/except) his grandfather knew where he was going. 

4. Long Arrow (accepted, excepted) Good Running's advice and traveled south. 

5. Throughout his journey. Long Arrow tried to be brave and (accept/except) fear from his 

mind. 

\.,.. 6. Long Arrow gave away all (accept/except) two of the Elk Dogs to his grandparents. 

B. Writing Application: Write a short paragraph describing a character or scene from the 

myth "The Orphan Boy and the Elk Dog." In your paragraph, correctly use the word accept 

twice and the word except twice. You may change the fonns of the words by adding suffixes. 

For example. acceptance. excepted. and so on. 

,---_._ 

© Prentice-Hall, Inc. The Orphan Boy and the Elk Dog 131

Name ____________________________________________ __ Date ________________ 


Reading Strategy: Identify With a Character 

When you identify with a character, you put yourself in the character's place and share his 

or her experiences and feelings. In "The Orphan Boy and the Elk Dog," Long Arrow faces many 

difficult and unusual experiences. Imagine yourself in Long Arrow's place as he deals with each 

of these situations. How would you feel? How would you act? Answering these questions as you 

read will help you to understand the character of Long Arrow and find meaning in his story. 

DIRECTIONS: In the following chart, make notes about Long Arrow's reactions to the story's important 

events. Then try to put yourself in Long Arrow's place. Describe what you might say. 

do, or feel in the same situations and why you might have these reactions. 

Situation 

Long Arrow is shunned by his 

people and then loses his sis 

, ter, the one person who loves 

! him. 

I 

The village departs, leaving 

Long Arrow completely alone. 

What Long Arrow says, 

does, or feels 

What you might say, 

do, or feel and why 

Long Arrow regains his sense of 

hearing and is adopted by 

Good Running. 

! 

Good Running tells Long Arrow 

about the legend of the Elk 

Dogs. 

Long Arrow approaches the 

Great Mystery Lake and is told 

he must dive straight to its 

bottom. 

Long Arrow returns to the 

village with Elk Dogs. 

i 


Name ________________________________________________ 

Date __~__~_________ 


Literary Focus: Myth 

Most cultures throughout the world have created their own myths. or traditional stories that 

attempt to explain the mysteries of nature, the otigin of humans, or the behaviors and customs 

of a people. Myths generally involve mysterious, immortal, or larger-than-life characters, and 

the details of a myth often reveal the values, customs, and beliefs of a particular culture. 

DIRECTIONS: Explore the ways in which "The Orphan Boy and the Elk Dog" fits the definition of 

a myth by rereading the following passages from the stoI)'. Explain how each passage presents 

details typical of a myth, such as details related to mysterious, larger-than-Ufe characters or 

details that indirectly reveal the values, customs, and beliefs of Blackfeet culture. 

1. Eventually the game was hunted out near the camp that the boy regarded as his, and the people 

decided to move. The lodges were taken down, belongings were packed into rawhide bags and put 

on dog travois, and the village departed. 

2. He had to learn to speak and to understand well, and to catch up on all the things a boy should 

know. He was a fast learner and soon surpassed other boys his age in knowledge and skills.... He 

grew up into a fine young hunter, tall and good-looking in the qUilled buckskin outfit the chief's wife 

made for him. 

3. Long Arrow wandered on, walking for long hours and taking little time for rest. Through deep 

canyons and over high mountains he went, wearing out his moccasins and enduring cold and heat, 

hunger and thirst. 

Finally Long Arrow came face to face with a tall man, fierce and scowling and twice the height 

of most humans. 

4. The spirit boy pointed to the water and said, liMy grandfather's lodge is down there. Come." The 

child turned himself into a kingfisher and dove straight to the bottom. 

Afraid, Long Arrow thought, "How can I follow him and not be drowned?" But then he said to 

himself, "I knew all the time that this would not be easy...." And he boldly jumped into the 

water. To his surprise, he found it did not make him wet, that it parted before him, that he 

could breathe and see. 

© Prentice-Hall, Inc. The Orphan Boy and the Elk Dog 133

Name ______________________________________________ 

Date __________ 

"The Street of the Canon" from Mexican Village by Josephina Niggli (text page 440) 


Spelling Strategy For words ending in two consonants, keep both consonants when 

adding a suffix starting with either a vowel or a consonant. For example, -Iy added to the 

word nonchalant forms the Word Bank word nonchalantly. 

Using the Suffix -ly 

In your reading you will often encounter words that end with the suffix -ly. Many words that 

end in -ly are adverbs-words that modifY verbs, adjectives, or other adverbs. Adverbs can 

make writing clearer and more descriptive by telling exactly how something is done or said. For 

example, when Josephina Niggli writes that Pepe Gonzalez asks a question audaciously, you 

know he is speaking in a bold manner to make people believe he is comfortable in his surroundings. 

A. DIRECTIONS: Complete each of the sentences with the best -ly word from the following list. 

extravagantly cautiously abruptly 

1. The stranger from Hidalgo walked ______ down the long, dark streets of the village. 

2. Pepe Gonzalez adjusted his package and entered the ________ decorated party. 

3. Pepe left the party _________, before anyone could identifY him as an enemy. 




1. officious a. overly ready to serve; obliging 

2. mottled b. casually; indifferently 

3. nonchalantly c. arrogantly 

4. audaciously d. believability 

5. imperiously e. in a bold manner 

6. plausibility f. marked with spots of different shades 


C. DIRECTIONS: Circle the letter of the word that is most nearly opposite in meaning to the word 

in capital letters. Because some of the choices are close in meaning. consider all the choices 

before deciding which is best. 

1. NONCHALANTLY 2. AUDACIOUSLY 3. PLAUSIBILI1Y 4. IMPERIOUSLY 

a. casually a. timidly a. belief a. softly 

b. anxiously b. slowly b. possibility b. humbly 

c. arrogantly c. quietly c. workability c. rudely 

d. carefully d. boldly d. impossibility d. openly 


Name ______________________ 

Date ____________ 


Build Grammar Skills: Commas in a Series 

Make your writing clearer by using commas to separate three or more items in a series. Read 

the following sentence and imagine how confusing it would be if there were no commas separating 

the items in the list. 

A long table set up on sawhorses held loaves of flaky crusted French bread, stacks of delicate 

tortillas, plates of barbecued beef, and long red rolls of spicy sausages. 

Ifitems in a series are already separated by conjunctions such as and or or, you do not need 

to insert commas. Read the following example: 

The party featured music and dancing and wonderful food. 

A. Practice: Read the following sentences, inserting commas where they are necessary. Hint: 

some sentences are written correctly. 

1. "It was May the flowering thorn was sweet in the air and the village ofSan Juan Iglesias in 

the Valley of the Three Marys was celebrating." 

2. "He was young no more than twenty-five and his black curly head was bare." 

3. ''There were yellow cheese and white cheese and curded cheese from cow's milk." 

4. Sarita had laughing black eyes glossy dark braids and the parchment tip of a fan against 

her mouth. 

5. Pepe smiled at Sarita quietly dropped his package on the table and moved toward her. 

6. The moonlight and the music and the pleasant conversation kept the couple entertained. 

B. Writing Application: Rewrite the following paragraph. inserting commas where they are 

necessary. 

''The Street of the Caflon" is set in Mexico. the place ofJosephina NiggIi's birth. Mexico is a 

republic bordered by the United States the Gulf of Mexico the Caribbean Sea Belize Guatemala 

and the Pacific Ocean. The country's political cultural commercIal and industrial center is Mexico 

City. The people culture and terrain of Mexico have inspired the work of other writers native 

to the country. such as Laura Esquival Carlos Fuentes and Octavio Paz. 

© Prentice-Hall, Inc. The Street of the Canon 135

Name ________________________________________________ 

Date ________________ 

"The Street of the Cafton" from Mexican Village by Josephina Niggli (text page 440) 

Reading Strategy: Predict 

You can predict the events of a story in the same way that you can predict events in your 

own life. As you read. you are continually gathering information about characters and situations. 

Using this information. you can make educated guesses about how the events of a story 

are going to unfold. 

DIRECTIONS: Use the chart below to record your predictions about the events and characters in 

the story as you read. Update your predictions as new information becomes available. 

I Question Clues Predictions 

Who is the stranger walking 

through the dark streets? 

Why is the stranger going to 

the party? 

! 

What is the package the 

stranger clutches tightly? 

I 

Why is the stranger concerned 

about being recognized? 

I 

Where has the stranger seen 

the young woman before, and 

why does he dance with her? 

Why does the stranger leave so 

abruptly? 

I 


Name ______________________________________ . _________ 

Date ________________ 


Literary Focus: Third-Person Point of View 

When you read, you are able to see places and events through the eyes of a character or of 

the narrator, who mayor may not be a character in the story. A story told by an outside narrator 

is told in the third person. In a third-person limited point of view. a writer reveals only 

one character's thoughts. The reader learns things only as the character learns them. In a 

story told from a third-person omniscient point of view-as is ''The Street of the Cafton"-the 

narrator is all knowing. and readers witness events through the eyes of several characters. 

DIRECTIONS: Read the following passages from ''The Street of the Cafton," and identifY whose 

point of view is being presented in each passage. Then explain why the characters' thoughts in 

the passage are important to the story. 

1. He walked swiftly along, heading always for the distant sound of guitar and flute. If he met anyone 

now, who could say from which direction he had come? He might be a trader from Monterrey, or a 

buyer of cow's milk from farther North in the valley of the Three Marys. Who would guess that an Hidalgo 

man dared to walk alone in the moonlit streets of San Juan Iglesias? 

Pointofview: ______________________.___________________________________________ 

2. The last time he had seen that face it had been white and tense with rage, and lips clenched tight to 

\....,...- prevent an outgushing stream of angry words. 

Pointofview: __________________________________________________________________ 

3. The girl was standing on tiptoe trying vainly to see what was happening. She was hardly aware of 

the stranger's whispering voice although she remembered the words that he said. "Sunday nightonce 

around the plaza." 

Pointofview: ______________________________________~___________________________ 

4. [No voice said, "The stranger,"] but with one fluid movement every head in the patio turned toward 

the girl in the doorway. She also turned, her eyes wide with something that she realized to her own 

amazement was more apprehension than anger. 

Pointofview: _________________________________________________________________ 

© Prentice-Hall, Inc. The Street of the Canon 137

Name ______________________________________________ Date _________ 

"A Storm in the Mountains" by Alexander Solzhenitsyn (text page 450) 

"In the Orchard" by Henrik Ibsen (text page 451) 

"A Tree Telling of Orpheus" by Denise Levertov (text page 452) 


Spelling Strategy Most words of more than one syllable that end with a long e sound 

are spelled with a y, as is the Word Bank word sultry. There are exceptions, such as compound 

words like carefree or words whose accent is on the final syllable, such as agree, but in 

general, if a word ends with a long e sound and the word is more than one syllable, you can 

usually safely spell it with a y. 

Using Latin Terms 

In the first century A.D., when the Romans expanded their empire into what is now Great 

Britain, they brought their language with them, and Latin began contributing to English. Three 

hundred years later, when Emperor Constantine I made Rome a Christian empire, Latin became 

the written language of Christianity. In the Dark Ages, Latin survived in monasteries and 

abbeys, the few remaining European centers of written knowledge. As the languages of Europe 

evolved and borrowed from each other, Latin was an essential ingredient in the mix. Not only 

do vast numbers of words have Latin roots, but many come directly from the ancient tongue. 

Usually italiCized, these terms maintain their meaning almost exactly, and appear often in legal 

or governmental contexts. 

A. DIRECTIONS: Use a dictionary to find the meanings of the following Latin terms in common 

use today. Write the meaning of each italicized term in the space provided. 

1. Orpheus' head, neck. arms, etc., look like parts of a tree to the speaker ofLevertov's poem. 

2. Ibsen probably does not object to work per se. but would not want it to cost us the love of 

the moment. 

3. The poem expresses its theme of carpe diem gently but reminds us that time will "shut the 

garden gate." 


B. DIRECTIONS: In the blank. write the letter of the word or phrase most nearly similar in meaning 

to the Word Bank word. 

1. sultry 2. asunder 3. terra firma 

a.shady a. beneath a. dread 

b. steamy b. blaring b. mainland 

c. sturdy c.varied c. majesty 

d glum d. apart d. firm ground 


Name ______________________________________________ Date ________________ 



"A Tree TelUng of Orpheus" by Denise Levertov (text page 452) 

Build Grammar Skills: Correct Use of Like and As 

The words like and as have become almost interchangeable in everyday conversation, and 

this informal usage leads to errors in fornial speech or writing. Sometimes like is a verb meaning 

"to prefer," but when used for comparisons, like is always a prepOSition. A noun follows the 

preposition like to form a prepositional phrase: 

Ibsen, like Johnson, knows you can't have spring blossoms and autumn fruit at once. 

Do not use like as a conjunction to introduce a subordinate clause containing a verb form. A 

subordinate clause has a subject and a verb, but cannot stand alone as a sentence. 

As Levertov has shown, imagination can show us the world from a new point of view. 

Generally, like compares people or things, and as compares or demonstrates actions or conditions. 

The simplest test is to look for a verb form. If the usage you're considering has a verb 

form following, use as in formal writing. 

A. Practice: Write the word like or as in the blank to complete each sentence correctly. 

I. Lightning flashes affected Solzhenitsyn's vision ___ strobe lights, making the night seem 

even darker. 

2. There is nothing __ thunder in the mountains to confuse one's hearing. 

3. Ibsen writes, ___ many poets have, ofjoy in the presence of nature. 

4. "In the Orchard," __ many poems from many ages, makes us also aware of how quickly 

time escapes. 

5. Levertov's "A Tree Telling of Orpheus" expresses thought ___ if a tree had memory and 

voice. 

B. Writing AppUcatlon: Follow the directions for each item. 

1. Describe someone's speed, comparing it to the wind, using like to begin a prepositional 

phrase. 

2. Describe something predictable. comparing it to the way water runs downhill. using as in a 

subordinate clause. 

3. Compare a bad day to a nightmare using the preposition like. 

4. Describe something regular, comparing it to the sun rising each morning, using a subordinate 

clause. 

© Prentice-Hall, Inc. Storm/OrchardlTree 139

Name ______________________________________________ Date ________________ 





As writers create worlds for us, their images speak to our senses. Denise Levertov invites you 

to be a tree and imagine the thrill of Orpheus' music "almost as if/fire had been lit below" your 

branches. If you engage your senses fully, you combine your own memory of the feeling of fire 

with the poet's words, and the sensory image succeeds in making you feel as if you were indeed 

that tree. 

In order to appreciate this effect fully, it helps not only to identify which sense is being appealed 

to, but also the way in which your own experience relates to the sensory image. What 

connections do you make to sensory images in these selections? How do they help you engage 

your senses fully? 

DIRECTIONS: In the left column are passages from the selections. In the center column, write 

what sense is being appealed to by the passage. In the right column. write what connection to 

your own experience the sensory image makes. Be as specific as you can in describing how the 

connection helps you engage your senses. 

Everything was black-no 

peaks, no valleys, no horizon 

to be seen ... (Solzhenitsyn) 

The voice of the thunder 

filled the gorge, drowning the 

ceaseless roar of the rivers. 

(Solzhenitsyn) 

i Will you let the scarecrow 

clapping/Drown all happy 

words and sounds? (Ibsen) 

i 

With my living, with my 

singing/I will tear the 

hedges down. (Ibsen) 

When the rippling began'! 

I took it for sea-wind, coming 

to our valley with rumors of 

salt. (Levertov) 

... two/moving stems, the short 

trunk, the two/arm-branches, 

flexible, each with five 

leafless/twigs at their ends. 

(Levertov) 

Sense the Image 

Appeals To 

Personal Connection to Image 


Name ____________________________________________ ___ 

Date ________________ 




Literary Focus: Speaker 

The speaker of a poem or piece of prose may be an imaginary personality constructed by the 

author. or it may be the author addressing readers directly. Even if the speaker does not address 

the audience directly. the author may represent the voice as his or her own. 

The speaker may be the author's persona created for the purpose of narration. Although not 

a character in the events. the speaker is not exactly the author either. especially in works of 

fiction. Much literary criticism is devoted to the complex relationship between the speaker and 

the flesh-and-blood author. 

The speaker may be a character. Sometimes the character who is speaking is deSCribed. and 

sometimes the character merely speaks in a voice consistent with who that character may be. 

At other times. a speaker who is a character uses the pronouns 1. me, my. 

DIRECTIONS: Consider the qualities of the speakers of the three pieces in this selection. and answer 

the following questions. Write your answers in the space provided. 

1. Name three things you learn about the speaker of "A Storm in the Mountains" from things 

he says about his situation. 

2. When do you learn that the speaker was not alone during the storm and that it took place 

in the past? 

3. Do you think Ibsen represents himself as the speaker of "In the Orchard"? Why or why 

not? 

4. The speaker of "In the Orchard" uses the word you several times. Do you feel the speaker is 

addressing you directly? Why or why not? 

5. The speaker in "A Tree Telling of Orpheus" is a tree. Name three places in the poem where 

convincing images help you believe a tree is speaking. 

6. Who could be the audience for the speaking tree of Levertov's poem? Explain your choice. 

© Prentice-Hall. Inc. Storm/OrchardlTree 141

Name _________________________________________________ 

Date _________ 

"The Open Window" by Saki (text page 471) 


Spelling Strategy The sound shun in a suffix is usually spelled sion, tion, or ssion. For 

example, the word delude becomes the Word Bank word delusion. The word operate drops 

its final e and becomes operation, and the word possess becomes possession. 

Words From Names 

In "The Open Window," a character walks across a lawn canying a white mackintosh, which 

is a waterproof raincoat. This item is named after a real person-Charles Macintosh 

(l766-1843}-who invented waterproof clothing. Like the word mackintosh, many words in the 

English language are derived from the names of people and places. 

A. DIRECTIONS: Each word in the following list comes from the name of a person or place. Read 

the sentences that follow the list, filling in each blank with the most appropriate word from the 

list. 

Braille Spartan sandwich Machiavellian 

1. People who are severe. restrained, and highly disciplined can be described as having 

___________ traits, characteristic of people from a powerful military city in ancient 

Greece. 

2. People who are blind can read and write using a system of printing and 

writing which uses patterns of raised dots. This system is named for the blind teacher who 

invented it. 

3. The was invented by the earl of a town in England so that he would not 

have to stop playing games in order to eat his meals. 

4. A leader who is is crafty, ruthless, and willing to sacrifice moral principles 

to achieve political goals-behavior advocated by an Italian political philosopher of the 

Renaissance in his famous book The Prince. 


B. DIRECTIONS: In the blank, write the letter of the definition next to the word it defines. 

1. delusion a. a waterproof raincoat 

2. imminent b. despised; outcast 

3. mackintosh c. likely to happen soon; threatening 

4. pariah d. a false belief held in spite of evidence to the contrary 

C. DIRECTIONS: Circle the letter of the pair of words that best expresses a relationship similar to 

that expressed in the pair in capital letters. 

1. PARIAH : DESPISED :: 2. DELUSION: TRUTH:: 3. MACKINTOSH: RAIN :: 

a. injure : hurt a. chaos : order a. shoes : feet 

b. friend: enemy b. enjoy: dislike b. shovel: snow 

c. beloved: adored c. tiny : enormous c. boat: water 

d. generous : friend d. calm : tranquility d. visor : sunlight 


Name _______________________________________________ 

Date _________ 

"The Open Window" by Saki (text page 471) 

Build Grammar Skills: Placement of Only and Just 

You should always place the modifiers only and just immediately before the words they 

modify. Changing their placement in a sentence directly affects the meaning of the sentence. In 

the following example from the story. notice thatjust modifies the word give: 

I shall just give you letters of introduction to all the people I know there. 

In this example, just is modifying the phrase "give you letters of introduction." If you change 

the placement ofjust. the meaning of the sentence changes. For example: 

I shall give just you letters of introduction to all the people I know there. 

I shall give you just letters of introduction to all the people I know there. 

In the first sentence. just modifies you. In the second, just modifies letters ofmtroduction. 

A. PRACTICE: Explain how the different placement of the word just or only changes the meaning 

of each of the following sentences. 

1. (a) Framton Nuttel wished for only rest and relaxation. 

(b) Framton Nuttel only wished for rest and relaxation. 

2. (a) The young woman sat down and Just began telling a story to Framton Nuttel. 

(b) The young woman sat down and began telling just a story to Framton Nuttel. 

3. (a) Before his visit, Mr. Nuttel knew only Mrs. Sappleton's name and address. 

(b) Before his visit, Mr. Nuttel only knew Mrs. Sappleton's name and address. 

4. (a) Mr. Nuttel spent only a short time at the rural retreat. 

(b) Mr. Nuttel only spent a short time at the rural retreat. 

B. Writing AppUcation: Rewrite each of the following sentences. inserting the modifier only or 

just. Try not to change or make unclear the original meaning of the sentence. 

1. He thought it was truth but it was a story. 

2. Poor Mr. Nuttel wanted to rest. but he was in for a shock. 

3. The niece was trying to have some fun. 

© Prentice-Hall, Inc. The Open Window 143

Name ________________________________________________ Date _________ 

Reading for Success: Strategies for Constructing Meaning 

In order to understand a piece ofwriting fully. you must do more than simply comprehend 

the writer's words. You have to go a step further and put the words and ideas together in your 

own mind. Use these strategies to help you construct meaning: 

• Make inferences. Writers don't always tell you everything directly. You have to make inferences 

to arrive at ideas that writers suggest but don't say. You make an inference by considering 

the details that the writer includes or omits. 

• Draw conclusions. A conclusion is a general statement that you can make and explain by 

reasons that you can support with details from the text. 

• Interpret the information. Interpret or explain the meaning or significance of what you read. 

• Identify relationships in the text. Look for the causes and effects of important actions, 

keep clear in your mind the sequence of events, and identify which events are of greater or 

lesser importance. 

• Compare and contrast the ideas. Compare and contrast ideas in the work with other ideas 

in the same work or with ideas that are already familiar to you. 

• Recognize the writer's purpose. A writer's purpose will influence the details he or she 

chooses to present. 

DIRECTIONS: Read the following excerpt from 'The Veldt" by Ray Bradbury, and apply the reading 

strategies to increase your comprehension. In the margin, write notes showing where you 

make inferences. draw conclusions, interpret the information, identify relationships in the text. 

compare and contrast the ideas, and recognize the writer's purpose. 

from "The Veldt" by Ray Bradbury 

In this excerpt, George Hadley and his Wife are about to investigate 

strange goings-on in the nursery. 

They walked down the hall of their soundproofed Happy-life 

Home, which had cost them thirty thousand dollars installed, this 

house which clothed and fed and rocked them to sleep and played 

and sang and was good to them. Their approach sensitized a switch 

somewhere and the nursery light flicked on when they came within 

ten feet of it. Similarly, behind them, in the halls, lights went on and 

off as they left them behind, with a soft automaticity. 

"Well." said George Hadley. 

They stood on the thatched floor of the nursery. It was forty feet 

across by forty feet long and thirty feet high; it had cost half again as 

much as the rest of the house. "But nothing's too good for our chil 

dren," George said. 

The nursery was silent. It was empty as a jungle glade at hot high 

noon. The walls were blank and two-dimensional. Now, as George 

and Lydia Hadley stood in the center of the room, the walls began to 

purr and recede into crystalline distance, it seemed, and presently an 

African veldt appeared, in three dimensions; on all sides, in colors re 

produced to the final pebble and bit of straw. The ceiling above them 

became a deep sky with a hot yellow sun. 


George Hadley felt the perspiration start on his brow. 

"Let's get out of the sun," he said. "This is a little too real. But I 

don't see anything wrong." 

"Wait a moment, you'll see," said his wife. 

Now the hidden odorophonics were beginning to blow a wind of 

odor at the two people in the middle of the baked veldtland. The hot 

straw smell of lion grass, the cool green smell of the hidden water 

hole, the great rusty smell of animals, the smell of dust like a red paprika 

in the hot air. And now the sounds: the thump of distant antelope 

feet on grassy sod, the papery rustiing of vultures. A shadow 

passed through the sky. The shadow flickered on George Hadley's 

upturned, sweating face. 

"Filthy creatures," he heard his wife say. 

"The vultures." 

"You see, there are the lions, far over, that way. Now they're on 

their way to the water hole. They've just been eating," said Lydia. "I 

don't know what." 

"Some animal." George Hadley put his hand up to shield off the 

burning light from his squinted eyes. "A zebra or a baby giraffe, 

maybe," 

"Are you sure?" His wife sounded peculiarly tense. 

"No, it's a little late to be sure," he said, amused. "Nothing over 

there I can see but cleaned bone, and the vultures dropping for 

what's left." 

"Did you hear that scream?" she asked. 

"No." 

"About a minute ago?" 

"Sorry, no." 

The lions were coming. And again George Hadley was filled with 

admiration for the mechanical genius who had conceived this room. A 

miracle of efficiency selling for an absurdly low price. Every home 

should have one. Oh, occasionally they frightened you with their clinical 

accuracy, they startled you, gave you a twinge, but most of the 

time what fun for everyone, not only your own son and daughter, but 

for yourself when you felt like a quick jaunt to a foreign land, a quick 

change of scenery. Well, here it was! 

And here were the lions now, fifteen feet away, so real, so feverishly 

and startlingly real that you could feel the prickling fur on your 

hand, and your mouth was stuffed with the dusty upholstery smell of 

their heated pelts .... 

© Prentice-Hall, Inc. The Open Window 145

I~ame _______________________________________________ 

Date ________________ 

"The Open Window" by Saki (text page 471) 

Literary Focus: Plot Structure 

Plot is the sequence of a story's events. Most short stories are composed of some or all of the 

following plot elements-exposition, inciting incident, central conflict, climax, and resolution. 

Exposition introduces the setting, characters, and situation of the story. The story's inciting 

incident introduces the central conflict, which then develops until it reaches the climax-the 

story's high point of interest or suspense. The story ends with some kind of resolution to the 

confliCt. 

DIRECTIONS: As you read 'The Open Window," refer to the following plot diagram. Decide what 

details and events in 'The Open Window" make up each of its plot elements. 

Plot Diagram 

CLIMAX 

RISING ACTION 

• ... .. 

DEVELOPMENT 

RESOLUTION 

1. What details are given in the exposition of 'The Open Window"? 

2. What is the central conflict of the story? 

3. What events lead to the story's climax? 

4. What is the story's climax? 

5. Describe the story's resolution. 


Name __________________________,___________________ 

Date _______________ 

"Leiningen Versus the Ants" by Carl Stephenson (text page 480) 


Spelling Strategy Place i before E! except after c or when sounded like a as in neighbor 

and weigh. Two exceptions to this rule are weir and weird, both of which are pronounced with 

a long e sound. 

Using Latin Plural Forms 

Words in English that are borrowed from Latin retain their Latin plural forms. The plural of 

alluvium is alluvia. Words from Latin change endings as follows to form plurals: 

-urn becomes -a 

-on becomes -a 

-us becomes -i 

-a becomes -ae 

A. DIRECTIONS: Write the plural form ofeach word. 

1. stimulus _____________________ 4. phenomenon _____________________ 

2. medium _____________________ 5. fungus ___________________________ 

3. formula ____________________ 6. huva ____________________________ 

\...,. Using the Word Bank 


the blank, write the letter of the definition next to the word it defines. 

1. peons a. laborers in Spanish America 

2. flout b. food 

3. weir c. material deposited by moving water 

4. provender d. show contempt for 

5. alluvium e. a low dam 

6. fomentations f. warm moist substances applied to treat an injUIy 

C. DIRECTIONS: In the blank, write the letter of the word that best completes the meaning of the 

sentence. 

1. The medicine man's ___ helped heal Leiningen's wounds. 

a.peons 

b. provender 

c. alluvium 

d. fomentations 

2. Any plant or animal in the ants' path became their __. 

a.peons 

b. weir 

c. provender 

d. alluvium 

© Prentice-Hall, Inc. Leiningen Versus the Ants 147

Name 

Date ________ 

"Lelningen Versus the Ants" by Carl Stephenson (text page 480) 

Build Grammar Skills: Correct Use of Apostrophes 

An apostrophe ('J is a punctuation mark used to show possession and contraction. You can 

use apostrophes to form possessives in two ways. To make a Singular noun possessive, add an 

apostrophe and an s: Leiningen's men. To make a plural noun possessive, add an apostrophe 

after the s: ants'venom. (If a plural noun does not end in s, follow the rule for Singular nouns: 

men's nerves.) 

In contractions, an apostrophe indicates that letters have been omitted. In the following sentence, 

the apostrophe shows that an 0 has been omitted from the contraction of had and not. 

He hadn't a second to lose. 

Lastly, remember that apostrophes are not used to form plurals: crews of ants. 

DIRECTIONS: Add apostrophes where they are needed in the following sentences. 

1. "1m not going to run for it just because an elementals on the way." 

2. "With me, the brain isnt a second blind jut; I know what its there for." 

3. But so great was the Indians trust in Leiningen, in Leiningens word, and in Leiningens 

wisdom ... 

4. Not until four oclock did the wings reach the "horseshoe ends" of the ditch. 

5. The very clods of earth they flung into that black floating carpet often whirled fragments 

toward the defenders side. 

6. Blinded, it had reeled in the madness of hideous torment straight into the ranks of its 

persecutors. 

7. And there, drifting in two and threes, Leiningens men reached him. 

8. He shielded his eyes, knowing too well the ants dodge of first robbing their victim of sight. 


Name ______________________________________________ Date ________. 


Reading Strategy: Predict Based on Plot Details 

You will become a more active and involved reader ifyou can predict what will happen next 

in a story. Base your predictions on plot details. and follow the developing story to make 

subsequent predictions. You can also use what you know about similar types of stories to inform 

your predictions. 

DIRECTIONS: Make two different predictions based on the question asked about each plot detail. 

Plot DetaD 

1. The outer and inner 

moats are described 

in great detail. 

Question Prediction II Prediction 12 

How will the moats figure 

in the plot? 

2. The ants reach the 

edge of the ditch. 

How will the ants cross 

the ditch? 

3. Leiningen sleeps 

while the workers 

defend the 

perimeter. 

What will Leiningen 

find when he returns 

the next morning? 

4. Leiningen orders 

the man at the weir 

to alternately raise 

and lower the water 

level. 

5. Leiningen and his 

men retreat within 

the inner moat. 

How might this plan 

go wrong? 

What is the next plan 

of action? 

6. Two men die a quick, 

horrible death while 

trying to escape. 

What will happen 

next? 

I 

I 

I 

@ Prentice-Hall, Inc. 

Leiningen Versus the Ants 149

~- 

Name ______________________________________________ Date _____~ 


Literary Focus: Conflict 

Short stories, like real life, contain conflicts. A conflict may be internal or external. Most 

stories contain a combination of both. 

A. DIRECTIONS: Complete the following chart by describing how each conflict is either external 

or internal. 

Conflict 

Example: The ants approach 

the plantation. 

Internal 

External 

This is the beginning of a battle 

between man and nature. 

I 

1. The ants find a way to cross 

the outer moat. 

II 

2. After losing the first round of 

the battle, the peons must 

decide whether to stay with 

Leiningen or leave. 

I 

3. The ants cross the second 

moat on a bed of ash. 

4. Leiningen decides to go to 

the dam himself, risking his 

own life. 

I 

B. DIRECTIONS: Imagine that you are one of the peons employed by Leiningen. Will you stay to 

fight the ants or leave? Describe in a paragraph how you would solve this internal conflict. 


Name _______________________________________________ 

Date ________________ 

"By the Waters of Babylon" by Stephen Vincent Benet (text page 500) 


Spelling Strategy When adding a suffix to a word that ends in y preceded by a consonant, 

change the y to i and then add the suffix. For the word purify, for example, change the y 

to i before adding the -ed ending: purify + -ed = purified. However, keep the y when adding 

-ing: purifying. 

Using Conjunctive Adverbs 

Conjunctive adverbs show a relationship between ideas and often connect independent 

clauses. The Word Bank words moreover and nevertheless are just two examples of conjunctive 

adverbs. Generally. a semicolon precedes a conjunctive adverb. 

A. DIRECTIONS: Complete each sentence wi1h one of the following conjunctive adverbs: furthermore, 

otherwise, still, therefore. 

1. John is the son of a priest; _______, he is allowed to go into the Dead Places. 

2. Metal may be taken from the Dead Places; ________, no objects may be touched. 

3. In his dream, John sees a great Dead Place where gods walk; _______, he believes he 

must travel east and cross the river. 

4. John fears what he might find in the great Dead Place; ______, he feels he must make 

the journey. 

~ Using the Word Bank 

B. DIREcTIONS: Circle the letter of the best synonym for each word bank word. 

1. purified a) burned b) cleansed c) blessed 

2. bowels a) organs b) rivers c) insides 

3. moreover a) additionally b) twice c) instead 

4. nevertheless a) impossible b) also c) however 


C. DIRECTIONS: In the blank, write the letter of the pair ofwords that best completes the meaning 

of the sentence. 

1. John's vision compels him to 2. Priests are allowed to take metal 

travel east; ____, he feels a fire in 

from the dead place; ____. they 

his ____ to make the journey. 

and the metal must be ____. 

a. bowels-nevertheless a. purified-moreover 

b. bowels-moreover b. purified-nevertheless 

c. moreover-bowels c. moreover-purified 

d. nevertheless-bowels d. nevertheless-purified 

© Prentice-Hall, Inc. By the Waters of Babylon 151

Name ______________________________________________ 

Date ________________ 


Build Grammar Skills: Subordination 

Writers use subordination when they connect unequal but related ideas in a complex sentence. 

The subordinate (less important) idea limits. develops. describes, or adds meaning to the 

main idea. In the following sentence from the story. italics indicate a related or unequal idea. 

My brothers would not have done it, though they are good hunters. 

The subordinating conjunction though introduces the less important idea. Other subordinating 

conjunctions include because. while, after, when, ifand than, and relative pronouns like 

who, which, and that. 

A. Practice: Underline the subordinate clause in each sentence. Then write an explanation of 

why the idea in the subordinate clause is less important than the idea in the main clause. 

1. I asked myself many questions that I could not answer. 

2. When the dawn came. I was out of sight of the village. 

3. As I pushed the raft from shore, I began my death song. 

4. I thought it was wise to pray to ASHING, though I do not know that god. 

5. After awhile, I knew that my belly was hungry. 

B. Writing Application: Answer each question with a sentence that includes a subordinate 

clause. 

1. What restrictions are placed on entry to dead places? 

2. Why is John allowed to enter dead places? 

3. When does John decide to journey to the great Dead Place? 

4. What surprises John about the great Place of the Gods? 

5. How does John uncover truths about the gods? 


Name _____________________________________________ 

Date _________ 


Reading Strategy: Draw Conclusions 

As you begin reading "By the Waters of Babylon," you encounter mysterious settings and 

events. The narrator does not explain how the Dead Places came to be or what caused the 

Great Burning. You, as an involved reader, must analyze facts and details in the story to draw 

conclusions about the story's setting and background. 

DIRECTIONS: Complete the chart by providing details and writing reasonable conclusions that 

can be drawn from those details. 

Question Detail .1 Detail.2 Conclusion 

1. What are the old 

writings? 

2. What are the godroads? 

3. What is the great 

river that John 

crosses? 

4. What is the strong 

magic that John 

observes at night in 

the Place of the 

Gods? 

i 

5. What was the Great 

Burning? 

6. When does the story 

take place? 

© Prentice-Hall, Inc. By the Waters of Babylon 153

Name ______________________________________________ DatI'> 


Literary Focus: First-Person Point of View 

Point ofview is the position or perspective from which the events of a story are seen. When 

you read a story told from the first-person point of view. you experience the story through the 

eyes of a character who uses the first-person pronouns I, me, my. Through that first-person 

narrator, you-the reader-experience everything that happens in the story and know the character's 

thoughts and feelings. 

A. DIRECTIONS: Write your answers to the following questions. 

1. Name two details that help you identity John as the first-person narrator of "By the Waters 

of Babylon." 

2. What mood does the first-person point ofview create in this story? 

3. What does John know that you do not know? 

4. What information do you have that John does not? 

5. Does seeing things through John's eyes make you look at the world around you in a different 

way? Why or why not? 

B. DIRECTIONS: Write a paragraph in which you respond to the use of first-person point ofview 

in "By the Waters of Babylon." What did you enjoy about this point of view? What did you dislike 

or find frustrating? 


Name _____________________________________________ ___ 

Date ________ 

"A Problem" by Anton Chekhov (text page 514) 

"Luck" by Mark Twain (text page 520) 


Sp,lIing Strategy Words that end in silent e drop the e before adding a suffix beginning 

with a vowel. For example, the silent e in the word sublime is dropped when the suffix 

-ity is added to form the Word Bank word sublimity. 

Using the Root -ver- 

The Word Bank word veracity, which means "truthfulness" or "honesty," contains the root 

-ver-, which comes from the Latin adjective verax, meaning "speaking the truth" or "truthful." 

A. DIRECTIONS: Determine the meaning of the italicized word in each sentence by using context 

clues and what you know about the Latin root -ver-. Write your definition on the line below. 

1. Meeting a veracious individual can be a refreshing and reaffirming experience. 

2. The judge asked the witness to veriJY her statement. 

3. Verification of Chekhov's declining health could be seen in his exhausted appearance. 


B. DIRECTIONS: In the blank, write the letter of the definition next to the word it defines. 

1. zenith a. the expression on a person's face 

2. countenance b. without slyness or cunning; frank 

3. veracity c. a noble or exalted state 

4. guileless d. having to do with rheumatism 

5. prodigious e. the highest point 

6. sublimity f. truthfulness; honesty 

7. taciturn g. a small entrance hall or room 

8. rheumatic h. enormous 

9. vestibule 1. silent 


C. DIRECTIONS: In the blank, write the letter of the word most nearly opposite in meaning to the 


1. prodigious 2. veracity 3. guileless 

a. petite a. sublimity a. innocent 

b. noticeable b. dishonesty b. frank 

c. elaborate c. silence c. truthful 

d. enormous d. cunning d. sly 

@ Prentice-Hall, Inc. A Problem/Luck 155

Name _______________________________________________ 

Date _________ 



Build Grammar Skills: Restrictive and Nonrestrictive 

Adjective Clauses 

An adjective clause is a group of words that contains a subject and verb and begins with a 

relative pronoun such as who, that, or which. An adjective clause modifies a noun or a pronoun 

and usually follows the word it modifies. 

adjective clause 

The Twain story that appears in this unit is "Luck." 

Adjective clauses may be restrictive or nonrestrictive. A restrictive adjective clause is necessary, 

or essential, to complete the meaning of the noun or pronoun it modifies. It is not set 

off with a comma. A nonrestrictive adjective clause is not needed to make the meaning of a 

sentence clear, but adds details to the sentence. A nonrestrictive clause is always set off with 

commas. 

Restrictive adjective clause 

Chekhov's stories always include characters who fascinate me. 

Nonrestrictive adjective clause 

"A Problem," which was written by Chekhov, features the troubling character Sasha L1skov. 

A. Practice: Underline the adjective clause that appears in each sentence. Then identifY each 

clause as restrictive or nonrestrictive by writing R or N on the lines provided. 

1. Sasha Uskov, the young man of twenty-five who was the cause of all the commotion, 

had arrived some time before. 

2. Ivan Markovitch was weeping and muttering something which it was impossible to 

catch through the door. 

3. He went through ... and got compliments too, while others, who knew a thousand 

times more than he, got plucked. 

4. Consider what I did-I who so loved repose and inaction. 

B. Writing Application: Complete each of the following sentences with either a restrictive or 

nonrestrictive adjective clause. Remember to set off nonrestrictive adjective clauses with 

commas. 

1. Ivan Markovitch __________________________ defends Sasha's actions as the errors 

of an unlucky youth. 

2. Another of Sasha's uncles argues in favor of defending the family's honor 

3. The numerous blunders ____________________________ are all interpreted as acts 

of genius. 

4. The clergyman __________________________ confesses to the narrator, "Privatelyhe's 

an absolute fool." 

5. At the banquet ________________________ the narrator hears all about 

Scoresby from his old acquaintance. 


Name _____________________________________________ ___ 

Date __________ 




A character's words and actions are clues to his or her personality. beliefs, and traits. When 

you read what a character says and does, you form an opinion, or make an Inference. about 

that character. For example, when you read in Chekhov's story that Sasha wonders what he 

has done wrong, you can infer that Sasha is unaware of the seriousness of the problem he is 

causing the Uskov family. 

DIRECTIONS: Answer each of the following questions on the lines provided. 

"A Problem" 

1. Based upon the evidence of the "strictest measures" taken, what can you infer about the 

effect the "family secret" might have should it become generally known? 

2. Based upon Sasha's actions of forging a promissory note and "sponging on his friends and 

his women," what can you infer about the kind of man he is? 

3. What can you infer about Ivan Markovitch's nature, based upon his entreaty to the family, 

followed by his weeping and muttering? 

"Luck" 

1. What can you infer about the clergyman's feelings, based upon his inability to sleep after 

helping young Scoresby pass his exam? 

2. What can you infer about the clergyman, based upon his use of his hard-earned money to 

buy a cometcy in Scoresby's regiment? 

3. What effects of Scoresby's actions cause you to make the inference that he was born a 

lucky man? 

© Prentice-Hall, Inc. A Problem/Luck 157

Name _______________________________________________ 

Date ________________ 



Literary Focus: Static and Dynamic Characters 

In fiction there are two types of characters: static and dynamic. A static character does not 

change during the course of a story-no matter what experiences the character encounters, his 

or her personality, attitudes. and beliefs are the same at the end of the story as they were at 

the beginning. In these two stories, Sasha Uskov and Arthur Scoresby are static characters. 

A dynamic character. on the other hand. does change during the course of the story. He or 

she is affected by events in the story and. sometimes. learns and grows because of those 

events. Ivan Markovitch in Chekhov's story is an example of a dynamic character because a 

certain event drastically alters Markovitch's opinion of his paternal nephew. 

DIRECTIONS: Complete the following charts. which contrast one static and one dynamic character 

from each story. IdentifY the evidence, whether from direct or indirect characterization, that 

illustrates the static or dynamic nature of each character. For the clergyman, you will find evidence 

only from direct characterization. 

"A Problem" 

Character Type Evidence from story 

Sasha Uskov Static Direct characterization 

1. 

2. 

Indirect characterization 

1. 

2. 

I 

Ivan Markovitch Dynamic Direct characterization 

1. 

2. 


1. 

I 2. 

"Luck" 

Character Type Evidence from story 

Arthur Scoresby Static Direct characterization 

1. 

2. 


1. 

2. 

Clergyman Dynamic Direct characterization 

1. 

2. 

3. 

4. 

I 

I 


Name ______________________________________ 

Date ________________ 

"There Will Come Soft Rains" by Ray Bradbury (text page 534) 

"The Garden of Stubbom Cats" by !talo Calvino (text page 540) 


Spelling Strategy In English, many adjectives are formed with the suffix -ic, such as the 

Word Bank words titanic and psychopathic. The -ic suffix, which descended from Greek and 

Latin, has several variations, including -ique and -ick. 

Using Words From Greek Myths 

Who's your nemesis? Do you have arachnophobia? Many words in common use today derive 

from ancient Greek tales of gods and their sometimes complicated relationships with mortals. 

For example, Prometheus. one of the Titans (from which the Word Bank word titanic derives), 

got into trouble with Zeus for helping human beings. A Promethean idea is a good thing nevertheless. 

A. DIRECTIONS: Use an encyclopedia. a dictionary, or another form of reference to discover the 

source in Greek mythology of the following terms. Then define each term in the space provided, 

and identify the myth from which it derives. 

1. Promethean ________________________________________________ 

2. nemesis _________________________________________________________________ 

~.. 3. arachnophobia ________________________________________________ 

4. narcissism_______________________________________________ 


B. DIRECTIONS: Circle the letter of the word most similar in meaning to the Word Bank word. 

1. warrens 2. titanic 3. paranoia 4. tremulous 

a. documents a. metallic a. distrust a. trembling 

b. cautions b. immense b.occult b. vast 

c. burrows c. nautical c. immobility c. prestigious 

d. guarantee d. ferocious d. boundary d. frozen 

5. psychopathic 6. supernal 7. itinerary 8. transoms 

a. sensitive a. better a. sanctuary a. bribes 

b. clairvoyant b. extrasensory b. necessary b. windows 

c. knowledgeable c. subsequent c.course c. vagrants 

d. deranged d. heavenly d. utensil d. visitors 

© Prentice-Hall, Inc. Rains/Cats 159

Name ______________________________________________ Date _____________ 


"The Garden of Stubborn Cats" by!talo Calvino (text page 540) 

Build Grammar Skills: Commonly Confused Words: Lie and Lay 

Two of the most frequently misused words in speaking and writing are the words He and lay. 

Although the words seem similar, having to do with things at rest, they actually have different 

meanings. 

The verb lie means "to recline." Lie does not have a direct object because the thing reclining 

is doing so by itself, not by means of something else. 

The verb lay means "to put or set (something) down." Lay usually has a direct object. 

Example: He lays the book down, and it lies there. 

In this sentence, book is the object of the verb lays, because lays means "sets" or "puts." In 

the second clause, the book lies there by itself, and the verb has no object. 

The following chart compares principal parts of the two verbs. 

Verb Tense Lie (recline) Lay (set or put) 

I 

Present Her watch lies on the table. She lays her watch on the table. I 

Present Participle Her watch is lying on the table. She is laying her watch on the table. 

I Past 

I 

I Past Participle 

i 

i 

Yesterday, her watch lay in the same 

place. 

Her watch has lain on that table 

since she lost it. 

Yesterday, she laid her watch in the 

same place. 

She has laid it there and forgotten it 

again. 

Note that in every circumstance, no form of lie has an object, and every form of lay does. 

A. Practice: In the following sentences, correct any misuses of lie and lay. Ifa sentence is correct, 

write C on the line provided. 

1. Because no one is there to eat them, meals lay uneaten on the plates. 

2. The machines had laid the food out according to a preprogrammed schedule. 

3. The robotic mice lie in their places, waiting for something to drop on the floor. 

4. The suburb, except for this house, had laid in ruins since the war. 

5. Marcovaldo might sometimes lay down while the other workers went home for lunch. 

B. Writing AppUcation: Write a sentence for each of the following items, using the indicated 

tense of lie or lay. 

1. lie;past _________________________________________________________________ 

2.lay;preserlt____________________________________________________ 

3. lay; past participle _____________________________ 

4. lie; present participle _____________________________________________________ 

5. lay; 

6. lie; present _____________________________________________________________ 

i 


Name ____________________________________________ ___ 

Date ________________ 

"There WIll Come Soft Rains" by Ray Bradbury (text page 534) 

"The Garden of Stubborn Cats" by Italo Calvino (text page 540) 

Reading Strategy: Clarify 

Writers manage information carefully to keep readers interested. Sometimes they arrange details 

about setting and plot in order to allow an effect to unfold. "Where are we, and what is 

going on?" readers should ask. These questions apply in different ways to "There Will Come 

Soft Rains" and "The Garden of Stubborn Cats." In order to answer the questions, readers must 

clarify details as they arise. Sometimes, you must reread or look back to understand what you 

have just read. Sometimes you must read on until you get needed information. 

DIRECTIONS: Each of the following passages from "There Will Come Soft Rains" and "The Garden 

of Stubborn Cats" requires clarification. For each passage, list other details that help you clarify 

the meaning. The details may appear in the story either before or after the passage. 

1. The morning house lay empty. 

2. The house stood alone in a city of rubble and ashes. This was the one house left. 

3. The entire west face of the house was black, save for five places. 

4. The house shuddered, oak bone on bone, its bared skeleton cringing from the heat, its 

wire, its nerves revealed as if a surgeon had torn the skin off to let the red veins and capillaries 

quiver in the scalded air. 

5. The city ofcats and the city ofmen exist one inside the other, but they are not the same city. 

6. Or, more precisely, above the partridges and qualls the dishes whirled, and above the 

dishes, the white gloves. and poised on the waiters' patent-leather shoes, the gleaming parquet 

floor, from which hung dwarf potted palms and tablecloths and crystal and buckets 

like bells with the champagne bottle for their clapper ... 

7. Marcovaldo realized he had finally reached the heart of the cats' realm, their secret island. 

8. "They keep me prisoner, they do, those cats." 

© Prentice-Hall, Inc. Rains/Cats 161

Name _______________________________________________ 

Date _________ 


"The Garden of Stubborn Cats" by !talo Calvino (text page 540) 

Literary Focus: Setting 

The setting of a literary work is the time and place in which the events of the work occur. A 

story may have an overall setting as well as specific settings. There may be more than one setting 

as the action moves from place to place, and from one time to another. In Shakespeare's 

Romeo and Juliet, for example. the overall setting is Verona, Italy, in the sixteenth century, but 

the specific time and place changes from scene to scene. 

Some stories, such as 'There Will Come Soft Rains" and 'The Garden of Stubborn Cats," are 

dependent on different aspects of setting. Although Bradbury's story is set in a specific location, 

it is more dependent upon the time for its impact. In Calvino's story, place is the key to 

the mystery in the garden. 

You should pay attention to details about the setting. just as you pay attention to other infonnation 

in the story. What details give you infonnation about the time and place of a story, 

and what is the effect of those details? Use the following charts to organize what you learn 

about the settings ofthese selections as you read. 

Directions: In the "Setting" column, fill in the overall time, overall place, specific time, and specific 

place. as and if you discover them. In the "Evidence" column, fill in the detail from the story 

that gives you the infonnation for the setting. In the "Impact" column, write how overall and 

specific times and places matter to the story. What effect, ifany, does each have on the story? 

"There Will Come Soft Rains" 

Type 

Setting 

Evidence 

Impact 

Overall 

Time: 

Overall 

Place: 

Specific 

Time: 

Specific 

Place: 

"The Garden of Stubborn Cats" 

Type 

Setting 

Evidence 

Impact 

Overall 

Time: 

Overall 

• Place: 

Specific 

Time: 

Specific 

Place: 


Name ________________________________ .~____________ 

Date _________ 

"The Princess and All the KIngdom" by Par Lagerkvist (text page 552) 

"The Censors" by Luisa Valenzuela (text page 554) 


Spelling Strategy When adding a suffix that begins with a consonant to a word that 

ends in a consonant, do not double the word's final consonant. From the Word Bank, staid + 

ness = staidness. Also, investment and decidedly illustrate this rule. 

Using the Prefix ultra- 

A. DIRECTIONS: The addition of ultra. ulter. or ula at the beginning of a word extends the meaning 

of the word; ultra means "further." "beyond," or, in some cases, "extreme." Explain the 

meanings of the following words, keeping in mind the effect of the "ultra" portion of each word. 

1. ultraminiature 

2. ultramodem ________ 

3. ultranationalism________________________________________________________ 


B. DIRECTIONS: Complete each sentence to demonstrate your understanding of the italicized 


1. "My goal was to get a part-time job. I didn't tell anyone I wanted to start earning money for 

college." The second sentence represents an ulterior motive for getting ajob because 

2. The old chancellor was venerable because of his ________________ 

3. The young man views the kingdom and its treasures as a sordid gain because 

4. The building's exterior contrasted with the interior's staidness. The exterior was festive; the 

interiorwas _____________________________________________ 

5. The young man's kisses were ardent, which indicates that he probably felt 

________-______________________ about the princess. 

C. DIRECTIONS: Circle the letter of the word or phrase that is most nearly opposite to the Word 

Bank word. 

1. staidness 2. venerable 3. ardent 

a. sweetness a. not respected a. indifferent 

b. emotionality b.lengthy b. extremely enthusiastic 

c. mobility c. lacking substance c. in a detennined manner 

d. strictness d. prehistoric d. unaware 

© Prentice-Hall, Inc. Princess/Censors 163

Name _______________________________________________ __ 

Date _________ 

"The Princess and All the Kingdom" by Par Lagerkvist (text page 552) 


Build Grammar Skills: Who and Whom in Adjective Clauses 

A subordinate. or dependent, clause has a subject and a verb but is not a complete thought 

and cannot stand alone as a sentence. One kind of subordinate clause is an adjective clause, 

which modifies a noun or pronoun. 

An adjective clause begins with a relative pronoun [that, which, who. whom, or whose) or a 

relative adverb (when or where). The relative pronoun or relative adverb relates the adjective 

clause to the word or words the clause modifies. 

Lagerkvist is a writer who did not gain recognition until/ate in his career. 

In this sentence, the relative pronoun who relates the adjective clause to the noun writer and 

also serves as the subject of the clause. 

Readers may wonder if the young man about whom Lagerkvist writes is anything like the author 

himself. 

Here. the relative pronoun whom relates the adjective clause to the noun man and is the object 

of the preposition about within the adjective clause. 

A. Practice: In each sentence. underline the adjective clause or clauses. Circle the relative pronoun 

and draw a line that connects it to the noun or pronoun the clause modifies. 

1. Lagerkvist. who was a novelist, poet, and playwright. is considered a major twentieth 

century Swedish literary figure. 

2. This Swedish man, for whom the twentieth century posed difficult questions, expressed 

pessimism about human nature. 

3. As a middle-aged man who recognized brutality in the world. he wrote the novel The 

Hangman. 

4. The legacy of Lagerkvist, about whom the critics have mixed feelings, is a wealth of poetry 

and prose that shows the growth of the author as well as the characters. 

B. Writing Application: Complete each sentence by writing who or whom in the blank. Ifyou 

are unsure. determine the function of the relative pronoun within the adjective clause. Then 

decide which form of the word to use. 

1. You may consider Juan, the character on ______ the story focuses. as a victim or a 

villain. 

2. The reader considers Juan a villain should take a close look at the system in 

which he is operating. 

3. Mariana. _____ ~_ is unaware of all that is happening. apparently lives in Paris. 

4. It is Mariana for _____Juan takes the job in the first place. 


Name ____________________________________________ ___ 

Date ________________ 

"The Princess and All the Kingdom" by Par Lagerkvist (text page 552) 


Reading Strategy: Challenge the Writer's Message 

When reading, you should look for the writer's message and consider it carefully. In fiction, 

the writer's message is usually revealed through a narrator's words or through a main character's 

words or actions. The message may be stated directly or indirectly. Once you discover the 

message, state it in your own words. Then test the message to see whether it applies to your 

own life, and whether it is something with which you agree or disagree. 

DIRECTIONS: Answer the questions in the following chart to uncover the messages in these 

selections. 

"The Princess and All the Kingdom" 

What is the message? 

How is the message revealed in the story? 

Does the message apply to my life? ________ 

If so, in what way? 

If not, explain why. 

"The Censors" 

What is the message? 

How is the message revealed in the story? 

Does the message apply to my life? ______ 

If so, in what way? 

If not, explain why. 

© Prentice-Hall, Inc. Princess/Censors 165

Name _______________________________________________ 

Date ________________ 

"The Princess and All the KJngdom" by Par Lagerkvist (text page 552) 


Literary Focus: Universal Themes 

Most of US have read stones in which the underdog wins-the kid who tries the hardest succeeds. 

even ifthat kid isn't the smartest or the fastest or the "best." The stones may differ, but 

the theme is the same: Those who try hard or do their best will succeed. Although in stones 

and in real life the success may take different forms, this is an example of a universal theme. 

It is an idea that could be applied to most people's lives, regardless of their age, culture, or circumstances. 

Both Par Lagerkvist and Luisa Valenzuela deal with universal themes in their stones. 

Lagerkvist. wliting in the 1950's, chose to put his in the form of a fairy tale. Valenzuela disguised 

her theme in a modern-day short story that is a commentary on her country's political 

system. 

DIRECTIONS: For each of the following story descnptions. identify the theme and state specifically 

why it is universal. 

1. Three strangers enter a small village. The village people hide all their food. not wanting to 

offer any hospitality. The three strangers borrow a pot in which to make "soup" by boiling 

three stones. They then trick the village people into volunteenng to contribute their hidden 

vegetables and other food to add to the stone soup. The end result is a delicious soup and 

a happy gathenng among the strangers and the village people. 

Theme: _________________________________________________________________ 

Explanation:__________________________ __________________________________ 

2. An industrious character decides to plant a garden. She asks for help prepanng the 

ground. but her fnends do not help. She asks for help planting the seeds. but her fnends 

prefer to watch. This continues through the weeding, harvesting, and preserving of the 

good things from her garden. When she cooks up a delicious pot of stew, her fnends volunteer 

to help her eat it, but she tells them that because they would not help her plant, weed. 

or harvest, they cannot enjoy the final product. 

Theme: _________________________________________________________________ 

.. 

3. Two characters, say a rabbit and a turtle, challenge each other to a race. The rabbit is sure 

of himself and begins the race with a rush, but then dawdles along the way. The turtle. 

knowing he is slow. sets a pace and keeps it up all the way along the course. The rabbit realizes 

his error too late, and the turtle wins. 

Theme: __________________________________________________________________ 


Name _____________________________________________ 

Date _______________ 

"The Marginal World" by Rachel Carson (text page 571) 


Spelling Strategy Words ending in silent e keep the e before a suffix beginning with a 

consonant. For example, the word subjective ends in silent e. When adding the suffix -Iyto 

form the Word Bank word subjectively, the silent e remains. 

Using the Suffix -able 

A. DIRECTIONS: The suffix -able (sometimes -ible) means "capable of" or "capable of being." For 

example, the Word Bank word mutable, which contains the suffix -able. means "capable of 

change." Provide a definition for the following words. then give an example of something that 

each word describes. For example. for mutable you might write weather since weather is capable 

of change. 

1. vulnerable ___________________________________________________________ 

2. manageable ___________________________________________ 

3. irreversible ______________________________________________________ 

4. invariable ____________________________________________________ 


B. DIRECTIONS: Match each word in the left column with its definition in the right column. 

1. marginal a.appearances;evidences 

2. primeval b. personally 

3. mutable c. real nature of something 

4. manifestations d. ancient; primitive 

5. cosmic e. capable of change 

6. ephemeral f. passing quickly 

7. subjectively g. occupying the borderland 

8. essence h. relating to the universe 


C. DIRECTIONS: Choose the word or phrase that is most nearly opposite in meaning to the Word 

Bank word. Circle the letter ofyour choice. 

1. ephemeral 2. primeval 3. cosmic 

a. formidable a. vigorous a. relating to the universe 

b. transient b. modem b. ethereal 

c. durable c. primitive c. heavenly 

d. passing quickly d. ancient d. earthly 

© Prentice-Hall. Inc. The Marginal World 167

Name _______________________________________________ 

Date _________ 


Build Grammar Skills: 

Linking Verbs and Subject Complements 

Subject complements are words or groups ofwords-nouns. pronouns. or adjectives-that 

complete the meaning of a sentence by explaining something about the subject. Following Hoking 

verbs (forms of the verb be as well as appear, feel, look, seem, sound. become, grow, remain, 

smell, stay, and tum), these complements add essential and descriptive information. 

A. Identifying Subject Complements Identify the subject complements in the following sentences, 

indicating whether each is a predicate noun or a predicate adjective. 

1. All through the long history of the Earth it has been an area of unrest. 

2. On the flood tide it is a water world, returning briefly to the relative stability of the open 

sea. 

3. The moon was luminous in the western sky. 

4. The only sounds were those ofthe wind and the sea and the birds. 

5. The birds became only dark shadows with no discernible color. 

6. The beauty of the reflected images and of the limpid pool itself was the poignant beauty of 

things that are ephemeral, existing only until the sea should return to fill the little cave. 

B. Completing Sentences With Subject Complements To complete each sentence below, add 

a predicate noun or a predicate adjective. 

1. The beach at sunset was ___________________ 

2. The shore at night is ___________________ 

3. The birds became ___________________ 

4. Each night the weather turns __________________ 

5. Rachel Carson is __________________ 

6. Because one can visit the cave only when the tide falls. this place is both ____________ 

and ___________. 

7. The sea creatures seem ___________________ 

8. Beautyis __________________ 


Name ______________________________________________ __ Date ________________ 

Reading for Success: Strategies for Reading Nonfiction 

Because most nonfiction deals with information. concepts. or ideas. you will benefit from 

strategies that help you analyze it. 

• Recognize the author's purpose. Consider why the author is writing. 

• Identify the author's main points. Sort out the main points the writer is making. 

• Identify support for the author's points. The author's reasoning and evidence should be 

believable and should lead you to understand and accept the points. 

• Recognize patterns of organization. Noticing how the material is presented and developed 

can help you understand it. 

• Vary your reading rate. You may read different kinds of nonfiction material at different 

rates, depending on your own purpose. 

Directions: Read the following excerpt from The White Lantern by Evan S. Connell and apply 

the reading strategies to increase your comprehension. In the margin, write notes showing 

where you recognize the author's purpose, identifY the author's main pOints. identifY support 

for the author's points. recognize patterns of organization, and vary your reading rate. Finally, 

write your response to the work on the lines provided. 

from The White Lantern by Evan S. Connell 

Amundsen and Scott are the illustrious names. They got to the 

Pole 4 within five weeks of each other, which suggests nothing more 

than good luck and bad luck; but there was such a difference in what 

happened subsequently that luck cannot explain it. The explanation 

must be found in the characters of the two men. 

Roald Amundsen's opinion of luck is terse and revealing: 

"Victory awaits those who have everything in order. People call this 

luck. Defeat awaits those who fail to take the necessary precautions. 

This is known as bad luck." 

There we have it. To be lucky you must know what you are doing. 

At the age of fifteen, after reading about Sir John Franklin's disas 

trous attempt to find a northwest passage, Amundsen began to get 

ready. He trained his body to endure hardship. He detested football, 

but forced himself to play it. He went skiing in the mountains whenever 

possible. He slept with his bedroom windows open all winter. He 

looked forward to the obligatory term of military service "both because 

I wanted to be a good citizen and because I felt that military training 

would be of great benefit to me as further preparation for my life." 

When he was twenty-two he persuaded a friend to go with him on 

a miniature polar passage. West of Osl05 is a mile-high plateau ex 

tending nearly to the coast. In summer it is used by Lapp6 herdsmen 

pasturing reindeer, but when winter arrives the Lapps descend to the 

.. Pole: the South Pole 

II Oslo: (as - 10): Capital of Norway 

8 Lapp Oap) adj.: Of Lapland. an area in northern NOlway. Sweden. and Finland 

© Prentice-Hall, Inc. The Marginal World 169

valley and the plateau is deserted. There is no record of anyone ever 

having crossed it during winter. Amundsen resolved to cross it. 

In the middle of their third night on the plateau he woke up because 

of a temperature change. Instead of sleeping on top of the 

snow he had burrowed into it, hoping to escape the wind, and while 

he lay snugly in the hole he had been pleased with himself for such a 

clever idea. He woke up lying on his back, feeling cramped. Without 

opening his eyes he tried to roll over but was unable to move. The 

damp snow of early evening had filled the entrance to his burrow, 

sifted over his sleeping bag, and then had frozen into a solid block of 

ice. He began struggling and shouting, but he was helpless-absolutely 

unable to move-and his voice probably was inaudible at the 

surface. He very soon quit shouting, he says, because it was hard to 

breathe, and he realized that if he did not keep quiet he would suffocate. 

Presumably his friend also had burrowed into the snow, which 

meant he must be trapped in the same way. Unless there should be a 

quick thaw they both would die in these ice coffins. 

Amundsen does not know whether he fell asleep or fainted, but 

the next time he became conscious he heard the sound of digging. 

His friend had slept on the surface, too exhausted to do anything 

else, and was astonished when he woke up to find himself alone. The 

only trace of Amundsen was a tuft of hair at one corner of his sleeping 

bag. Another snow flurry would have hidden him until the Lapps 

returned. 

They got back in such poor shape that people who had seen them 

eight days earlier did not recognize them. 

Commenting on this experience years later, Amundsen remarks 

that an "adventure" is merely an interruption of an explorer's serious 

work and indicates bad planning. 

This trip across the Norwegian plateau seems to have been rigorously 

educational. What he learned from it, beyond the danger of 

burrowing, cannot even be estimated; but it is obvious that, like most 

extraordinary people, he knew how to distinguish the shape of the 

world from a grain of sand. Again and again he talks about preparation. 

Planning. Attention to detail. 

Response: 


Name __________________________________ ~____________ 

Date __________ 


Literary Focus: Expository Essay 

An expository essay is a short nonfiction work written in order to inform. This is done by 

explaining, defining, or interpreting an idea, an event, or a process. The most effective expository 

essays are coherent and unified: in other words, all of the elements of the essay fit together 

in a logical, organized way. An expository essay can be organized in a number ofways: chronological 

order, order of importance, comparison and contrast. cause and effect. parts to a whole, 

pro and con, and so on. In her essay "The Marginal World, If Rachel Carson describes parts of 

the intertidal zone of the ocean and explains the cause-and-effect relationships that affect the 

survival of the plants and animals in that "magical zone. If 

DIRECTIONS: Answer each of the following questions about Rachel Carson's expository essay. 

1. With what concept or idea does Carson begin her essay? 

2. Summarize why each of the three places "stands apart" in Carson's mind. 

3. What details does Carson use to illustrate how each of the three places "stands apart"? 

4. What pattern of organization does Carson use to explain the adaptability of snails? 

5. What main point does Carson develop and support throughout her essay? 

© Prentice-Hall, Inc. The Marginal World 171

Name ______________________________________________ 

Date _____________ 

from The Way to Rainy Mountain by N. Scott Momaday (text page 582) 

from "Nobel Speech" by Alexander Solzhenitsyn (text page 587) 

"Keep Memory Alive" by Elie Wiesel (text page 590) 


Spelling Strategy Most adverbs end in -Iy. When adding the suffix -Iy to a word that 

ends in -ble, drop the -Ie and replace it with -ly. The Word Bank word inexorably is inexorable 

+ Iy. Discernibly and capably are also formed in this way. 

Using Forms of Reciprocity 

A. DIRECTIONS: Use the following exercise to distinguish between the forms of reciprocity. Match 

each word in the left column with its definition in the right column. . 

1. reciprocity a. to do in return 

2. reciprocal b. a mutual exchange 

3. reciprocate c. mutual action or dependence 

4. reciprocation d. mutual 


B. DIRECTIONS: Complete each of the following sentences to demonstrate your understanding of 

the italicized Word Bank word. 

1. Another way to say that natural wonders engender awe in humans is to say that natural 

wonders ____________________________________________________________ 

2. When Momaday says that the Kiowas' well-being was tenuous, he means __________ 

3. Solzhenitsyn's idea of reciprocity is __________________________________ 

4. If people are able to assimilate an idea into their way of thinking, that idea ________ 

5. Someone who does somethIng inexorably does it __________________________ 

6. Practicing oratory involves _______________________________________ 

7. If a historian claims that one event transcends another in importance, it means ____ 


Name 

-------------------------------- 

Date _____ 



"Keep Memory Alive" by El1e Wiesel (text page 590) 

Build Grammar Skills: Capitalization of Proper Nouns 

and Adjectives 

A noun names a person. place. thing. or idea. A proper noun names a specific person. place. 

thing, or idea. To distinguish the two, proper nouns are capitalized. 

Common nouns: group country person month 

Proper nouns: Kiowa Canada Momaday August 

Some proper nouns have two or more words. In such cases, all articles, the words and, but, 

or, and nor. and prepositions with fewer than four letters are not capitalized. Some examples: 

Nobel Prize 

Congressional Gold Medal of Achievement 

Proper adjectives are formed from proper nouns and are also capitalized. 

Romania-Romanian Russia-Russian Lenin-Leninist 

Proper adjectives are often combined with common nouns. Do not capitalize the common 

nouns in such cases. 

English class Peruvian nationalism Elizabethan poet 

A. Practice: Use proofreading marks. as shown in the example sentence. to indicate the correct 

capitalization of proper nouns and proper adjectives in each sentence. 

~ing ~arl ~ustav of ~weden presented ~olzhenitsyn with his ~obel ~rize in 1970, 

1. The russian alexander solzhenitsyn became known in the western world through his writings 

about political repression in the soviet union, 

2. The eight years solzhenitsyn spent in a labor camp are the basis for his novel one day in 

the life ojivan denisovich. 

B. Writing AppUcation: Write an informative sentence according to each of the following instructions. 

In each sentence, use at least one proper noun and one proper adjective. Refer to 

text pages 580-581 for information you may need to use in your sentences. 

1. Write a sentence that briefly identifies Alexander Solzhenitsyn. 

2, Explain who N. Scott Momaday is and what his background is. 

3. Briefly relate Elie Wiesel's experiences as a young man. 

--.-- ---------------_. 

4. Tell why Alfred Nobel established an award for peace, 

© Prentice-Hall. Inc, Mountain/Speech/Memory 173

Name _______________________ 

Date 


from "Nobel Speech" by Alexander Solzhenltsyn (text page 587) 


Reading Strategy: Analyze Author's Purpose 

Behind all writing there is a purpose. In their Nobel acceptance speeches, both Solzhenitsyn 

and Wiesel chose to persuade. In general, noticing details and knowing the background of the 

author may help you understand and analyze his or her purpose in writing a particular work. 

DIRECTIONS: Following are some passages from the selections in this group. For each passage, 

tell why you think the author included those details or ideas. Then tell how the passage contributes 

to the author's larger purpose of reflection or informing (for Momaday) or persuasion 

(for Solzhenitsyn and Wiesel). 

from The Way to Rainy Mountain 

1. A single knoll rises out of the plain in Oklahoma, north and west of the Wichita Range. For 

my people, the Kiowas, it is an old landmark. and they gave it the name Rainy Mountain. 

The hardest weather in the world is there. Winter brings blizzards, hot tomadlc winds arise 

in the spring. and in summer the prairie is an anvil's edge. 

from "Nobel Speech" 

2. As I have understood it and experienced it myself, world literature is no longer an abstraction 

or a generalized concept invented by literary critics, but a common body and common 

spirit, a living. heartfelt unity reflecting the growing spiritual unity of mankind. 

from "Keep Memory Alive" 

3. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar 

upon which the history of our people and the future of mankind were meant to be sacrificed. 


Name ______________________________________________ 

Date __________~_____ 




Literary Focus: Reflective and Persuasive Essays 

N. Scott Momaday's purpose in the passage from The Way to Rainy Mountain-or any writer's 

purpose in a reOectlve essay-is to share with readers a personal expertence and its meaning. 

Momaday's unique perceptions and understanding of his own expertence lead him to create a 

new expertence for his readers. It is a writer's individual perspective that makes reflective writing 

engaging and fresh, even when the topic is a familiar one. 

In a persuasive essay. the writer's purpose is to get the audience to agree with him or her. 

Effective persuasion should make pointS: in a way that changes people's minds or makes them 

think or act in a different way. The art of persuasion is an appeal to reason. 

DIRECTIONS: Refer to the selections by Momaday, Solzhenitsyn, and Wiesel as you answer the 

following questions. 

1. Momaday writes about an event that many of his readers have expertenced themselvesthe 

loss. through death, of his grandmother. What is unique about Momaday's expertence? 

2. What is unique about the way Momaday acquaints readers with his grandmother? 

3. In Solzhenitsyn's speech. the sentence "Wrtters and artists can do more: they can VAN 

QUISH LIES'" sums up the idea with which he wants his listeners to agree. How does he 

build up to that pOint? With what reasonable statements or pOints does he support this 

statement? 

4. What sentence in Wiesel's speech sums up the point with which he wants his listeners to 

agree? Show how Wiesel supports the sentence with reasonable. persuasive statements. 

ltice-Hall, Inc. Mountain/Speech/Memory 175

Name ____________________________________________ _ 

Date _________ 

"A Child's Christmas in Wales" by Dylan Thomas (text page 596) 

"Marian Anderson: Famous Concert Singer" by Langston Hughes (text page 602) 


Spelling Strategy If a word of more than one syllable ends in a single consonant following 

a single vowel, and the accent is not on the last syllable, do not double the final consonant 

before adding a suffix beginning with a vowel. For example, the suffix -ed added to 

wallow forms the Word Bank word wallowed, the suffix -able added to consider forms 

considerable, and the suffix -ing added to remember forms remembering. 

Word Groups: Musical Words 

In "Marian Anderson: Famous Concert Singer," Langston Hughes refers to arias-melodies 

from operas, usually for a solo voice-and Marian Anderson's repertoire-a stock of songs that 

a singer knows well and is ready to perform. There are many other words in the English language 

speCifically related to the field of music. 

A. DIRECTIONS: Each word in the follOwing list is a musical term that appears in "Marian Anderson: 

Famous Concert Singer." Complete each sentence with the most appropriate word. 

hymns bass choral octaves 

1. Marian Anderson could sing in both soprano, the highest voice range, and _____, the 

lowest voice range. 

2. The voice of Marian Anderson covered three entire _____, or intervals of eight tones. 

3. Marian Anderson sang both individually and in ______ groups. 

4. Before she was eight years old, Marian Anderson knew many ______ by heart. 




1. arias a. walked 

2. staunch b. easily broken 

3. repertoire c. made of woven yarn or thread 

4. sidle d. move sideways 

5. prey e.abandoned 

6. wallowed f. loyal 

7. crocheted g. songs performed by a Singer 

8. brittle h. vocal solos in an opera 

9. trod 1. an animal hunted for food 

__ 10. forlorn 

j. took great pleasure 

176 Selection Support © Prentica-Ha

Name _______________________________________________ 

Date ________________ 



Build Grammar Skills: 

Restrictive and Nonrestrictive Appositives 

An appositive is a noun or pronoun placed near another noun or pronoun to provide more 

information about it. An appositive phrase contains an appositive and any words that moditY it. 

Appositives may be restrictive or nonrestrictive. A restrictive appositive is essential to the 

meaning of the sentence and is not set off by commas. A nonrestrictive appositive is not essential 

to the meaning of the sentence and is set off by commas. Read the following examples: 

Restrictive Appositive: The narrator's aunt Hannah stood in the snowbound back 

yard and sang. 

The appositive Hannah is restrictive. It is necessary to identitY which of the narrator's aunts 

is being described. 

Nonrestrictive Appositive: Marian Anderson's mother, a church worker, loved to 

croon the hymns of her faith. 

The appositive a church worker is not essential in identifYing Marian Anderson's mother. 

A. Practice: Underline the appositive or appositive phrase in each sentence and identitY it as 

restrictive or nonrestrictive. 

1. We saw Miss Prothero, Jim's aunt, corne downstairs and peer at the firemen. 

2. My friend Jack suggested we sing "Good King Wenceslas." 

3. The Philadelphia Choral society. an Mrican American singing group, sponsored Marian Anderson's 

music studies after she graduated from high school. 

4. The famous conductor Arturo Toscanini was amazed by Marian Anderson's singing. 

B. Writing Application: Combine each of the following pairs of sentences by turning the second 

sentence into an appositive or an appositive phrase. Underline the appositive or the appositive 

phrase and then write restrictive or nonrestrictive above it. 

1. I was with Mrs. Prothero's son in the garden. I was with the son whose name is Jim. 

2. I went out into the snow to call on my friends. I wanted to call on Jim, Dan, and Jack. 

3. Marian Anderson broke many stereotypes. Marian Anderson was a gifted Singer. 

4. The writer wrote about Marian Anderson's talent in his New York Times article. The writer's 

name was Howard Taubman. 

5. In 1941 Marian Anderson received a public service award that allowed her to establish a 

scholarship fund for promising young musicians. The award was the Bok Award. 

© Prentice-Hall, Inc. Christmas/Singer 177

Name ____________________________________________ ___ 

Date ________________ 

"A Child's Christmas in Wales" by Dylan Thomas (text page 596) 

"Marian Anderson: Famous Concert Singer" by Langston Hughes (text page 602) 

Reading Strategy: Recognize Author's Attitude 

Recognizing an author's attitude-the way in which he or she feels about a subject or about 

specific events-will help you to read with stronger understanding. In a biography. an author's 

attitude toward a subject is revealed through the details and events in a subject's life the author 

chooses to emphasize. and by the way he or she interprets these details and events. In an 

autobiography, an author's attitude toward events in his or her own life is revealed by the carefully 

chosen words and phrases used to describe these events, 

A. DIRECTIONS: Read the following passages from "A Child's Christmas in Wales" and "Marian 

Anderson: Famous Concert Singer," Identify the author's attitude toward his subject and then 

list the specific words and phrases that express this attitude. 

"A Child's Christmas in Wales" 

1. "But all that the children could hear was a ringing of bells." 

"You mean that the postman went rat-a-tat-tat and the doors rang?" 

"I mean that the bells that the children could hear were inside them .... There were church 

bells, too ... in the bat-black, snow-white belfries, tugged by bishops and storks. And they 

rang their tidings over the bandaged town, over the frozen foam of the powder and ice-cream 

hills, over the crackling sea. It seemed that all the churches boomed for joy under my window: 

and the weathercocks crew for Christmas, on our fence." 

Attitude toward childhood Christmas: 

Words and phrases that express this attitude: 

"Marian Anderson: Famous Concert Singer" 

2. When lVIarian Anderson again returned to America, she was a seasoned artist. News of her 

tremendous European successes had preceded her, so a big New York concert was planned. 

But a few days before she arrived at New York, ... Marian fell and broke her ankle. She refused 

to allow this to interfere with her concert, however, nor did she even want people to 

know about it.... She propped herself in a curve of the piano before the curtains parted, and 

gave her New York concert standing on one foot! 

Attitude toward Anderson as a performer: 

Words and phrases that express this attitude: 

178 Selection Support @ Prentice·Hall, Inc.

Name _______________________________________________ 

Date ________________ 



Literary Focus: Biography and Autobiography 

Both a biography and an autobiography are types of writing that give infonnation about a 

person's life. A biography is a chronicle of a person's life written by another individual. 

whereas an autobiography is a person's chronicle of his or her own life. 

A biographer gathers infonnation about his or her subject from sources such as letters, journals, 

newspaper articles, and interviews with the subject or people who knew the subject. The 

biographer then organizes and interprets this infonnation, deciding what should be emphasized 

and exactly what he or she wants to express about the life of the subject. A person writing 

an autobiography focuses on specific events in his or her own life and may share personal 

thoughts and feelings about these events. Often, a person writing an autobiography shares details 

about his or her life that others would never know, even after extensive research. 

DIRECTIONS: Answer the following questions about the biography "Marian Anderson: Famous 

Concert Singer" and the autobiography "A Child's Christmas in Wales." 

1. From what sources do you think Langston Hughes might have gathered his information 

about Marian Anderson? What specific sources does he name in the biography? 

2. What are some interesting details shared by Hughes about Marian Anderson's life? What 

do many of the details and events he chooses to share have in common? 

3. How does Hughes interpret the infonnation he gathers? What does he want to express 

about Marian Anderson's life? 

4. Why do you think Thomas chooses to describe his own childhood Christmases? At what 

moments in the piece are you most aware of his feelings toward this time? 

5. What are some details Thomas reveals in his autobiographical account that only he would 

know? 

© Prentice-Hall, Inc. Christmas/Singer 179

Name 

------------------------------------------------ 

"Flood" by Annie Dillard (text page 610) 


Date ________ 

Spelling Strategy When adding a suffix to a word ending in more than one consonant, 

never double the final consonant. For example, the words usurp and repress become the 

Word Bank words usurped and repressed when combined with the suffix -ed. 

Using the Prefix mal- 

In "Flood," Annie Dillard describes the malevolent hiss of a captured snapping turtle. The 

word malevolent contains the prefix mal-, which means "bad" or "evil." Therefore, a "malevolent 

hiss" is one that is intended as evil or harmful. 

A. DIRECTIONS: Replace the italicized word or phrase in each sentence with a word from the following 

list: 

malignant malicious malady maladjusted 

1. The floodwater seemed evil and spiteful as it destroyed everything in its path. 

2. Some say dishonesty is a dangerous social disorder. 

3. At first the new student seemed unable to adapt, but he soon became comfortable in his 

new surroundings. 

4. Doctors found the disease to be extremely hannjUl and dangerous. 


B. DIRECTIONS: In the blank. write the letter of the definition next to the word it defines. 

1. obliterates a. evil or harmful 

2. opacity b. held back; restrained 

3. usurped c. roughly or clumsily handled 

4. mauled d. destroys; erases without a trace 

5. malevolent e. the quality of not letting light pass 

6. repressed f. taken power over; held by force 

C. DIRECTIONS: Circle the letter of the pair of words that best expresses a relationship similar to 

that expressed in the pair in capital letters. 

1. OBLITERATES: DESTRUCTION:: 2. USURPED: POWER:: 3. MAULED: PROTECTED:: 

a. revitalizes: encouragement a. won: prize a. rested: relaxed 

b. willful: stubborn b. grab: steal b. shunned: welcomed 

c. organizes: system c. gather: organize c. immaculate: filth 

d. elderly: youthfulness d. prepare: events d. brief: tedious 


Name 

Date ________ 


Build Grammar Skills: Subject and Verb Agreement 

Agreement is the correspondence between words in number. gender. or person. Verbs should 

agree in number and person with their subjects: Singular subjects take singular verbs, and 

plural subjects take plural verbs. Subject-verb agreement helps readers understand the relationship 

between elements in a sentence. 

A. Making Verbs Agree With Their Subjects Circle the verb in parentheses that agrees with 

the subject. 

1. Now one comer of the bridge (hangs, hang) apparently unsupported. 

2. There (wasn't, weren't) a breath of wind. 

3. The particles of clay (is, are) so fine. 

4. Someone (has, have) produced heavy metal drums. 

5. Few (has, have) ever seen it before. 

6. Right behind the road's shoulder (is, are) waves. 

7. Water pouring over the slopes (leaves, leave) the grass flattened. 

8. Here (comes, come) the Franklin expedition on snowshoes. 

9. Only the cable suspending the fences (is, are) visible. 

10. Most of the people who (is, are) on our bridge (ends, end) up over there. 

B. Revising Sentences for Correct Subject-Verb Agreement Revise each sentence, correcting 

errors in subject-verb agreement by changing the form ofthe verb. If a sentence contains 

no error, write Correct. 

1. Some of the women was carrying curious plastic umbrellas. 

2. Everything in sight have been deluged by water. 

3. Usually the water level of the muddy creek was eleven feet below the bridge. 

4. The fish hides from the current behind any barriers they can find. 

5. The bridge over by the Bings' look like a collapsed sail. 

© Prentice-Hall, Inc. Flood 181

Name ____ 

Date ________ 

"Flood" by Annie Dtllard (text page 610) 

Reading Strategy: Recognize Facts and Impressions 

When a writer describes a personal experience in an essay. he or she often presents both 

facts and impressions. A fact is a provable. straightforward detail. whereas an impression is a 

particular feeling or image a writer remembers from an experience. 

DIRECTIONS: As you read "Flood." identify and separate facts and impressions presented by 

Annie Dillard, using the following chart to help you. 

I Facts 

I 

The creek's up. 

Impressions 

The water was an opaque pale green, like pulverized 

jade, ... like no earthly water. 

I 


Name ____________________________________________ __ Date ____________ 


Literary Focus: Descriptive Essay 

One purpose of a descriptive essay is to provide the reader with a mind's-eye picture of a 

particular place. a person, an event, or a natural phenomenon. For some readers the effect may 

be. "It is a place I have been"; for others. it may be, "That is a scene I wish I had actually witnessed." 

Annie Dillard has this kind ofdescriptive power: 

It's been gray sporadically, but not oppressively, and rainy for a week, and I would think: 

When is the real hot stuff coming, the mind-melting weeding weather? It was rainy again this 

morning, the same spring rain, and then this afternoon a different rain came: a pounding, 

three-minute shower. And when it was over, the cloud dissolved to haze. I can't see Tinker 

Mountain. 

Dillard doesn't use just descriptive words-she uses evocative words. words that call forth 

the sense of sight, touch, hearing. smell. or taste that she wants us to be aware of. 

Complete the following chart. In the right-hand column. write the sense to which each descriptive 

phrase in the left-hand column appeals. 

Description 

Sense to which it appeals 

I 1. mind-melting weeding weather 1. 

2. high water had touched my leg 2. 

! 

3. the long-haired girls strayed into 

giggling dumps 

3. 

4. the color is foul, a rusty cream 4. 

I 

5. The air smells damp and acrid, like fuel 

oil, or insecticide. 

5. 

6. [water] smashes under the bridge like 

a fist 

6. 

I 

© Prentice-Hall, Inc. Flood 183

Name ________________________ 

Date __________ 

"Star Wars-A Trip to a Far Galaxy That's Fun and Funny, , ," 

by Vincent Canby (text page 626) 

"Star Wars: Breakthrough Film Still Has the Force" by Roger Ebert (text page 629) 

....J 


Spelling Strategy The Word Bank word fastidious ends in -ous, pronounced as us. The 

-ous suffix means "full of," as in righteous; flabounding in," as in beauteous; "by the nature 

of," as in adventurous; or "characterized by," as in slanderous. 

Using Connotations 

Good writers choose their words carefully to convey exactly the meaning they want. Words 

have denotations-precise definitions-one might find in a dictionary and connotationsextra 

meanings associated with or implied by a word. 

A. DIRECTIONS: Use a dictionary to check the denotations of each of the following pairs ofwords. 

Then explain the difference in connotations of each pair. 

1. statesman, politician 

2. clever, intelligent 

3. staring, studying 

4. naive, ignorant 


B. DIRECTIONS: Circle the letter of the word or phrase closest in meaning to the Word Bank 

word. 

1. apotheosis 

a. disciple b. pharmacy c. deification d. distance 

2. eclectic 

a. of many sources b. unconscious theft c. poorly organized d. religious ritual 

3. facetiousness 

a. documentation b. hypothesizing c. jocularity d. hypocrisy 

4. adroit 

a. misguided b. clever c. inept d. heavy 

5. piously 

a. rapidly b. corruptly c. angrily d. religiously 

6. condescension 

a. haughtiness b. recognition c. decline d. restoration 

7. watershed 

a. disaster b. turning point c. dilemma d. battleground 


Name _______________________________________________ 

Date _____________ 

"Star Wars-A Trip to a Far Galaxy That's Fun and Funny . ..It 


"Star Wars: Breakthrough Film Stin Has the Force" by Roger Ebert (text page 629) 

Build Grammar Skills: Parenthetical Interrupters 

You already use, in all likelihood. parenthetical interru.pters in your speech. In the preceding 

sentence, the phrase in aU likelihood interru.pts the sentence for a moment to offer a side 

prediction. In this example. in all likelihood is a parenthetical interru.pter. Parenthetical interrupters 

are expressions that suspend the flow of a sentence to offer further information. commentaxy. 

qualification, or enhancement of the Ulusion ofvoice. 

Parenthetical interru.pters are set off by commas from the rest of the sentence. 

A. Practice: Underline the parentheticallnterru.pter in each of the following sentences. Describe 

how it affects the meaning of the sentence. 

1. Star Wars was, in its time, the most finanCially successful film in histoxy. 

2. Star Wars also began. it should be noted, the mass marketing to children of lines of expensive 

action figures based on movies. 

3. One of the measures of the film's impact, of course, is how many other movies and television 

shows later imitated it. 

4. That approach, one must admit, may be taking too serious an approach to simple entertainment. 

B. Writing AppUcatlon: Insert parenthetical interru.pters into the following sentences at appropriate 

places. Use parenthetical interru.pters of your chOice, or select from the following list. 

one would think it seems it could be argued 

apparently to be sure one wonders 

1. Star Wars is a classic film by almost any definition. 

2. There is no end to the movie's appeal. 

3. The philosophical elements are taken too seriously by some. 

4. People in the other galaxies haven't solved basic problems with aggreSSion. 

5. Why do the Empire's soldiers shoot so poorly? 

6. The villains in any solar system have the same problem. 

© Prentice-Hall, Inc. Star Wars-A Trip/Star Wars: Breakthrough Film 185

Name ____________________________________________ ___ 

Date ________ 

"Star Wars-A Trip to a Far Galaxy That's Fun and Funny . .." 


"Star Wars: Breakthrough Film Still Has the Force" by Roger Ebert (text page 629) 

Reading Strategy: Identify Evidence 

A reviewer, like anyone else, is entitled to his or her own opinion. For that opinion to be responsible 

and persuasive, though, it must be backed up by information and evidence. Evidence 

in writing supports or explains a statement or an opinion. The clearer and more concrete the 

evidence is, the better it is. An explanation of why battle scenes seem contrived, for example, is 

more convincing if it includes a concrete description like "Spaceships wouldn't fly like old-time 

biplanes" rather than a general statement like "It didn't seem real." 

The more solid evidence a writer provides for his or her assertions, the more credibility he or 

she gains with readers. When the writer Is credible, you are more likely to accept his or her 

opinion on subjective matters, such as whether or not a movie is worth your time and money. 

...",J 

DIRECTIONS: Find evidence in the selection for each of the following assertions. Write the evidence 

in the space provided. 

1. Canby: The story of Star Wars could be written on the head of a pin and still leave room for 

the Bible. 

2. Canby: The thin one, who looks like a sort of brass woodman, talks in the polished phrases 

ofa valet ... 

3. Canby: The true stars of Star Wars are John Barry. who was responsible for the production 

design, and the people who were responsible for the incredible special effects ... 

4. Canby: It's difficult to judge the performances in a film like this. 

5. Ebert: Like Birth ofa Nation and Citizen Kane, Star Wars was a technical watershed that influenced 

many of the movies that came after. 

6. Ebert: It located Hollywood's center of gravity at the intellectual and emotional level of a 

bright teenager. 

7. Ebert: There's also an improved look to the city of Mos Eisley ("A wretched hive of scum 

and villainry," says Obi-Wan Kanobi). 

8. Ebert: The films that will live forever are the simplest-seeming ones. 


Name ______________________________________________ Date ________________ 

"Star Wars-A Trip to a Far Galaxy That's Fun and Funny . .." 


\......t "Star Wars: Breakthrough Film Stin Has the Force" by Roger Ebert (text page 629) 

Literary Focus: Critical Review 

Typically. a critical review opens with an engaging line to interest the reader. then briefly 

summarizes the work being reviewed. The reviewer should not assume the reader has experienced 

the work. nor should the reviewer give away any surprises. The summary is just a starting 

point. 

The reviewer then begins to reveal his or her comments. In movies. plots. characters. Ughting. 

acting. and direction are elements to consider. A book review evaluates the style of narration. 

A music review could comment on technique and interpretation. 

Most reviews close with an overall evaluation of the work. Effective criticism is unbiased. 

knowledgeable, detailed. speCific in praise as well as censure, and has a clear sense of quality. 

What makes something good? You don't have to be an expert to write critiCism, but you must 

demonstrate that you have experienced the work and have something worth saying about it. 

What is your opinion? Why did you form that opinion? Ifyour writing answers these questions 

clearly. you will be a good critic and a good writer. 

DIRECTIONS: Think about the qualities of a good critical review as demonstrated in the selections 

by Canby and Ebert. Then answer the following questions in the space provided. 

1. What Is the purpose of a critical review? 

\....... 2. How can you tell that both Ebert and Canby have actually seen Star Wars? 

3. What in Canby's and Ebert's reviews indicates to you that they are knowledgeable about 

film? 

4. Why should the summary of the work in a critical review be brief? 

5. Both Canby and Ebert praise Star Wars. What appear to be the criteria they are using to 

make their evaluations? 

6. What does it mean for a review to be unbiased? Why is it important that a reviewer be unbiased? 

7. List three or four qualities you think a good critic should have. 

© Prentice-Hall, Inc. Star Wars-A Trip/Star Wars: Breakthrough Film 187

Name ___________________________________ Date ________ 

"Mothers &. Daughters" by Tillie Olsen and Estelle Jussim (text page 638) 


Spelling Strategy When -ness is added to a word ending in n, keep all the letters intact: 

sullen + -ness sullenness. 

Using Words Describing Color 

Many words, such as hue, refer to differences in color. Shade refers to the degree of darkness 

of a particular color. A pale or delicate shade of a color is called a tint. 

A. DIRECTIONS: Match each word in the left column with the appropriate color in the right column. 

Write the letter of the color on the line next to the word used to describe that type of color. 

1. hue a. burgundy 

2. shade b. pink 

3. tint c. red 


B. DIRECTIONS: Write T for true or F for false in the blank next to each sentence. 

1. A painter would be concerned with hue. 

2. A child might indicate sullenness by frowning or pouting. 

3. An audience would clap politely to show its fervor for a performance. 

4. A parent would be filled with rapture while caring for a sick child. 

5. Not all viewers will discover the photograph's implicit message. 


C. DIRECTIONS: Each of the follOwing questions consists of a word in CAPITAL LEITERS followed 

by four lettered words or phrases. Circle the letter of the word or phrase that is most 

nearly opposite in meaning to the word in capital letters. 

1. SULLENNESS 

a. enjoyment 

b. happy 

c. grateful 

d. resentment 

2. FERVOR 

a. unexcited 

b. sadness 

c. boredom 

d. commotion 


Name ____________________________________________ ___ 

Date __________ 

"Mothers &: Daughters" by Tillie Olsen and Estelle Jussim (text page 638) 

Build Grammar Skills: Semicolons in a Series 

Use semicolons to separate items in a series when the items already contain commas. Look 

at the following example: 

Here is sullenness, anger or controlled anger, resentment; admiration, distaste; playfulness, 

pride; joy, joy, joy in each other; estrangement; wordless closeness or intense communion. 

DIRECTIONS: Rewrite the following sentences to include any needed semicolons. 

1. Mothers & Daughters was created by writer Tillie Olsen. Julie Olsen Edwards, her daughter. 

and Estelle Jussim. a photography expert. 

2. Estelle Jussim's books include Landscape as Photograph, Frederic Remington, the Camera 

and the Old West, and Slave to Beauty. 

3. The photographs show mothers and daughters smiling, scowling. or staring. posing at ease 

or with awkwardness, and working or relaxing. 

4. The subjects in Tang Chung, Lisa Lu, Lucia and Loretta, August. New Mexico, 1979, and 

Untitled. Wilmington. Delaware. express a wide range of emotions. 

© Prentice-Hall, Inc. Mothers & Daughters 189

Name ____________________________________________ _ 

Date ______________ _ 


Reading Strategy: Interpret Pictures 

When you interpret pictures. you "read" their message from the elements within the pictures. 

Examining these elements can help you discover the meaning behind the pictures. 

A. DIRECTIONS: Complete the chart by recording details about each photograph for the categories 

listed. 

Photograph 

Facial 

Expressions 

Body 

LanJua&e 

Distance 

Between 

Subjects 

Background 

1 . August, !\Jew 

Mexico, 1979 

2. Bicentennial 

Celebration 

3. Tang Chung, 

Lisa Lu, Lucia 

and Loretta 

4. Untitled 

(Sage Sohier) 

5. Untitled 

(Bruce Horowitz) 

B. DIRECTIONS: Based on your completed chart, write your interpretation of the relationship between 

mothers and daughters in the photographs. 

1. August, New Mexico, 1979 

2. Bicentennial Celebration 

3. Tang Chung, Lisa Lu, Lucia and Loretta 

4. Untitled (Sage Sohier) 

5. Untitled (Bruce Horowitz) 


Name ______________________________________________ Date ________________ 


Literary Focus: Visual Essay 

Pictures can speak ideas and truths that we find difficult to express in words. In a visual 

essay. photographs or other visual forms are combined with written text to convey meaning 

about a particular subject. 

DIRECTIONS: Read each example ofwritten text. Then answer the questions about the relationship 

between the text and the photographs. 

Here are mothers and daughters of lack and of privilege, in various dress, settings, environments; 

posing for photographs or (unconcerned with the camera) sharing tasks, ease, occasions, 

activities; holding, embracing, touching; or in terrible isolation. 

1. Which of the five photographs reflect the positive aspects of mother-daughter relationships 

described by Tillie Olsen? Why do you think so? 

2. Which of the five photographs most strongly conveys a sense of "terrible isolation" between 

mother and daughter? Explain your choice. 

[My mother] was teaching me one more, almost her last, lesson: emotions do not grow old. I 

knew that I would feel as she did, and I do. 

3. How do Eudora Welty's words relate to the images in Bicentennial Celebration or Tang 

Chung. Lisa Lu, Lucia and Loretta? 

To portray two persons defined as mother and daughter is to define a relationship fraught 

with cultural and emotional overtones. 

4. Which photographs illustrate Estelle Jussim's words? Why do you think so? 

© Prentice-Hall, Inc. Mothers & Daughters 191

Name _______________________________________ 

Date ________ 

"Imitating Nature's Mineral Artistry" by Paul O'Neil (text page 648) 

"Work That Counts" by Emesto Ruelas Inzunza (text page 652) 


Spelling Strategy The Word Bank word topography is one of many words in English 

derived from the Greek word graphein, meaning "to write" or "to record." 

Using the Prefix syn- 

A. DIRECTIONS: Following are words that contain the prefix syn-, meaning "together" or "with." 

Each is attached to a word root that comes from Greek, followed by a definition in parentheses. 

Determine the literal meaning of the English word. Then, consulting a dictionary if necessary, 

explain the full meaning that the word has taken on in English. 

1. synergetic (ergos means "work") 

2. synonym (onyma means "name") _____________________________ 

3. syntax (tassein means "to arrange") _________________________ 


B. DIREcTIONS: For each sentence, replace the italic1zed word or phrase with the appropriate 

word from the Word Bank. Rewrite the sentence in the space provided. 

1. In nature, many kinds of change ojJorm take place, each one more amazing than the last. 

2. The failed experiment was both accidental and beneficial since it had an unexpected outcome 

that revealed new information. 

3. The qualities of man-made gems are invisible to most consumers. 

4. The girls were reluctant to reveal the topiC of their science fair project. 

5. For scientists as well as for gem dealers, watchfttlness is a virtue. 


Name _______________________________________________ 

Date ________ 


"Work That Counts" by Ernesto Ruelas Inzunza (text page 652) 

Build Grammar Skills: Varied Sentence Beginnings: 

Adverb Phrases 

One characteristic of good, interesting writing is varied sentence beginnings. If all sentences 

follow the same format or structure, the writing takes on a monotonous rhythm that 

does not engage readers. If. however. writers use a variety of sentence lengths and structures, 

the work will be interesting and engaging. 

One way to vary the structure of your sentences as you write is to begin sentences with adverb 

phrases. which tell how. when. where, why. or to what extent. Look at these examples: 

Beneath the ground lie the real gemstones. 

Before an experiment, scientists must arrange the equipment carefully. 

A. Practice: Underline the adverb phrase in each sentence that follows. Draw a line to the 

word the phrase modifies. Then write how. when, where, why. or extent above the phrase to indicate 

what it tells. 

1. After sunset. I finally have time to sit peacefully. 

2. In a molten bath of a solvent. or flux. the gem is crystallized. 

3. Because of certain peculiarities. some gems cannot be synthesized by ordinary crystal 

growth. 

4. In the laboratory. opals are created by precipitating silica spheres through a chemical 

~ reaction. 

B. Writing AppHcation: Revise the paragraph in the space provided, altering four of the following 

sentences so that they begin with adverb phrases. Consider your revisions carefully to make 

sure that your changes maintain clarity and make the paragraph more interesting to read. 

Natural gemstones are highly prized for their beauty, durability, and rarity in the modern 

world. They have fascinated humans since ancient times. They have long been used for jewelry 

and decoration. The special qualities of gemstones-hardness, iridescence, and lustercaused 

them to be magical or mysterious for some early peoples. Fewer than 100 of the more 

than 2,000 identified natural minerals are used as gemstones. These minerals all have to be 

cut and polished for use in jewelry. 

© Prentice-Hall. Inc. Imitating Nature's Mineral Artistry/Work That Counts 193

Name _______________________________________________ 

Date ________ 


"Work That Counts" by EITIesto Ruelas Inzunza (text page 652) 

Reading Strategy: Relate Diagrams to Text 

With a single diagram, the writer of a technical article may shed light on a process. a 

method, or a structure. A diagram may add meaning to a text by illustrating something that is 

just too difficult to explain effectively with words, or it may enhance information in the text by 

reinforcing the text's meaning. Whatever the relationship of the diagram to the text, readers get 

information in a visual way that helps them understand and remember. 

DIRECTIONS: Refer to "Imitating Nature's Mineral Artistry" on page 649, Diagram A and Diagram 

B on page 650 as you answer these questions. 

1. The text indicates that the chemical ingredients of ruby "sift from a hopper." How is this indicated 

in Diagram A? 

2. In what ways does this diagram work with its caption to give readers a complete sense of 

the process? 

3. In Diagram B, how does the illustration show that the crystals settle to the bottom of the 

crucible? 

4. Do you think these diagrams explain processes that would be difficult to explain in the 

text, or do they enhance the text by providing an image of the process? Explain your answer. 


Name ____________________________________________ ___ 

Date ________ 


"Work That Counts" by Ernesto Ruelas Inzunza (text page 652) 

Literary Focus: Technical Article 

Unlike fiction, in which writers use expressive language, technical articles must be clear 

and to the point. To attain clarity, technical writers carefully and logically organize and present 

their information. 

Technical writers need to be especially aware of their audience. They must have a sense of 

what their audience knows. If a scientist is writing for a SCientific journal, she need not define 

basic scientific terms in her article. If she is writing a science column for a weekly newsmagazine, 

however, she needs to define basic terms because a general audience has less scientific 

knowledge. Both O'Neil and Inzunza are writing for general audiences, so they are careful 

to define the specialized terms they use in their articles. 

DIRECTIONS: Examine the characteristics of technical articles by completing the following table. 

"Imitating Nature's 

Mineral Artistry" 

"Work That Counts" 

1. Briefly explain the process that is described in each technical article. 

2. From each article, cite two specialized terms and their definitions. 

3. Cite one comparison or analogy from each article that makes a concept more understandable. 

4. Describe the type of audience each article is written for, and explain the reasons for your answer. 

C Prentice-Hall, Inc. Imitating Nature's Mineral ArtistrylWork That Counts 195

Name _______________________________________________ 

Date _________ 

Antigone, Prologue through Scene 2. by Sophocles (text page 670) 


Spelling Strategy Words ending in silent e drop the e before a suffix beginning with a 

vowel: sate + -ed sated. 

Using the Prefix. trans- 

A. DIRECTIONS: Knowing that the prefix trans- means "through," "above," or "across," write a 

definition for each italicized word in the following sentences. 

1. The transatlantic flight began in New York and ended in London. 

2. Happily. Karl's experiences often transcend his rather low expectations. 

3. Which shipping company will transport the produce? 

4. Mter the election. the power of government transferred from one party to another. 


sated anarchists sententiously sultry transcends 

B. DIRECTIONS: For each Word Bank word. choose the word or phrase that is most nearly opposite 

in meaning. In the blank, write the letter ofyour choice. 

1. sated 

a. angry b. unfulfilled c. desperate d. content 

2. sententiously 

a. wordy b. vaguely c. in a roundabout way d. nonsensically 

3. sultry 

a. frigid b. oppressive c. muggy d. sweltering 

4. transcends 

a. exceeds b. stagnates c. oppresses d. rises above 

5. anarchists 

a. terrorists b. nihilists c. mercenaries d. authorities 


·Name 

------------------------------------------- 

Date ________ 

Antigone. Prologue through Scene 2, by Sophocles (text page 670) 

Build Grammar Skills: Coordinating Conjunctions 

Coordinating conjunctions--and, but, or, nor, yet, Jor, so--link two or more words or groups 

of words that are of equal importance. 

He fell with his windy torch, and the earth struck him. 

Coordinating conjunctions also show the relationship between the ideas being linked. 

Numberless are the world's wonders, but none/More wonderful than man. 

A. Practice: Rewrite the following sentences, inserting the coordinating conjunction that best 

shows the relationship between the words or clauses. 

1. Antigone (or / and) Ismene debate how to honor their dead brother. 

2. Antigone must obey Creon's decree (but / or) face certain death. 

3. Antigone tries again to bury her brother. (for / yet) sentries had removed the burial dust. 

4, Creon is Antigone's uncle, (yet / nor) he shows her no special mercy. 

\...,... 5. Ismene tries to share her sister's punishment, (so / but) Antigone will not permit her. 

B. Writing AppUcatlon: Write a brief description ofAntigone's character. In your sentences, 

use coordinating conjunctions to link words and clauses. Use each of the following coordinating 

conjunctions at least once: and, but, or, Jor. 

© Prentice-Hall, Inc. Antigone, Prologue through Scene 2 197

Name ______________________________________________ Date ________ 

Antigone, Prologue through Scene 2, by Sophocles (text page 670) 

Reading Strategy: Question Characters' Motives 

In Antigone, the actions ofAntigone, Creon. and Ismene have serious and lasting consequences. 

Why do these characters behave as they do? The inner drive or impulse that makes a 

person act in a certain way is called motive. Like people. characters in a play also have motives. 

You can understand the action of a play ifyou identify the characters' motives. 

DIRECTIONS: Explore the motives of Creon. Antigone, and Ismene by completing the following 

chart. Provide at least one piece of evidence to support each conclusion you draw. 

I Question 

1. What is Creon's motive 

for forbidding Polyneices' 

burial? 

Motive 

Supporting Evidence 

I 

2. What is Creon's motive for 

arresting Ismene as well? 

3. What is Ismene's motive for 

accepting guilt for Antigone's 

crime? 

4. What is Antigone's motive 

for refusing Ismene's help? 

I 

i 

: 

198 Selection Support @Prentice-Hall, Inc.

Name ____________________________________________ ___ 

Date __________ 

Antigone, Prologue through Scene 2. by Sophocles (text page 670) 

Literary Focus: Protagonist and Antagonist 

Like many Greek tragedies, Antigone focuses on a conflict that one character has with an authority 

figure. often a ruler or a god. In this play, as in other works of literature, the main character, 

called the protagonist. is the character at the center of the action. As readers. we identify 

with the protagonist and the crisis he or she faces. In this play, the protagonist is Antigone. 

The antagonist is the character or force that is in conflict with the protagonist. Antigone is in 

conflict with the antagonist Creon, who is both her uncle and the king. 

A. DIRECTIONS: Write your answers to the following questions. 

1. Explain how Antigone is the protagonist of the play. 

2. Explain how Creon is in conflict with Antigone. 

3. How does Antigone's sense of honor put her in conflict with Creon? 

4. How does Creon's pride pit him against Antigone? 

B. DIRECTIONS: Read the following quotations. Explain how the contrasting lines illustrate the 

conflict between protagonist and antagonist. 

ISMENE. [To Antigone) Go then, if you feel that you must.lYou are unwise.lBut a loyal friend indeed 

to those who love you. 

CREON. No one values friendship more highly than I; but we must remember that friends made 

at the risk of wrecking [the Ship of Statel are not real friends at all. 

© Prentice-Hall, Inc. Antigone, Prologue through Scene 2 199

Name ______________________________________________ Date ________ 

Antigone, Scenes 3 through 5, by Sophocles (text page 685) 


Spelling Strategy Place i before e except after c or when sounded like a as in neighbor 

and weigh. Examples: fierce, receive, reign. 

Using the Root -chor- 

A. DIRECTIONS: The word root -chor- comes from Terpsichore. the Greek Muse of dance and 

song. Complete each sentence with one of the following words: chord. chorister, chorus. choreograph. 

1. The song's _________________ is repeated three times. 

2. The dance company has employed the former prima ballerina to 

_____________ the new ballet. 

3. Please playa single ____________ to help the musicians find their pitch. 

4. The lead __________________ sang his solo beautifully. 


deference vile piety 

blasphemy lamentation chorister 



1. blasphemy a. an expression of grief; weeping 

2. chorister b. disrespectful speech or action concerning God 

3. deference c. extremely disgusting 

4. lamentation d. a yielding in thought 

5. piety e. a member of the chorus 

6. vile f. holiness; respect for the divine 


Name ___________________________________________ 

Date ________________ 

Antigone, Scenes 3 through 5. by Sophocles (text page 685) 

\....." Build Grammar Skills: Pronoun Case in Incomplete Clauses 

In some English constructions, words that are understood can be omitted. In incomplete 

clauses introduced by than or as, a pronoun takes the case that it would take if the understood 

words were present. For instance, look at the following line from Scene III: 

Let's lose to a man, at least! Is a woman stronger than we? 

If the understood word had been included, the line would have read "Is a woman stronger 

than we are?" By completing the clause with the understood word are, you can more easily determine 

that the correct pronoun is we, not us. 

A Practice: Circle the correct pronoun, and write the word or phrase that best completes each 

sentence. 

1. Creon believes that no one is more entitled than (he/him) _____ to decide Antigone's 

fate. 

2. Haimon was as infuriated as (I/me) _____ at Creon's stubbornness. 

3. Haimon tells Creon what the people are saying about him; clearly. Haimon believes as 

(they/them) _____ 

4. As a reader, I identified most with Antigone; in my opinion, no one suffered more than 

(her/shej _____ 

5. My friend appreciated the actors more than (l/me) _____ 

B. Writing Application: For each of the following phrases, write a sentence that contains an 

incomplete clause using a pronoun in the correct case. 

1. as excited as 

2. more determined than 

3. adventurous than 

4. as patient as 

5. more than 

© Prentice-Hall, Inc. Antigone, Scenes 3 through 5 201

Name _______________________________________________ 

Date __________ 

Antigone. Scenes 3 through 5, by Sophocles (text page 685) 


You can more fully experience a drama when you identify with a character. By putting yourself 

in the character's place, you imagine what he or she is feeling and thinking. Imagining 

yourself as a particular character in a drama can make you sympathize with that character. As 

a result, you can gain greater insight into the character's motivation and the play's meaning. 

DIRECTIONS: For each character, list two actions. events, and/or lines that helped you identify 

with the character. Then state the insight you gained from identifying with the character. 

Character Identifying Elements Resulting Insight 

1. Antigone 

12. Creon 

! 

3. Haimon 

I 

14.,smene 

5. Eurydice 


Name ____________________________________________ ___ 

Date _________ 

Antigone, Scenes 3 throup 5, by Sophocles (text page 685) 

Literary Focus: Tragic Character 

A tragic character is a dramatic figure who makes an error in judgment that accounts for 

his or her downfall. The error is often called a tragic 8aw. Through choice and circumstance, 

the tragic character is caught up in a series of events that lead to disaster. In Antigone, both 

the protagonist (main character in conflict with forces or another character) and antagonist 

(figure in conflict with the main character) are tragic characters. 

DIRECTIONS: Below are some passages from Antigone. Read each passage, go back to its context 

in the play if necessary. and then identify the tragic flaw and how it shows itself at that moment. 

1. (Scene 1 : II. 44-65) Creon: "... that is why I have made the following decision concern ing the sons 

of Oedipus: ...-Polyneices, I say, is to have no burial: no man is to touch him ... he shall lie on 

the plain, unburied ... no traitor is going to be honored with the loyal man." 

2. (Scene 2 : II. 58-63) Antigone: "1 dared.... Your edict, King, was strong, But all your strength is 

weakness itself against I The immortal unrecorded laws of God. They are ... Operative forever, beyond 

man utterly." 

3. (Scene 3 : II. 94-96) Creon: "You consider it right for a man of my years and experience I To go to 

school to a boy?" 

4. (Scene 4 : II. 42-44) Antigone: "I have been a stranger here in my own land: I All my life I The blasphemy 

of my birth has followed me." 

@ Prentice-Hall, Inc. Antigone, Scenes 3 through 5 203

Name ______________________________________________ Date _________ 

The Tragedy ofJulius Caesar, Act I. by William Shakespeare (text page 712) 


Spelling Strategy Many words in the English language end with a /jus/ sound. Whenever 

you run across one of these words, such as prodigious, religious, and contagious, the 

ending is almost always spelled -gious. An exception is courageous, which retains the e from 

its base form. 

Using Forms of portent 

A. DIRECTIONS: The Latin verb from which the word portent comes means literally "to stretch 

forward." Therefore, a portent is an event or sign whose meaning "stretches forward" into the 

future. Write sentences using forms of portent according to the instructions that follow. 

1. Use the verb portend in a sentence about a weather forecast. 

2. Use portentous in a sentence about the coming of the twenty-first century. 

3. Use the noun portent in a sentence about an event that foreshadowed a good happening. 


replication spare infirmity 

surly portentous prodigious 

B. DIRECTIONS: Choose the lettered word or phrase that is most nearly opposite in meaning to 

the Word Bank word. In the blank, write the letter of your choice. 

1. spare 4. infirmity 

a.lanky 

a. illness 

b. gaunt b. weakness 

c. used c. strength 

d. corpulent d. attitude 

2. surly 5. replication 

a. friendly a. anger 

b.knotted 

b. forgery 

c. not noticing c. duplicate 

d. apologetic d. original 

3. prodigious 6. portentous 

a. meager a.loud 

b. immeasurable b. indivisible 

c. superstitious c. inSignificant 

d.badluck 

d. overweight 


Name ____________~______~_______________________ 

Date _______________ 


Build Grammar Skills: The Subjunctive Mood 

The subjunctive mood expresses a condition that is contrary to fact, or a wish, suggestion, 

demand, or request. For example. when saying. "If I were president, ..." you are expressing 

something contrary to fact, and therefore use the subjunctive were instead of was. The subjunctive 

mood of a verb is used in two kinds of situations. 

The present subjunctive is used to express a suggestion or a necessity. This kind of expression 

always appears in a subordinate clause beginning with that. The independent clause always 

contains a word indicating a suggestion (ask. request. suggest, or recommend) or a necessity 

(necessary or essential). 

Brutus requested that Casca tell him what had happened. 

It is essential that Brutus and Cassius talk privately. 

The past subjunctive is used to express a wish or a condition contrary to fact. The words if. 

as if. and as though express something that is not true-something that is contrary to fact. In 

this kind of expression, and in the expression of a wish. the verb were is usually used. 

If there were any more strange portents, the people might really be frightened. 

I wish I were able to speak more expressively. 

A. Practice: Circle the verbs that are in the subjunctive mood in each of the follOwing sentences. 

Also, underline any other words in the sentence that indicate that the subjunctive 

mood is being used. 

~ 1. It is necessary that the conspirators recruit as many accomplices as they can. 

2. Ifyou were Caesar. would you have accepted the crown? 

3. Cassius responds as though Caesar were already king. 

4. Cassius suggests that Brutus consider himselfworthy of respect. 

B. Writing Application: Complete each of the following sentences in the subjunctive mood. 

1. IfCaesar ____________________________________________________________ 

2. The conspirators recommend that_____________________________ 

3. It was as Lll\.'U~~H _________________________________ 

4. Caesar asks that Antony ________________ 

© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act I 205

Name ________________________________________________ Date ________________ 


Reading Strategy: Use Text Aids 

Stage actors rely on stage directions to know what mood or movement a playwright intended. 

As readers, we sometimes need more than stage directions to discover meaning, particularly 

when reading the language of sixteenth-century England. Most versions of Shakespeare's 

works include text aids-explanations, usually written in the margins, of words, phrases. or 

customs that may be unfamiliar to modem-day readers. 

The key to reading Shakespeare is to read slowly and carefully. remembering to pause where 

punctuation indicates. not necessarily at the end of each line. When you come upon a numbered 

text aid, read the explanation carefully. and then return to the text. Reread the sentence. 

applying the meaning or explanation you obtained from the text aid. 

DIRECTIONS: Use the text aids to answer the following questions about what you read in Act L 

1. In Act I, lines 30-33, the cobbler states his reason for being in the street: "But indeed, sir, 

we make holiday to see Caesar and to rejoice in his triumph." What sort 9f triumph is Caesarhaving? 

2. Flavius tells Marullus to remove decorations from the statues. Marullus questions him in 

lines 67 and 68, saying it is the feast of Lupercal. What and when is the feast of Lupercal? 

3. At the opening of Act I, Scene ii, Antony is dressed "for the course,» or for a footrace. Why 

is a footrace being held? Why does Caesar tell Antony to touch Calpurnia during the race? 

4. What date is the ides of March? ______________________________________________ 

5. In Act I, Scene iii, Cicero and Casca meet and talk. In lines 28-32, Casca says. "... When 

these prodigies/Do so conjointly meet, let not men sayJ'These are their reasons, they are 

natural:/for I believe they are portentous things/Unto the climate that they point upon." 

Restate these lines in your own words. 


Name ____________________________________________ ___ 

Date _____________ 


Literary Focus: Exposition in Drama 

In the plot of a literary work, usually the first section is devoted to introducing the characters 

and the situation. This section is called the exposition. and it occurs in drama just as it 

does in a short story or a novel. The audience-or the readers-meet characters, discover 

where the action takes place, and find out what's going on. The exposttion sets the scene and 

the mood. 

In Act I of The Tragedy ojJulius Caesar, Scene 1 serves as the exposition. A conversation between 

two tribunes and some common people reveal details that set the stage for what follows 

in the rest ofAct I. and beyond. 

DIRECTIONS: Use the following chart to examine the infonnation revealed in the exposition of The 

Tragedy ojJulius Caesar. 

Topic 

Physical setting 

What do you learn about 

the topic? 

Where do you learn about 

the topic? Cite line 

: numbers. 

Time setting 

Caesar 

Response to Caesar's triumph 

© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act I 207

Name _______________________________________________ 

Date ________ 

The Tragedy ofJulius Caesar, Act D. by William Shakespeare (text page 733) 


Spelling Strategy When adding a suffix to a word ending in two consonants, the consonants 

are not changed. Thus the Word Bank word imminent becomes imminently, and augment 

becomes augmenter, augmentation, augmentative, or augmented without change to 

the final two consonants. 

Using the Root -spir- 

The Latin word spirare, meaning "to breathe," is the source of the word root -spir-. Most of 

the words in common use today that come from the root -spir- either derive from the literal 

sense of breathing, or from a figurative sense related to a life force. Breath itself was thought to 

be a vital force, and to have life was to have breath. Thus, the conspirators breathe together in 

their plan to murder Caesar. 

A. DIRECTIONS: Use a dictionary to determine whether each of the following words is related to 

the literal sense of breathing or the figurative sense of a life force. Write the meaning of each 

word in the space provided. 

1. asprrate _________________________________________________________________ 

2. asprre __________________________________________________________________ 

3. 

4. 


augmented entreated consprracy 

resolution exploit imminent 

B. DIRECTIONS: Each item consists of a related pair ofwords in CAPITAL LEITERS, followed by 

four lettered pairs ofwords. Choose the lettered pair that best expresses a relationship similar 

to that expressed in the pair in capital letters. In the blank, write the letter ofyour choice. 

1. ENTREATED: PLEA :: 4. ADVENTURER: EXPLOIT :: 

a. begged: wanted a. driver : designer 

b. beseeched : appeal b. coward: courage 

c. weaken: wish c. flight: pilot 

d. beggar : supplicant d. traitor: treachery 

2. RESOLUTION: ACCOMPLISHMENT :: 5. CONSPIRACY: PLOT :: 

a. fear : flight a. speech : audience 

b. anger: hope b. plan : action 

c. uncertainty: perseverance c. counsel : advice 

d. exercise : strength d. rebel: dissent 

3. IMMINENT: REMOTE :: 6. AUGMENTED: GREW:: 

a. immediate : future a. wore: eroded 

b. distant: aloof b. increased: decreased 

c. clear : obscure c. changed : lessened 

d. looming: appearing d. planned: executed 


Name _______________________________________________ 

Date ________ 

The Tragedy ofJulius Caesar. Act D. by William Shakespeare (text page 733) 

Build Grammar Skills: Commonly Confused Words: 

AHect and EHect 

Two words commonly confused in modern English are affect and effect. Affect is always a 

verb, and means "to influence." In the sentence Brutus'friendship affects his decision not to attack 

Antony also, you could substitute influences for affects without changing meaning. 

Effect is usually a noun meaning "result," or in. The effect ofAntony's survival is that he 

seeks vengeance. You can substitute result for effect without changing meaning. When effect is 

a verb, it means "to bring about," or "to cause." The sense of effect when used as a verb is one 

of completion. as in Antony is able ultimately to effect retribution for the murder ofCaesar. 

As you write, ask yourself these questions to help you decide whether to use qffect or effect 

• Is the word I want a noun or a verb? If the word is a noun and it means"result," the word 

you want is effect. 

• If the word is a verb, does it mean "influence"? If the word is a verb, and it means "influence," 

the word to choose is affect. 

• If the word is a verb, does it mean "to bring about"? If the word is a verb, and it means 

"achieve" or "bring about," use the verb effect. 

A. Practice: Use affect or effect to complete each of the following sentences. 

1. HistOrically. there is little doubt that the life of Gaius Julius Caesar ___ the entire 

course of western civilization. 

2. Although he did not become Rome's first emperor, the of his drive for control was 

to make empire unavoidable. 

3. A hundred years of chaotic government by patricians had its , and the time was 

right for someone to focus power. 

4. Historians think it was probably necessary for someone to this kind of dramatic 

change for Rome to survive. 

B. Writing Application: In the space provided. write a sentence using affect or effect according 

to the instructions given for each item. 

1. Write a sentence about how Brutus' friendship for Caesar influences the choice Brutus 

must make. 

2. Write a sentence about the result of Portia's pleading with Brutus. 

3. Write a sentence that explains why Caesar's not appearing might sway the Senate. 

© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act II 209

Name ________________________________________________ Date ________________ 

The Tragedy ofJulius Caesar, Act II, by William Shakespeare (text page 733) 

Reading Strategy: Read Blank Verse 

Often. readers of blank verse pause at line breaks as if they were commas, and treat the cap 

Italletters at the beginning of lines as if they were new sentences. In doing so, the meaning 

may be difficult to grasp. 

Here are some tips for reading blank verse: 

1. Read by punctuation. not by Hne. Consider Brutus' thoughts: 

Th' abuse of greatness is when it disjoins 

Remorse from power; and, to speak truth of Caesar, 

I have not known when his affections swayed 

More than his Reason. 

Ifyou ignore the line breaks and read by punctuation, the sentence is much easier to understand. 

Th' abuse of greatness is when it disjoins remorse from power; and, to speak truth of Caesar, I 

have not known when his affections swayed more than his Reason. 

2. "Translate" unfamiUar words and phrases. When you grasp the sentence stIucture, investigate 

words you don't know and rearrange difficult sentences so that the meaning becomes 

clearer. 

The abuse of greatness is when it separates compassion from power, but, to tell the truth, I 

have not known when Caesar's emotions ruled his reason. 

DIRECTIONS: In Scene i, line 113, Cassius proposes an oath to bind the conspirators. Brutus 

disagrees. Using the preceding tips. recast lines 114 through 128 as a modem paragraph that 

makes clear the grounds of Brutus' position. 


Name _______________________________________________ 

Date ________ 

The Tragedy ofJulius Caesar, Act n. by William Shakespeare (text page 733) 

Literary Focus: Blank Verse 

Most of the speeches of major characters in Shakespeare's plays are written in blank verse. 

Blank verse is five iambic feet in length. An iamb is a twosyllable 

unit (called a foot) with a stress on the second syllable (around). Five iambs make up a 

line of iambic pentameter, which is the meter (or rhythm) of blank verse. 

Typically, poetic analysis indicates these stresses by means of two marks, n for unstressed 

syllables and [...] for stressed ones. Here is a line oftambic pentameter with the feet and the 

stressed syllables marked: 

Yo-u shall I covnfess I that you I are both I deceived. 

The iambic pentameter pattern varies for emphasis and phonetic considerations. You will 

find many examples of variation from perfectly metrical iambic pentameter in Shakespeare. Not 

every speech fits perfectly, and it would be sing-song and boring if it did. Sometimes. deliberate 

drama is created by variation. When Calpurnia warns Caesar of her dreams. she says 

And ghosts did shriek and squeal about the streets 

o Caesar, these things are beyond all use 

And I do fear them. 

The first line is in perfect pentameter. but the second line begins to crack the rhythm as 

Calpurnia begins to break. The briefAnd I doJear them is a warning and a cry of grief left 

hanging in the air. 

A. DIRECTIONS: Mark the metrical notation using [-] and [...] for unstressed and stressed syllables 

in the following passage. Place + in front of each line that is exactly five metrical feet. 

and - in front of each line that is not. 

Here I will stand till Caesar pass along 

And as a suitor will I give him this. 

My heart laments that virtue cannot live 

Out of the teeth of emulation. 

If thou reads this, 0 Caesar, thou mayest live; 

If not, the Fates with traitors do contrive. 

B. DIRECTIONS: Answer the following questions about the meter of the preceding passage. 

L Which line breaks from pentameter the most? With what words does it break, and why? 

2. What in the meter of the final line in the passage suggests that it is the closing line of 

Artemidorus's speech? 

© Prentice-Hall. Inc. The Tragedy of Julius Caesar, Act II 211

Name _______________________________________________ 

Date ______________ 

The Tragedy ofJulius Caesar, Act III. by William Shakespeare (text page 751) 


Spelling Strategy When adding a suffix that begins with a vowel to a word that ends in 

a single consonant preceded by two vowels, do not double the final consonant. For example, 

repeal + ing = repealing. 

Using the Root -ora- 

A. DIRECTIONS: The following English words are formed from the Latin root -ora-, meaning "to 

speak," "to plead," or "to pray." Define each of these words that contain the root -ora-. Check a 

dictionary if necessary. 

1.oracle __________________________________________________________________ 

2.orate __________________________________________________ 

3. oration ___________________________________________ 


suit spurn confounded mutiny 

malice oration discourse vile 

B. DIRECTIONS: Match each word in the left-hand column with its definition in the right-hand 

column. In the blank. write the letter of the definition next to the word it defines. 

1. suit a. desire for harm 

2. spurn b. rebellion 

3. confounded c. depraved 

4. mutiny d. speech for a formal occasion 

5. malice e. petition 

6. oration f. to speak at length 

7. discourse g. confused 

8. vile h. kick disdainfully (archaic) 


Name _______________________________________________ 

Date ______~________ 

The Tragedy ofJulius Caesar, Act m, by William Shakespeare (text page 751) 

Build Grammar Skills: Parallel Structure 

Parallel structure in sentences means that ideas of equal importance are expressed in similar 

ways, or that separate clusters ofwords appear together in identical grammatical form. The 

principle underlying parallel structure is that form should reflect meaning: Since the parts of 

compound constructions have the same function and importance. they should have the same 

grammatical form. 

A. DIRECTIONS: Underline the parallel elements in each of the following sentences. 

1. "Signifies that from you great Rome shall suck/Reviving blood. and that great men shall 

press/For tinctures. stains. relics. and cOgnizance." 

2. "Caesar. beware of Brutus; take heed of Cassius; come not near Casca; have an eye to 

Cinna; trust not Trebonius; mark well Metellus Cimber." 

3. "I will not do them wrong; I rather choose/To wrong the dead, to wrong myself and 

you./Than I will wrong such honorable men." 

4. "Then I. and you, and all of us fell down./Whilst bloody treason flourished over us." 

5. "For I have neither writ. nor words. nor worth./Action, nor utterance. nor the power of 

speech/To stir men's blood." 

B. Directions: Rewrite the following sentences so that all elements are parallel. 

1. Antony makes it seem that he is merely reflecting the mood of the people and serving them 

rather than dominate and manipulate them. 

2. The moment men gain power they begin to quarrel. want even more power. and begin to 

exercise that power ruthlessly. 

3. Cassius feels that Brutus made decisions without consulting him and that he is not being 

treated as a partner. 

4. Cassius advises that they stay put in a position of safety, but Brutus advises an attack 

when their armies are strong. 

5. Brutus and CaSSius disagree over whether to kill Antony and whether they will permit 

Antony to speak at the funeral. 

© Prentice-Hall, Inc. The Tragedy ofJulius Caesar, Act III 213

I~ame 

__________________________________________ ___ 

Date ____________ 

The Tragedy ofJulius Caesar, Act m, by William Shakespeare (text page 751) 

Reading Strategy: Paraphrase 

To paraphrase a text or passage is to restate it in your own words. Paraphrasing can be a 

useful study tool. Ifyou take the time to paraphrase passages from The Tragedy ojJulius Caesar, 

you will better understand the significance of the play. Here is an example: 

Shakespeare's text: I blame you not for praising Caesar so; 

But what compact mean you to have with us? 

Will you be pricked in number of our friends, 

Or shall we on, and not depend on you? 

Paraphrase: I don't blame you for praising Caesar that way, but what agreement will you 

have with us? Are you one of us, or shall we proceed without you? 

DIRECTIONS: Paraphrase the following passages from Act III. Remember that a paraphrase is a 

restatement of a passage in your own words. 

1. Here is a mourning Rome, a dangerous Rome, 

No Rome of safety for Octavius yet. [Scene i, II. 288-289] 

2. They that have done this deed are honorable. 

What private griefs they have, alas, I know not, 

That made them do it. They are wise and honorable, 

And will, no doubt, with reasons answer you. [Scene ii, II. 213-216] 

3. Thy master is a wise and valiant Roman; 

I never thought him worse. 

Tell him, so please him come unto this place, 

He shall be satisfied and, by my honor, 

Depart untouched. [Scene i, II. 138-142] 

4. I know not, gentlemen, what you intend, 

Who else must be let blood, who else is rank. 

If I myself, there is no hour so fit 

As Caesar's death's hour, nor no instrument 

Of half that worth as those your swords, made rich 

With the most noble blood of all this world. [Scene i, II. 151-156] 


Name _______________________________________________ 

Date _________ 

The Tragedy ofJulius Caesar, Act III, by William Shakespeare (text page 751) 

Literary Focus: Dramatic Speeches 

The characters in The Tragedy ofJulius Caesar make several different kinds of speeches: 

asides, soliloquies, and monologues. A character may speak an aside to the audience or to 

himself, or even to one other character, but out of earshot of the other characters onstage. In 

Act III. Cassius speaks an aside to Brutus about whether they should let Mark Antony speak at 

Caesar's funeral. In a soUloquy. a character reveals his or her true thoughts and feelings, unheard 

by other characters. usually while alone onstage. Brutus speaks a soliloquy in Act II, as 

he thinks about Caesar's potential as a ruler. A monologue is a long. uninterrupted speech by 

one character, to which the other characters listen. Brutus speaks in a monologue to the other 

conspirators in Act II when he persuades them not to harm Mark Antony. 

Complete the following chart by identifying the type of speech listed and explaining how each 

speech reveals the speaker's feelings. 

Speech 

Example: 

Cassius, Scene I, lines 232-243 

aside 

Type 

How does it reveal the 

speaker's feeUngs? 

Cassius is worried that Mark 

Antony's speech might 

persuade the plebeians to 

favor Caesar and turn against 

Cassius and Brutus. 

1. Caesar, Scene i, lines 

58-73 

2. Brutus, Scene i, lines 

103-110 

3. Antony, Scene i, lines 

254-275 

4. Antony, Scene ii, lines 

261-262 

© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act III 215

Name ____________________________________________ _ 

Date ________________ 

The Tragedy ofJulius Caesar. Act IV, by William Shakespeare (text page 773) 


Spelling Strategy Form the plural of words ending in z, X, sh, ch, s, or y by adding -es 

or -ies to their base words. For example, the plural form of the word legacy is the Word Bank 

word legacies. 

Using the Root -phil- 

The word philosophy contains the word root -phil-. which means "love," and -sophy. which 

means "wisdom" or "knowledge and thought." Philosophy. therefore, can be called a "love of 

wisdom, knowledge, or thought." 

A. DIRECTIONS: Replace the italicized word or phrase in each sentence with a word which contains 

the root -phil- from the following list: 

bibliophile philanthropy Philadelphia philology philodendron 

1. The community leader was recognized for her kindness and charitable acts. 

2. "The city ofbrotherly love" is located in Pennsylvania, on the Delaware River. 

3. We placed the plant with heart-shaped leaves in the kitchen window. 

4. The study ofwritten records is an area of study for people who love language. 

5. The literature professor was a lover ofbooks and often added new titles to her collection. 


legacies slanderous covert 

chastisement 

philosophy 

B. DIRECTIONS: Write the Word Bank word that best completes the meaning of each of the following 

sentences. 

1. Brutus and Cassius are unaware of Antony's ____________ plans. 

2. Throughout difficult circumstances, Brutus never loses sight of his personal 

3. Antony wants to decrease the ____________ left to the Roman people by 

Caesar. 

4. Cassius is angered by Brutus' ____________ of his behavior. 

5. Mark Antony's ____________ comments seriously damage Brutus' reputation 

among the Roman people. 

216 Selection Support © Prentice-Hall. Inc. 

"

Name ______________________________________________ ___ 

Date ________________ 

The Tragedy ofJulius Caesar, Act IV, by William Shakespeare (text page 773) 

Build Grammar Skills: Noun Clauses 

A noun clause is a subordinate clause-a group ofwords with a subject and verb that cannot 

stand alone as a sentence-that is used as a noun in a sentence. It can function as a subject. 

predicate noun. direct object. indirect object. or object of a preposition. The following examples 

show noun clauses with different functions. 

Subject: What Antony, Octavius, and Lepidus secretly discuss would anger the people of Rome. 

Predicate Noun: Brutus' wish is that he will be seen as an honorable man. 

Direct Object: Cassius and Brutus know that Antony's armies are advancing. 

Indirect Object: Brutus tells whoever will listen his reasons for killing Caesar. 

Object of a Preposition: Cassius hopes for whatever power he can get. 

A. Practice: Underline the noun clause in each of the following sentences. Then identify the 

function of the clause by writing subject. predicate noun. direct object. indirect object. or object of 

preposition on the line before each sentence. 

1. Pindarus does not doubt that Cassius will arrive. 

_____________________ 2. What Cassius says bothers Brutus. 

_____________________ 3. Cassius gives whoever offers a bribe special rewards. 

_____________________ 4. Greed is what drives Cassius. 

____________________ 5. Brutus is startled by what he dreams. 

B. Writing AppUcation: Use each of the following noun clauses in a complete sentence. The 

words in parentheses describe the function each noun clause should have in the sentence. 

1. that he will defeat the armies of Brutus and Cassius (direct object) 

2. Whoever wins the war (subject) 

3. that he gain power and wealth (predicate noun) 

4. what Antony says (object of a preposition) 

5. whoever hurt Caesar (indirect object) 

© Prentice-Hall. Inc. The Tragedy of Julius Caesar, Act IV 217

Name ________________________ 

Date ________ 


Reading Strategy: Read Between the Lines 

Reading line by line helps you understand the basic events of a dramatic work. But by reading 

between the lines, you find deeper meaning in the words and actions of characters. Certain 

lines of dialogue and certain scenes may reveal clues about characters, their relationships, 

and events to come. For example, in Act IV, Brutus and Cassius are engaged in a lengthy argument. 

On the surface, this argument seems only a minor battle ofwills. Reading between the 

lines, however, you can see that the argument reveals a great deal about the personalities of 

Brutus and Cassius and about their ability to conquer Antony and win over the people of 

Rome. 

DIRECTIONS: Respond to the following questions, using your ability to read between the lines 

and understand people and situations in Act IV of The Tragedy ojJulius Caesar. 

1. At the beginning ofAct IV, Antony, Octavius, and Lepidus discuss which Romans must die. 

Who are some of the people they specifically mention as being marked for death? What 

does this conversation reveal about their characters and their drive for power? 

2. Referring to Lepidus, Octavius says, "You may do your will;/But he's a tried and valiant 

soldier." Antony then replies, "So is my horse, Octavius, ..." What does Antony mean by 

this reply? How does he feel about Lepidus? 

3. Brutus and Cassius call each other names and argue about who is the better soldier. Is 

this discussion important to the larger matter at hand-defeating Antony? Why do you 

think they are arguing in this way? What does this argument reveal about the leadership 

abilities of Brutus and Cassius, and about what the future probably holds for them? 

4. How does Brutus react to news that his wife, Portia, is dead? What does his reaction reveal 

about his sincerity in trying to live according to his personal philosophy? Why is Cassius 

especially shocked to hear this news from Brutus? What does he mean when he says, "How 

scap'd I killing when I/cross'd you so?" What does this exchange reveal about how Cassius 

and Brutus differ in their emotional responses? 


Name ______________________________________________ Date ________ 


Literary Focus: Conflict 

Conflict is a struggle between opposing forces. Conflict may be external. such as between a 

person and nature or between two people or groups of people. For example, Brutus and Cassius 

have a bitter quarrel. beginning with Cassius' accusation that Brutus has wronged him by 

condemning Lucius Pella publicly. A conflict may be internal-that is, within a person who is 

struggling with a difficult decision. In Act II. for example, Caesar struggles with opposing desires 

within himself when considering whether to go to the Capitol despite all warnings. 

Complete the following chart by indicating how each character views the conflict described 

on the left. 

Conflict 

Example: 

Cassius accuses Brutus of having 

wronged him by ignoring 

his requests and pUblicly condemning 

Pella. 

How one character views it 

Cassius feels that Brutus is 

being overcritical of minor 

faults. 

How the other character 

views it 

Brutus thinks that Cassius lowered 

himself in defending a 

man such as Pella. 

1. Antony and Octavius argue 

over whether or not Lepidus 

is fit to be one of the three 

rulers of Rome. 

2. Brutus claims that Cassius 

has a reputation for taking 

bribes. 

3. Brutus and Cassius discuss 

whether or not they should 

march to Philippi. 

© Prentice-Hall. Inc. The Tragedy ofJulius Caesar l Act IV 219

Name ___________________________________________ Date ________ 

The Tragedy ofJulius Caesar, Act V. by William Shakespeare (text page 789) 


Spelling Strategy When a word ends in silent e, drop the e before adding a suffix beginning 

with a vowel. For example, if you add the suffix -ed to the word misconstrue, you 

form the Word Bank word misconstrued. 

Using the Prefix mis- 

In Act V. Titinius. reacting to Cassius' fatal error ofjudgment. exclaims, "Alas, thou 

hast misconstrued everything!" The word misconstrued contains the prefix mis-, which 

means "wrong" or "bad." Because the word construed means "interpreted" or "understood," 

misconstrued means "made the wrong interpretation." 

A. DIRECTIONS: Complete each of the following sentences with the best word from the list. Use 

each word only once. 

misfortune miscalculates misdeeds misappropriate misguided 

1. As a leader, Brutus was noble and sincere but __________________ 

2. Cassius _______________ a Situation, and the error costs him his life. 

3. Brutus seemed plagued by terrible ____________________ 

4. The ____________ ofAntony and Cassius raise important questions about 

the use and abuse of power. 

5. According to Antony, Brutus is the only person who did not __________________ 

his power. 


presage ensign consorted demeanor 

disconsolate misconstrued envy 



1. presage a. accompanied 

2. ensign b. distressed; hopeless 

3. consorted c. jealousy; spite 

4. demeanor d. flag; banner 

5. disconsolate e. foretell 

6. misconstrued f. conduct; behavior 

7. envy g. made the wrong interpretation 

, 


Name _______________________________________________ 

Date ________________ 


Build Grammar Skills: Words of Direct Address 

A drama is a story told mainly through the dialogue, or conversation. of its characters. In 

order to emphasize to whom or what a character is speaking. a playwright will often set off 

words of direct address with commas and occasionally an exclamation point. Look at these 

four examples from Act V: 

" Now, Brutus, thank yourself ..." 

"Come, Antony; away!" 

"Go, Pindarus, get higher on that hill .. . " 

"0 Cassius!/Far from this country Pindarus shall run, ... II 

A. Practice: Read each ofthe following passages from Act V of The Tragedy ofJulius Caesar. 

Underline the word or words of direct address and insert commas in the correct locations. 

1. Ho Lucilius hark. a word with you. 

2. Give me thy hand Messala. 

3. Yet countrymen O. yet hold up your heads! 

4. Come poor remains of friends rest on this rock. 

5. How died my master Strato? 

6. Octavius then take him to follow thee. 

B. Writing Application: Write a brief dialogue between Antony. Octavius. and Messala. in 

which they discuss the death of Brutus. Have the characters address each other directly. Punctuate 

their words of direct address with proper punctuation marks. 

© Prentice-Hall, Inc. The Tragedy ofJulius Caesar, Act V 221

Name ______________________________________________ Date ______________ 

The Tragedy ofJulius Caesar, Act V, by William Shakespeare (text page 789) 

Reading Strategy: Identify Cause and Effect 

Situations that unfold in a drama have both causes and effects. A cause is what makes something 

happen, and an effect is the result of that cause. In a play, incidents and characters' actions 

are linked together as a sequence of causes and effects. For example, the death of Caesar is 

the cause ofAntony's decision to both secure his own power and retaliate against Caesar's killers. 

One effect of his plot is his war with Cassius and Brutus. This war, ultimately, is the cause ofthe 

play's tragic outcome. What other causes and effects occur in Act V, before the death of Brutus? 

DIRECTIONS: Use the following boxes to track connected causes and effects that lead to the ending 

of The Tragedy ojJulius Caesar in Act V. 

Julius Caesar is killed. 

Cause 

+ 

Effect 

Antony vows to punish the people 

responsible for Caesar's death. 

Cause 

+ 

Effect 

Cause 

+ 

Effect 

Cause 

t 

Effect 

Cause 

t 

Effect 

Cause 

Cause 

Effect 

+ 

Effect 

t 

Cause 

Cause 

+ t 

Effect 

Effect 

Cause 

Effect 


Name ____________________________________________ __ Date ________________ 


Literary Focus: Tragedy 

A tragedy has a central action and a main character who is considered noble but who has a 

character flaw. or weakness. that brings about his or her downfall. The downfall of that character 

illustrates the theme of the tragedy-the meaning of the central action and the main character's 

recognition of that meaning and its consequences. The theme of The Tragedy ojJulius 

Caesar is perhaps best stated by Messala: "0 Error. soon conceived, / Thou never com'st unto 

a happy birth. / But kill'st the mother that engend'red thee!" In other words, a grave error, 

once planned and committed, will never come to any good. 

DlR.EcTIONS: Complete the following chart to explore the ways in which various events or statements 

contribute to the central theme of The Tragedy ojJulius Caesar. 

Statement or event 

Example: Caesar is assassinated. 

i 

Contribution to the theme 

This is the central action of the play, 

the grave error. 

1. Antony and Octavius are engaged in a 

civil war against Cassius and Brutus. 

2. Cassius kills himself, with the help of 

Pindarus, because of a misunderstanding. 

3. Brutus says, "0 Julius Caesar, thou art 

mighty yet! I Thy spirit walks abroad, and 

turns our swords lin our own proper entrai Is." 

4. Brutus says, "Farewell good 

Strata-Caesar, now be still; II killed 

not thee with half so good a will." 

5. Brutus kills himself, with the help of 

Strato. 

6. Antony says about Brutus, 

"This was the noblest Roman of them all. 

All the conspirators save only he 

Did that they did in envy of great Caesar; 

He, only in a general honest thought 

And common good to all, made one of them." 

© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act V 223

Name __________________________ Date _________ 

"The Stolen Child" by William Butler Yeats (text page 815) 


Spelling Strategy When adding a suffix to a word that ends in more than one consonant, 

never double the final consonant. For example, wound + ed = wounded; gloss + es = 

the Word Bank word glosses. 

Using Words With Multiple Meanings 

A. DIRECTIONS: Words with multiple meanings allow writers to increase impact by suggesting 

two or more possibilities of meaning with a single word. For each of the following sentences, 

identify two meanings of the italicized word. and explain how both meanings contribute to the 

effect of the sentence. 

1. She grew up in mean circumstances and was cautious all her life. 

2. In the green days ofyouth. we do not know what awaits us. 

3. Pouring money into maintenance. she discovered her old car to be everything dear. 

4. He feared his rough hands would upset the baby. 


B. DIRECTIONS: Each item consists of a word from the Word Bank followed by four lettered 

words or phrases. Choose the word or phrase most nearly similar in meaning to the Word Bank 

word. Circle the letter ofyour choice. 

1. herons 2. glosses 3. slumbering 

a. descendents a. tumbles a. sleeping 

b. swallows b.polishes b. bungling 

c. messengers c. leers c. slogging 

d. egrets d. battles d. weakening \ 


Name _______________________________________________ 

Date _________ 

"The Stolen Child" by William Butler Yeats (text page 815) 

Build Grammar Skills: Inverted Word Order 

As 'The Stolen Child" approaches its climax, the fairy chants, "Away with us he's going," as 

the child is lost to the world. Why didn't Yeats just write "He's going away with us"? Inverted 

word order maintains the momentum of the poem. 

Inverted word order can simulate a different or special type of speech. Yeats's poem is intended 

to sound like a fairy chanting. 

Inverted word order may also set rhythm. "Away with us he's going" reinforces the meter of 

the poem and prepares for the rhyme with "lowing" two lines later. 

A. Practice: To help you understand inverted word order, rewrite each of the following sentences, 

moving the italicized phrase in each to create more typical word order. 

1. In the dark woods ofmyth Yeats hides an explanation for tragedy. 

2. By inverting word order, Yeats places vivid images first. 

3. Disguising darker implications, the poem's charming chant seems almost a dance. 

4. The loss felt by a parent ofsuch a child one can hardly imagine. 

B. Writing Application: Invert the word order in each of the following sentences. Be sure your 

sentence is grammatically correct. 

1. Away from the living world is where the fairies lead the child. 

2. He will never see cattle, kettle, and home again. 

3. The loss of a child seems less threatening because fairies seem to speak. 

4. The original spirits in Celtic folklore were not qUite so innocent as they seem today. 

@ Prentice-Hall, Inc. The Stolen Child 225

Name ______________________________________________ Date ________________ 

Reading for Success: Strategies for Reading Poetry 

Poetry is a very distinctive kind ofwriting. It differs from other forms ofwriting in its appear- ~ 

ance. its use of language, and its sound. Poets' imaginative use of language can sometimes . 

make a poem seem complex or hard to understand. Here are strategies to help you read poetry 

successfully and enjoy it as well. 

• Identify the speaker. When you read a poem, you are hearing the voice of the poem's 

speaker. The speaker is not necessarily the poet, although it can be or it can be a part of the 

poet's personality. The speaker may be a character created by the poet. Determine who you 

think is "telling" the poem, and try to determine his or her perspective on the situation in 

the poem. Recognizing the speaker and his or her perspective will give you an insight into 

the meaning of the poem. 

• Envision images and figures of speech. Use your senses to experience the pleasures of a 

poem. For instance, see the dim gray sands bathed in moonlight; feel the frothy bubbles of 

the trout stream; hear the mooing of the cows on the nearby hillside. 

• Read according to punctuation. Keep in mind that even if a poem is shaped to fit a partic 

ular rhythm and rhyme, a poem's words are put together and punctuated as sentences. 

When you read a poem, don't stop at the end of each line unless a punctuation mark 

(period, comma, colon, semicolon, or dash) stops you. 

• Listen to the poem. One of the things that distinguishes poetry from prose is its sound. 

Poetry is meant to be read aloud; only by doing so will you hear the music of the poet's 

words. 

• Paraphrase. Restate the speaker's experiences and feelings in your own words. Restating 

the lines or stanzas will help you clarify their meaning. 

• Respond to what you read. Think aoout what the speaker has said. How do the images in 

the poem affect you? What does the poem say to you? 

DIRECTIONS: Read the poem "Big Wind" by Theodore Roethke on page 227. and apply the reading 

strategies to increase your understanding. In the margin. note where you recognize the 

speaker. envision images and figures of speech, read according to punctuation, listen to the 

poem, and paraphrase. Finally. write your response to the poem on the lines provided. 

226 Selection Support @Prentice-Hall, Inc.

Name ______________________________________________ 

Date __________ 

5 

10 

15 

20 

25 

30 

"Big WInd" by Theodore Roethke 

Where were the greenhouses going, 

Lunging into the lashing 

Wind driving water 

So far down the river 

All the faucets stopped? 

So we drained the manure-machine 

For the steam plant, 

Pumping the stale mixture 

Into the rusty boilers, 

Watching the pressure gauge 

Waver over to red, 

As the seams hissed 

And the live steam 

Drove to the far 

End of the rose-house, 

Where the worst wind was, 

Creaking the cypress window-frames, 

Cracking so much thin glass 

We stayed all night, 

Stuffing the holes with burlap; 

But she rode it out, 

That old rose-house, 

She hove into the teeth of it, 

The core and pith of that ugly storm, 

Ploughing with her stiff prow, 

Bucking into the wind-waves 

That broke over the whole of her, 

Flailing her sides with spray, 

Flinging long strings of wet across the roof-top, 

Finally veering, wearing themselves out, 

merely 

Whistling thinly under the wind-vents: 

She sailed until the calm morning, 

Carrying her full cargo of roses. 

@ Prentice-Hall, Inc. The Stolen Child 227

Name ________________________________________________ 

Date ________________ 

"The Stolen Child" by William Butler Yeats (text page 8I5) 

Literary Focus: Atmosphere 

When you enter a room, the feeling you get from your surroundings is the atmosphere. Literature, 

too, has atmosphere. Writers make choices about the scenes they represent and the 

words and images they use to represent them. 

To discover how Yeats produces the overall effect. it is helpful to analyze. specifically, some 

of the language that produces the scenes and images. Use the graphic organizer to help you see 

how Yeats creates atmosphere in "A Stolen Child." 

DIRECTIONS: In the first column are words and phrases from "A Stolen Child." In the second column, 

identify the scene, action, or image the words and phrases depict. In the third column. 

describe the feeling the image or action gives you. Then, go back to the first column and circle 

the particular words that gave you the feeling you experienced. 

Words 

1 . Where flapping 

herons wake I The 

drowsy water rats; 

Description 

FeeUng 

I 

I 

2. We foot it all the 

night I Weaving olden 

dances, 

3. And whispering in 

their ears I Give them 

unquiet dreams; 

4. The solemn-eyed: 

He'll hear no more ... 

I 

! 

5. From a world more 

full of I weeping than 

he can understand. 

I 


Name ____________________________________________ Date _________ 

"In Flanders Fields" by John McCrae (text page 824) 

"The Kraken" by Alfred, Lord Tennyson (text page 825) 

"Reapers" by Jean Toomer (text page 826) 

"Meeting at Night" by Robert Browning (text page 827) 

"Prayer of First Dancers" Traditional Navajo Chant (text page 828) 


Spelling Strategy The suffix -al is often used to turn nouns into related adjectives. For 

example, the noun abyss and its alternate form abysm refer to an extreme depth or a bottomless 

chasm. The adjective form of abyss and abysm is the Word Bank word abysmal, which 

means "bottomless" or "profoundly deep." 

Using the Prefix mil- 

Alfred, Lord Tennyson describes "huge sponges of millennial growth and height" that surround 

the Kraken. The word millennial contains the prefix mil-, which comes from the Latin 

word mille, meaning "one thousand." Millennial means "of or relating to a thousand-year period" 

and, in Tennyson's poem, suggests that the sponges are so large that they might have been 

growing for a thousand years. 

A. DIRECTIONS: In each sentence, replace the italicized word or phrase with a word from the following 

list. Write the word on the line provided. 

milligrams millionaire millisecond 

1. She paused for what seemed liked one one thousandth ofa second. ________________ 

2. The doctor prescribed five one thousandths ofa gram of medicine. ____________ 

3. Only a person worth a least a miUion dollars could afford to buy that estate.______ 


[ abysmal millennial 

B. DIRECTIONS: Fill in each of the following blanks with the appropriate Word Bank word. 

1. The Kraken sleeps far away, deep in the _______________ sea. 

2. GeolOgists described ____________ changes in the earth's surface. 

3. We studied the ______________ growth of trees in an ancient forest. 

4. Divers could not retrieve many pieces of the boat. which sank to the bottom of the 

____________________ body of water. 

5. Citizens prepared to celebrate their country's __________________ anniversary. 

© Prentice-Hall, Inc. Flanders Fields/Kraken/Reapers/Meeting at Night/First Dancers 229

Name ______________________________________________ Date ________________ 






Build Grammar Skills: Concrete and Abstract Nouns 

A concrete noun names something specific that can be seen, heard. smelled. tasted, or 

touched. An abstract noun names an idea. belief. quality, or concept that cannot be perceived 

by one of the five senses. For example. the words rainbow and thunder in "Prayer of First 

Dancers" are concrete nouns. naming specific things that can be seen and heard. In the same 

poem. divinity and sacrifice are abstract nouns naming concepts that cannot be perceived directly 

by the senses. 

A. Practice: Read the following lines from "In Flanders Fields," 11:te Kraken," "Reapers," "Meeting 

at Night." and "Prayer of First Dancers." For each line, classify each italicized noun by writing 

above it C for concrete or A for abstract. 

1. Ifye break faith with us who die/We shall not sleep, though poppies grow in Flanders 

fields. 

2. There hath he lain for ages and willlie/BaUening upon huge seawonns in his sleep ... 

3. Black horses drive a mower through the weeds. 

4. And a voice less loud, through itsjoys andfears,/Than the two hearts beating each to each! 

5. With beauty before me, I walk. 

B. Writing AppUcation: Write a short paragraph describing or summarizing "Prayer of First 

Dancers." In your paragraph, use at least four concrete nouns and four abstract nouns. Ifyou 

like, use some of the following concrete and abstract nouns: tradition. dawn, beauty, sacrifice, 

cloud. darkness. lightning, belief, com, pollen, ceremony, chief, happiness. Underline the concrete 

nouns and circle the abstract nouns you use. 


Name ______________________________________________ Date ___________ 






Reading Strategy: Listen 

To fully appreciate a poem. it is often helpful to read the poem aloud. When you hear a poem 

read aloud. Hsten for rhythm and for rhymes and other repeated sounds. A poet will often incorporate 

rhythm and repeated sounds into a poem to create a particular mood. to reflect an 

important idea. or to draw attention to key lines. Listening to the poetxy you are reading can 

help you to gain new insights into a poet's purpose. 

DIRECTIONS: Read the following excerpts from "Meeting at Night" and "Prayer of First Dancers" 

aloud. Then make notes on the Hnes provided about rhythm. rhyme. and any other repeated 

sounds. Describe how you think these sounds relate to the meanings of the pieces. 

"Meetlng at Night" 

1. The gray sea and the long black land; / And the yellow half-moon large and low; / And the startled 

little waves that leap / In fiery ringlets from their sleep, / As I gain the cove with pushing prow, / And 

quench its speed i' the slushy sand. 

"Prayer of First Dancers" 

2. With the far darkness made of the dark / cloud over your head, come to us / soaring. / With the far 

darkness made of the / he-rain over your head, come to us / soaring. / With the far darkness made of 

the dark / mist over your head, come to us / soaring. / With the far darkness made of the she-rain 

over your head, come to us / soaring. / With the zigzag lightning flung out on / high over your head, 

come to us / soaring. / With the rainbow hanging high over your head, come to us / soaring. 

@ Prentice-Hall, Inc. Flanders Fields/Kraken/Reapers/Meeting at Night/First Dancers 231

Name ______________________________________________ __ 

Date _________ 


"The Kraken" by Alfred. Lord Tennyson (text page 825) 




Literary Focus: Musical Devices 

Poets often use musical devices to create sounds in their poems. These sounds are used to 

create a particular mood. emphasize meaning. or draw attention to important lines in a poem. 

The most common musical devices found in poetry include alliteration, the repetition of the 

first sound of several words in a line; onomatopoeia. the use of words that imitate actual 

sounds; assonance, the repetition of similar vowel sounds; consonance, the repetition of similar 

consonant sounds; meter, the organization of rhythms in a poem; and repetition and 

rhyme, the repeating of certain key sounds, words, and phrases. 

DIRECTIONS; Read the following excerpts from the poems you've read, identifying musical devices 

used in each poem. 

1. What words create consonance in the following excerpt from "The Kraken"? What sounds 

are repeated in these words? 

From many a wondrous grot and secret cell / Unnumbered and enormous polypi / Winnow 

with giant arms the slumbering green 

2. What words create assonance in the following excerpt from "The Kraken"? What sound is 

repeated in these words? 

Battening upon huge seaworms in his sleep: / Until the latter fire shall heat the deep: / Then 

once by man and angels to be seen. 

3. What words create alliteration in the following excerpt from "Reapers"? What sound is repeated 

in these words? 

Black reapers with the sound of steel on stones / Are sharpening scythes. 

4. Name two examples of onomatopoeia in the following two lines from "Meeting at Night." 

What sounds are these words imitating? 

... And quench its speed it the slushy sand ... 

. . . And blue spurt of a lighted match. 


Name ____________________________ Date ________ 

"The Wind-tapped like a tired Man" by Emily Dickinson (text page 834) 

"A Pace Like That" by Yehuda Amichai (text page 835) 

"Metaphor" by Eve Merriam (text page 836) 

"Right Hand" by Philip Fried (text page 838) 


Spelling Strategy When writing words ending in silent e, drop the e before adding an 

ending beginning with a vowel. For example, the ending -ed added to the word diffuse forms 

the Word Bank word diffused. 

Using the Root -tac- 

In "Right Hand." the speaker describes how his grandfather "ironed countless taciturn 

trousers." The root of the word taciturn is -tac-. Both the root -tac- and its variation -tic- mean 

"silent." The word taciturn means "silent or uncommunicative". 

A. DIRECTIONS: For each sentence. fill in the blank with the most appropriate word from the following 

list. 

tacitly reticence taciturn 

1. With a handshake. they ____________ agreed to work together peacefully. 

2. Our ____________ neighbor remained a stranger to many people. 

3. His ____________ kept him from taking risks. 


decipher countenance tremulous flurriedly taciturn 

eloquent guttural diffused garrulity 



1. decipher a. vividly expressive 

2. countenance b. produced from the throat: rasping 

3. tremulous c. silent; uncommunicative 

4. flurriedly d. talkativeness 

5. taciturn e. trembling 

6. eloquent f. spread out; dispersed 

7. guttural g. the face; facial features 

8. diffused h. translate 

9. garrulity 1. in a flustered way 

© Prentice-Hall, Inc. Wind/Pace/Metaphor/Hand 233

Name ______________________________________________ Date ________________ 

"The Wind-tapped Uke a tired Man" by Emily Dickinson (text page 834) 




Build Grammar Skills: Elliptical Clauses 

In an elliptical clause, one or more words are omitted because they are implied or understood. 

For example: 

I remembered the way [that] Grandfather ironed trousers. 

When [you are] awakening, think of morning as a blank sheet of paper. 

In the first sentence, the complete clause is that Grandfather ironed trousers, but the word that 

is omitted because it can be understood. In the second sentence, the complete clause is When 

you are awakening, but the words you are can be omitted. 

A. Practice: For each of the following sentences, underline the elliptical clause. On the line 

provided, write the omitted word or words. 

1. Listen to the way the wind taps on your door. __________________________________ 

2. Did you see the tree I planted? _________________________________________ 

3. I know the night will fold up and file away my paper. _____________________ 

4. Grandfather is a person I admire. 

5. When ironing, Grandfather was fascinating. __________________________________ 

B. Writing AppHcation: Rewrite the following paragraph. omitting certain words to create elliptical 

clauses. . 

Poems often present details of nature that poets observe in their everyday lives. In "The 

Wind-tapped like a tired Man," the speaker recognizes that the wind is like a tired man. While 

she was home one day, the speaker invited the wind inside and observed its unique look and 

sound. In "A Pace Like That," the speaker describes a lemon tree that he admires. He knows 

that he must live his life at a slower pace in order to see the growth of its branches and leaves. 


Name ______________________________________________ Date _____________ 

"The Wind-tapped like a tired Man" by Emily Dickinson (text page 834) 




Reading Strategy: Paraphrase 

When you paraphrase the lines of a poem, you restate what they say in your own words. 

ParaphraSing can clarify and help you to understand complex or abstract sections of the poems 

you read. To paraphrase, you can rewrite each sentence of a poem, or you can list important 

ideas from a poem and then express these ideas in your own words. If a poet presents a comparison 

between two items, you can deSCribe in your own words the similarities between the 

two items. 

Here's an example using the first two lines of the poem "Metaphor.» 

Morning is / a new sheet of paper / for you to write on. 

Whatever you want to say, / all day, / until night / folds it up / and files it away. 

Paraphrase: The start of a day Is a new beginning filled with possibilities. You can start fresh, 

filling your day with new experiences. When night comes, the day ends and all the day's experiences 

are stored away. 

DIRECTIONS: Paraphrase each of the following excerpts from "The Wind-tapped like a tired 

Man» and "A Pace Like That.» 

1. The Wind-tapped like a tired Man- / And like a Host-"Come in" / I boldly answered-entered 

then / My residence within 

A Rapid-footless Guest- / To offer whom a Chair / Were as impossible as hand / A Sofa to the 

Air- ... 

2. The longer you live, the more people there are / who comment on your actions. Like a worker / in a 

manhole: at the opening above him / people stand around giving free advice / and yelling instructions, 

/ but he's all alone down there in his depths. 

© Prentice-Hall. Inc. Wind/Pace/Metaphor/Hand 235

Name ____________________________________________ __ Date _________ 

"The Wind-tapped Uke a tired Man" by Emily Dickinson (text page 834) 

"A Pace Like That" by Yehuda Amichai {text page 835} 


"Right Hand" by Philip Frted (text page 838) 

Literary Focus: Figurative Language 

Figurative language is writing or speech not meant to be interpreted literally. There are specific 

types of figurative language, called figures of speech. A simile Is a comparison using the 

words like or as. A metaphor is a comparison in which one thing is spoken or written about as 

if it were another. Personification is a figure of speech in which an object, animal, or idea is 

described as ifit had human characteristics. Writers use figures of speech to present ideas in 

new ways and to create vivid images for readers. 

DIRECTIONS: Answer the following questions based on excerpts from the poems. 

"The Wind-tapped like a tired Man" 

1. He visited-still flitting- / Then like a timid Man / Again, He tapped-'twas flurrredly- / And I became 

alone- 

How does Emily Dickinson use personification in this final stanza? What specific human 

characteristics are being described? How does this instance of personification make the 

poem more vivid for readers? 

IIA Pace Like That" 

2. I want a pace like that. / Not like reading a newspaper / but the way a child learns to read, / or the 

way you quietly decipher the inscription / on an ancient tombstone. 

What similes does Yehuda Amichai use to describe the pace at which he wants to live? Why 

is this comparison effective? 

"Metaphor" 

3. Morning is / a new sheet of paper / for you to write on. 

What metaphor does Eve Merriam present in this stanza? Why is this comparison effective? 

"Right Hand" 

4. Grandfather carried his voice in the seamed/palm of his right hand, the one/that had ironed countless 

taciturn trousers. 

What an eloquent hand, it broke into grins/and self-assured narration whenever/it opened- ... 

What metaphor does Philip Fried present in this excerpt? Why Is this comparison effective? 


Name __________________~_____ 

Date ______________ 

"La Belle Dame sans Merci" by John Keats (text page 848) 

"Danny Deever" by Rudyard Kipling (text page 850) 


Spelling Strategy Some compound words, such as the Word Bank word quickstep, 

are spelled as a single word. Others are spelled as separate words (attorney general) or 

hyphenated (great-grandson). When using a compound word, check a dictionary for the correct 

spelling. 

Using the Root journ- 

A. DIRECTIONS: The root joum- comes from the old French transcription of the Latin word for 

day. Words using this root have some connection to the concept of a day. Use a dictionary to 

check the meaning of each of the following words; then explain how the word contains the 

sense of day in its meaning. Write each answer in the space provided. 

1. journey 

2. journalism 

3. adjourn 

4. journeyman 


quickstep 



1. sedge a. slavery 

2. thrall b. stay temporarily 

3. sojourn c. pace used in military marching 

4. quickstep d. grassy plant 

5. whimpers e. makes a low whining sound 

© Prentice-Hall, Inc. La Belle Dame sans Merci/Danny Deever 237

Name ______________________________________________ 

Date _________ 

"La Belle Dame sans Merci" by John Keats (text page 848) 


Build Grammar Skills: Hyphens 

Hyphens connect words. They connect words that break between lines; they connect certain 

prefixes that aren't part of a word (pro-democracy); and they often connect two or more words 

that function as one. 

Compound Noun: John Keats could have been a doctor-poet, but chose to pursue only poetry. 

Compound Modifier: Keats's well-known poems celebrate and mourn the impermanence of 

beauty. 

Compound Number: Keats died in Rome when he was twenty-five. 

Compound modifiers are usually hyphenated if they appear before the noun they modify. 

They are not hyphenated when they appear after the noun they modify. 

Keats's poems are well known. 

A. Practice: In the blank to the left of each of the following sentences, write N if the hyphenated 

word is a compound noun, or Mifthe hyphenated word is a compound modifier. 

1. Rudyard Kipling's father was a scholar-artist in India. 

2. The six-year-old Kipling was left in England by his parents.. 

3. Kipling's early stories chronicle the struggle for self-respect. 

B. Writing Application: Rewrite each of the following sentences, placing hyphens where 

necessary. 

1. When he was twenty three, Keats fell hopelessly in love. 

2. His best loved odes reveal the depth of his thought and passion. 

3. Keats left letters that give a close up look at his life. 


Name ____________________________________________ __ Date ______________ 

"La Belle Dame sans Merel" by John Keats (text page 848) 


Reading Strategy: Identify the Speaker 

One of the ways a reader gets information about the plot is by paying attention to the 

speaker. In a poem, the speaker may be a character orjust a narrative presence-perhaps the 

poet. 

Sometimes the speaker of a poem is clearly identified, and sometimes you may have to figure 

out who is speaking. Once you Identify the speaker. consider the information the speaker 

provides in order to determine an attitude, a personality. or a point of view. 

DIRECTIONS: Read "La Belle Dame sans Merci" and "Danny Deever," paying attention to the 

identity of the speaker in each poem. Answer the following questions about the speakers in the 

poems. 

1. How many speakers can you identify in "La Belle Dame sans Merci"? 

2. What descriptive information can you give about each speaker? 

3. What parts of the poem do you identify with each speaker? 

4. DesCribe the role the first speaker performs in the poem. 

5. How do you know when the poem shifts from one speaker to another? 

6. How many speakers can you identify in "Danny Deever"? 

7. What details from each speaker tell you about his personality? 

8. What opinion does each speaker seem to have about the events in "Danny Deever"? 

© Prentice-Hall, Inc. La Belle Dame sans Merci/Danny Deever 239

Name ________________________________ 

Date _______________ 

"La Belle Dame sans Merei" by John Keats (text page 848) 


Literary Focus: Narrative and Dramatic Poetry 

A narrative poem tells a story. Narrative poems are often longer than other poems and usually 

have a plot or sequence of events, as well as setting and characters. 

In a dramatic poem. whether or not there is a developed sequence of events, the main action 

is conveyed through the words of the speakers. Dialogue draws the reader into the action 

and reveals events and the personalities of the characters who relate them. 

A. DIRECTIONS: Summarize the narrative of "La Belle Dame sans Merci" by paraphrasing the 

plot development. The first three stanzas have been paraphrased as an example. 

1. Example: What's bothering you, knight? You are alone and ailing this quiet autumn day. 

2. ____________________________________________________________________ 

3. ___________________________________________ 

4. _____________________________________________________________________ 

5. __________________________________________________________________ 

B. DIRECTIONS: Read each of the following lines from "Danny Deever." Identify the speaker and 

explain what the line reveals about the action and the speaker. 

1. "I'm dreadin' what I've got to watch ... II _______________________ 

2. "They've taken off his buttons an' cut his stripes away ... II _______________ 

3. '"ls cot was right-'and cot to mine ... " ________________________ 

4. "Nine 'undred of 'is county and the regiment's disgrace ... " _______________ 

5. "It's Danny fightin' 'ard for life ... " ________________________ 


Name _____________________________________________ 

Date 

"The Guitar" by Federico Garcia Lorca (text page 856) 

"Making a Fist" by Naomi Shihab Nye (text page 857) 

"Jade Flower Palace" by Tu Fu (text page 858) 

"The Moon at the Fortified Pass" by Li Po (text page 859) 

"What Are Friends For" by Rosellen Brown (text page 860) 

"Some Like Poetry" by Wist'awa Szymborska (text page 861) 


Spelling Strategy The adjective suffix -fuJ means "full of." Remember that this suffix 

ends with just one I, not two: wist + -ful = wistful. 

Using the Root -path- 

A. DIRECTIONS: Knowing that the Greek root -path- means "feeling" or "suffering." write T for true 

or F for false on the blanks that precede the following sentences. Check a dictionary ifyou are 

uncertain of the meaning of a word. 

1. A person might show empathy with a cold stare. 

2. A visitor to a cemetery might feel pathos. 

3.' Warm smiles and hugs indicate antipathy. 

4. Pathology students learn the art of road building. 

5. Disaster victims often stir feelings of sympathy. 

6. An audience would give much praise to a pathetic speaker. 


monotonously pathos wistful 

B. DIRECTIONS: For each Word Bank word. choose the word or phrase that is most similar in 

meaning. Circle the letter of your choice. 

1. monotonously 

a. singly 

b. sing-song 

c. tediously 

d.loudly 

2. pathos 

a. sympathy 

b.joyfuUy 

c. contented 

d. pleasurable 

3. wistful 

a.portly 

b.yearning 

c. startling 

d. indecisive 

© Prentice-Hall, Inc. Guitar/Fist/Flower/Moon/Friends/Poetry 241

Name _____________________________________________ 

Date _______________ 




"The Moon at the Fortifted Pass" by Li Po (text page 859) 


"Some Uke Poetry" by Wist'"awa Szymborska (text page 861) 

Build Grammar Skills: Adjectival Modifiers 

A modifier is a word or word group used as an adjective or adverb to describe or limit the 

meaning of another word, phrase, or clause. Adjectival modifiers include prepositional 

phrases, participial phrases, and adjective clauses. Here are two examples. 

Now begins the cry / Of the guitar [The prepositional phrase Ofthe guitar modifies cry.] 

I who did not die [The adjective clause who did not die modifies the pronoun I.] 

A. Practice: Underline the modifiers in each of the following items. Then draw an arrow from 

the modifier to the word it modifies. . 

1. The pathos of it overcomes me. 

2. My stomach was a melon split wide inside my skin. 

3. It mourns ... the evening without morning. 

4. I ... who am still living ... 

5. I lay in the car watching palm trees swirl a sickening pattern past the glass. 

B. Writing Application: Write your answers to the following questions in complete sentences 

that include an adjectival modifier. Circle the adjectival modifier in each answer. 

1. Which poet wrote "Making a Fist"? 

2. Which poem seems most like a story? 

3. What is special about Jade Pass? 

4. Which image did you find most striking? 

5. Which poem did you most enjoy? 


Name __________________________________________ ___ 

Date _______________ 






"Some Like Poetry" by Wisfawa Szymborska (text page 861) 

Reading Strategy: Read in Sentences 

Reading poetry in sentences. rather than line by line, Is key to understanding a poem's 

meaning. Use the poem's punctuation as your gUide. Rather than stopping at the end of a line, 

stop only at a comma. colon. semicolon. or dash. Look at the stops in the following lines from 

"The Guitar." 

It weeps 

For distant things, 

Warm southern sands 

Desiring white camellias. 

DIRECTIONS: Write your answers to the following questions. 

1. Line 25 of "The Guitar" ends with an exclamation point-"Oh guitar!" How does this punctuation 

affect your reading of the poem? 

2. How many sentences or complete thoughts are expressed in the following lines from "Jade 

Flower Palace"? 

The stream swirls. The wind moans in 

The pines. Gray rats scurry over 

Broken tiles. What prince, long ago, 

Built this palace, standing in 

Ruins beside the cliffs? ... 

3. Each line in "What Are Friends For" ends with a stop-a period. comma, or dash. Is it reasonable 

to conclude that each line expresses a single thought? Why or why not? 

4. Of all the stanzas in "Some Like Poetry," the second stanza, "Like-," has the most lines 

that express complete thoughts. How does the punctuation affect the meaning and impact 

of these lines? 

© Prentice-Hall, Inc. Guitar/Fist/Flower/Moon/Friends/Poetry 243

Name _______________________________________________ 

Date ________________ 






"Some Like Poetry" by Wisfawa Szymborska (text page 861) 

Literary Focus: Lyric Poetry 

A lyric poem expresses the observations and feelings of a single speaker. Lyric poetry was 

originally written to be accompanied by music; its musicality is one of its distinctive features. 

Because it aims to capture the feeling of a single moment, a lyric poem never tells a full story. 

Unlike narrative poetry, lyric poetry zeros in on an experience or creates and explores a single 

effect. It can be written in a traditional form or in free verse. 

DIRECTIONS: For each poem listed in the chart, indicate the form in which the poem is written 

(traditional or free verse), the poem's subject, the speaker's feelings about the subject, and the 

overall effect created. 

Poem 

Form Subject Speaker's Overall 

Feelings Effect 

i 

1. "The Guitar" 

2. "Making a 

Fist" 

I 

i 

3. "Jade Flower 

Palace" 

I 

! 

4. liThe Moon at 

the Fortified 

Pass" 

5. "What Are 

Friends For" 

i 

6. "Some Like 

Poetry" 


Name _______________________________ 

Date _________ 

Sonnet 18 by William Shakespeare (text page 866) 

"The Waking" by Theodore Roethke (text page 867) 

Tanka by Ki no Tsurayuki and Priest Jakuren (text page 868) 

Haiku by Matsuo Basho and Kobayshi Issa (text page 869) 


Spelling Strategy If a word of more than one syllable ends in a single consonant coming 

after a single vowel and the accent is not on the last syllable, do not double the final consonant 

before a suffix beginning with a vowel: temper + -ate = temperate. 

Using Forms of temperate 

A. DIRECTIONS: Circle the best answer to each of the following questions. 

1. Which location would have the most temperate weather? 

Siberia Amazonian rain forest North Carolina 

2. Which individual would most likely demonstrate temperance in her conduct? 

a judge an actor a coach 

3. Which item can be tempered? 

water steel salt 

4. Which of the following is an intemperate action? 

making regular deposits in a savings account 

eating an entire bag of chips 

\....". watching less than an hour of television per day 


temperate 

lunar 

B. DIRECTIONS: Complete each sentence by writing either temperate or lunar in the blank. 

1. Astronauts made the first _______ landing in 1969. 

2. We observed the _______ eclipse on a warm, summer night. 

3. A ________ breeze blows off the southern waters. 

4. ________ activity controls the earth's tides. 

5. A month, which is based on the celestial body's revolution, might not adhere 

to a calendar month. 

6. Because it contains very few hot peppers, this salsa is rather _________ 

© Prentice-Hall, Inc. Sonnet 18IWakingITanka/Haiku 245

Name ______________________________________________ Date ________________ 





Build Grammar Skills: Noun Clauses 

A noun clause is a subordinate clause that functions as a noun. (A subordinate clause is a 

group of words that contains a subject and a verb but cannot stand alone as a sentence.) A 

noun clause can be a subject. predicate noun. direct object, an indirect object. or an object of a 

preposition. In the following examples from the poems, noun clauses are shown in italics. 

Subject: What falls away is always. 

Direct Object: One cannot ask loneliness / How or where it starts. 

Object of a Preposition: I feel my fate in what I cannot fear. 

DIRECTIONS: Underline the noun clause in each sentence. On the blank. write subject. predicate 

noun. direct object, indirect object. or object oja preposition to indicate how the noun clause is 

used. 

1. Simplicity and economy are what haiku aim to achieve. 

2. The closing couplet indicates that the sonnet is Shakespearean. 

3. What matters most in haiku and tanka is imagery. 

4. Poets might use whatever they see as inspiration for a haiku. 

5. We debated vigorously about what the haiku means. 

6. That the haiku has remained unchanged for centuries astounds me. 

7. June is when our weather is most temperate. 


Name _____________________________________________ 

Date _________ 





Reading Strategy: Envision the Imagery 

When you envision the imagery, or create a mental picture of images that poets use, you 

can better understand the messages that poets convey. Use your memory and imagination to 

envision sensory details in the poems. For instance, when Shakespeare writes of "the darling 

buds of May," you might create a mental picture of brilliantly colored flower buds and bright 

sunshine. Use associations to envision images that are not as familiar. If you have never seen a 

camellia. the flower mentioned in Basho's haiku, you might associate another flower that has a 

cuplike blossom, such as a buttercup. 

DIRECTIONS: Write at least one association for each image listed. Then use the associations to 

draw conclusions about the poet's meaning. Write your conclusions in the spaces provided in 

the chart. 

Image 

Association 

Poet's Meaning 

1. Sometime too hot the eye 

of heaven shines. 

2. The lowly worm climbs up 

a winding stair 

3. That winter night I The 

river blew so cold 

4. On the cypress-mountain, 

I Autumn evening 

5. Falling upon earth, I Pure 

water spills ... 

6. A gentle spring rain 

© Prentice-Hall, Inc. Sonnet 18IWakingITanka/Haiku 247

Name _______________________________________________ 

Date ________ 





Literary Focus: Poetic Forms 

A haiku is a lyric. unrhymed poem of three lines of five, seven, and five syllables. A tanka 

consists of five unrhymed lines of five. seven. five. seven, and seven syllables. Both forms include 

simple. straightforward images. A haiku always includes an image from nature. 

A sonnet is a fourteen-line poem written in iambic pentameter (five unaccented syllables 

each followed by an accented one). There are two types of sonnets, Shakespearean and Petrarchan. 

A Shakespearean sonnet contains three quatrains (abab cdcd ejej) followed by a rhymed 

couplet (gg). 

A villanelle is a lyric poem written in three-line stanzas. ending with a four-line stanza. It 

has two refrain lines that appear in the first and third line of the first stanza; they appear alternately 

as the third line of subsequent stanzas and finally as the last two lines of the poem. 

DIRECTIONS: List the poetic form used by each poet. and supply two examples from each poem 

that illustrate the form. 

Poet 

Poetic Form 

Examples of Form 

1. Shakespeare 

i 

2. Roethke 

I 

i 

3. Tsurayuki 

i 

I 

4. Priest Jakuren 

5. Basho 

I 

6.lssa 


Name ___________________________ 

Date ________ 

from Don Quixote by Miguel de Cervantes (text page 884) 


Spelling Strategy If a word ends in y, and you want to add a suffix beginning with ing, 

ist, or ish, keep the y and simply add the ending; for example, sally + ing = sallying; boy + ish 

= boyish; and essay + ist = essayist. 

Using the Root -SOR 

A. DIRECTIONS: The root -son- comes from a Latin word meaning "sound." The Word Bank word 

sonorous derives from this origin. as do other words containing -son-. Use a dictionary to check 

the meaning of each of the following words; then explain how it relates to sound. Write each 

answer in the space provided. 

1. sonar ____________________________________ 

2. resonate __________________________________ 

3. sonaffi _____________________________________ 

4. sonogram ____________________________________ 


lucidity adulation interminable affable sallying 

requisite sonorous veracious vanquish extolled 

B. DIRECTIONS: Circle the letter of the word closest in meaning to the Word Bank word. 

1. lucidity 

a. evil b. clarity c. brightness d. dream 

2. adulation 

a. maturity b. praise c. vibration d. infidelity 

3. interminable 

a. interior b. fatal c. endless d. disconnected 

4. affable 

a. amazing b. fragile c. obese d. friendly 

5. sallying 

a. venturing b. navigating c. courting d. farming 

6. requisite 

a. curious b. chosen c. required d. ask 

7. sonorous 

a. sleepy b. respiratory c. snoring d. loud 

8. veracious 

a. ravenous b. truthful c. malicious d. wandering 

9. vanquish 

a. defeat b. celebrate c. dissolve d. satisfy 

10. extolled 

a. charged b. dismissed c. deceased d. praised 

© Prentice-Hall, Inc. Don Quixote 249

Name _________________________________ 

Date __________ 


Build Grammar Skills: Gerund Phrases 

A gerund is a verb form ending in -tng that acts as a noun. A gerund may be the subject of a 

sentence, a predicate noun. or the object of a verb or of a preposition. A gerund phrase is a 

gerund and all words that go with it to make up a unit that acts as a noun in any of the preceding 

ways. Here are examples of gerund phrases from Don Quixote: 

... He decided upon calling her Dulcinea del T oboso ... 

In this example, calling her Dulcinea del Toboso functions as the object of the preposition 

upon. 

Roaming the world became his only occupation. 

In this example, Roaming the world functions as the subject of the sentence. 

A. Practice: Underline the gerund phrase in each of the following sentences. In the space provided, 

identify the function the gerund phrase is performing. 

1. Constant reading of chivalric romances addled Quixote's wits. 

2. Immersed in dreaming of knighthood. he neglected his estate. 

3. He loved the exquisite speaking and magnificent fighting in the thrilling books. 

4. His plan was somehow reliving those glorious days. 

B. Writing Application: Follow the directions in parentheses to write four sentences with 

gerund phrases. using the gerund writing. Remember that a gerund phrase consists of a 

gerund and the words that go with it to make an entire phrase acting as a noun. 

1. (as a subject) 

2 (as an object) 

3. (as an object of a preposition) 

4. (as a predicate noun) 


Name ____________________________________________ ___ 

Date _________ 


Reading Strategy: Compare and Contrast 

When Miguel de Cervantes penned his tale of the woeful knight, he knew that his readers 

would consider his work in the light ofwhat they already knew. In fact, Cervantes depended 

upon readers making such comparisons for much of the comedy of the novel. 

As you read Don QUixote, look for places you can compare and contrast the world in the 

book to the world you know. For example, Quixote's best efforts at equipping himself as a 

knight become comic as the daft old man comes up with a cardboard helmet, rusty armor. and 

a broken-down nag for a steed. 

l>IREcTION8: Use the following chart to help you compare and contrast parts of the story. List 

qualities of the topic in the first column to compare or contrast to the topic in the second column. 

In the third column, write how or why the comparison or contrast is comic. 

Compare ... To... 

Producing ... 

Sancho Panza Don Quixote Comic Effect 

Quixote's Vision Reality Comic Effect 

Era of Knighthood Modern Era Comic Effect 

Narrator's Language 

Plain Speech 

Comic Effect 

© Prentice-Hall, Inc. Don Quixote

Name ______________________________________________ __ Date __________ 


The Reader's Encyclopedia defines parody as 

Literary Focus: Parody 

... a comic or satirical imitation of a piece of writing, exaggerating its style and content, and 

playing especially on any weakness in structure or meaning of the original. 

DIRECTIONS: The language of Don QUixote is an exaggerated version of the language of the romance 

novels of chivalry. To see how absurdly embellished the language really is, rewrite each 

of the following passages in simple, straightforward language. 

1. But there were none he liked so well as those written by the famous Feliciano de Silva, for their lucidity 

of style and complicated conceits were as pearls in his sight, particularly when in his reading he 

came upon outpourings of adulation and courtly challenges. 

2. He fancied that it was right and requisite, no less for his own greater renown than in the service of his . j 

country, that he should make a knight-errant of himself, roaming the world over in full armor and on ...." 

horseback in quest of adventures. 

3. Those are giants, and jf you are afraid, away with you out of here and betake yourself to prayer, while 

I engage them in fierce and unequal combat. 


Name _____________________________________________ 

Date ____________ 

"Morte d'Artbur" by Alfred. Lord Tennyson (text page 894) 

"Arthur Becomes King of Britain" from The Once and Future King 

by T. H. White (text page 904) 


Spelling Strategy When the sound Ishunl occurs at the end of a word of three or more 

syllables, the sound is always produced by the letters tion, as in lamentation. 

Using the Suffix -DUS 

A. DIRECTIONS: Use what you already know about the suffix -ous, meaning "full of" or "possessing 

the qualities of." to define the italicized word in each sentence. 

1. The sights were marvelous to behold. 

2. T. H. White takes a humorous approach to the legend. 

3. Wart's first attempt to pull out the sword was disastrous. 

4. The animals made a thtmderous nOise when Wart succeeded. 

stickler sumptuous palfrey lamentation swarthy 




1. stickler a. an uncompromising person 

2. palfrey b. having a dark complexion 

3. lamentation c. a saddle horse 

4. swarthy d. magnificent 

5. sumptuous e. mourning 

© Prentice-Hall. Inc. Morte d'Arthur/Arthur Becomes King 253

Name __________________________ Date _________ 

"Morte d'Arthur" by Alfred. Lord Tennyson (text page 894) 



Build Grammar Skills: Subjunctive Mood 

The present subjunctive is used to express indirectly a demand, suggestion, or statement of 

necessity. This kind of expression always appears in a subordinate clause beginning with that. 

To recognize a subjunctive construction. watch for verbs such as ask, suggest, recommend and 

adjectives such as essential and necessary followed by the word that. 

Kay requested that Wart return to the inn. 

It is essential that Kay and Wart tell the truth about the sword. 

Note in these examples that the verb forms. return and tell, are both in the base form, even 

though one subject is Singular and one is plural. In the present subjunctive, the verb always 

appears in the base form. 

The subjunctive mood also expresses a wish or a condition contrary to fact. The words if, as 

if, and as though express something that is not true-something that is contrary to fact. In this 

kind of expression, and in the expreSSion of a wish, the verb were is used. 

Wart looked as if he were about to cry. 

I wish I were the one who had removed the sword. 

A. Practice: In each of the following sentences, circle the verbs in the subjunctive mood, and 

underline any other words that indicate the subjunctive mood is being used. 

L Ifyou were Kay, would you have told the truth? 

2. It is necessary that Wart find a sword as quickly as possible. 

3. Ector and Kay responded as though Wart were already king. 

4. Ector suggests that they all return to the church. 

B. Writing AppUcation: Complete each of the following sentences. using the subjunctive 

mood. 

1. If Sir Bedivere _______________________________ 

2. King Arthur suggests that Bedivere _________________________ 

3. Bedivere hid the sword as though ____________________________ 

4. Arthurdemandsthat ________________________________________ 

5. Arthur, in his weakness, reqUires that Bedivere _________________________ 


Name _______________________________________________ 

Date ________ 

"Morte dtArthur" by Alfred, Lord Tennyson (text page 894) 




Did you find yourself thinking that King Pellinore is a bit silly or foolish? That is certainly 

how White presents him in the stOIy. The wayan author depicts a character or a situation can 

reveal to readers how the author feels about his or her subject. Notice how these words spoken 

by King Pellinore make him appear a bit foolish. 

"Well, there has appeared a sort of sword in a stone, what, in a sort of a church. Not in the 

church, if you see what I mean, and not in the stone, but that sort of thing, what, like you 

might say." 

White portrays Pellinore as a somewhat silly. eccentric old man. Readers can recognize 

White's attitude toward other characters from the following kinds of details: 

• White's description of the characters 

• the characters' thoughts and actions 

• how characters speak and what they say 

• how other characters respond to a character 

DIRECTIONS: Read each passage. Then describe the attitude that the author reveals about the 

topic of the passage. 

1. About truth and knighthood: 

"Thou has betrayed thy nature and thy name, 

Not rendering true answer, as beseemed 

Thy fealty, nor like a noble knight; ..." 

["Morte d'Arthur," II. 124-126] 

2. About the death of the legendary King Arthur: 

" ... To the island-valley of Avilion; 

Where falls not hail, or rain, or any snow, 

Nor ever wind blows loudly, but it lies 

Deep-meadowed, happy, fair with orchard lawns 

And bowery hollows crowned with summer sea, 

Where I will heal me of my grievous wound." 

["Marte d'Arthur/' II. 310-315] 

3. About young Arthur: 

"Poor Kay/' he said. "All that shilling stuff was only because he was scared and miserable, 

and now he has good cause to be. Welt he shall have a sword of some sort if I have to break 

into the Tower of London." 

[from"Arthur Becomes King of Britain"] 

@ Prentice-Hall, Inc. Marte d'Arthur/Arthur Becomes King 255

Name _______________________________________________ 

Date _____________ 

"Morte d'Arthur" by Alfred, Lord Tennyson (text page 894) 



Literary Focus: Legend 

The legend of King Arthur owes its popularity-even its very existence-to many writers who 

have enlarged. changed, and added to the seed of a very old story. Much of what we imagine 

about Arthur is based on the stories Sir Thomas Mallory wrote in the 1400s. His elaborate tales 

of knighthood, bravery. and magic in a medieval setting are the foundation for many of our 

modem ideas about Arthur. In fact. the real Arthur. if he existed, would have lived in quite 

primitive conditions. Mallory's Arthur lived in a massive stone castle and held relatively modem 

ideals, similar to those that Mallory might have held. 

Mallory, Tennyson. White, and other "users" of the legend all lend to Arthur their own ideas 

about how kings should act and how knights should show their loyalty. People who write stories 

about legends almost always do this. Keep in mind that legends are not sources of historical 

information. When we read legends we learn about the culture of the writer. not necessarily 

about the culture of the subject of the legend. 

DIRECTIONS: Answer the following questions about the legends of King Arthur you have just 

read. 

1. What ideas about religion are expressed in Tennyson's poem? 

What do those ideas indicate about Tennyson and his nineteenth-century values? 

2. How does White describe the experience of Wart removing the sword from the stone? 

What effect does this portrayal have on the event? 

3. How do both Tennyson and White help ensure that the legend will live on? (Hint: Note the 

title of T. H. White's book.) 


Name _________________________________ 

Date ________ 

"Rama's Initiation" from the Ramayana by R. K. Narayan (text page 924) 


Spelling Strategy Words ending in y preceded by a consonant form their plurals by 

dropping the y and adding ies: austerity + -ies = austerities. 

Using the Root -min- 

A. DIRECTIONS: Remembering that the root -min- means "small," complete each sentence below 

with a word from the following list. 

minimize minute minor 

1. A person under the age of eighteen is considered a ___________ 

2. Embarrassed officials tried to ___________ the seriousness of the crime. 

3. The baby alligator seemed ___________ compared to the size of its parent. 


austerities decrepitude sublime august secular 

obeisance exuberance diminutive esoteric 

B. DIRECTIONS: For each Word Bank word, choose the word or phrase that is most nearly 

opposite in meaning. Circle the letter of your choice. 

1. austerities 

a. denials b. indulgences c. selfish d. freedom 

2. decrepitude 

a. youthfulness b. renovate c. decaying d. futuristic 

3. sublime 

a. vulgar b. majestic c. baseness d. pauper 

4. august 

a. respectable b. outrage c. undignified d. energetic 

5. secular 

a. rectangular b. sacred c. royal d. scientific 

6. obeisance 

a. shaking hands b. praying c. bowing d. defiance 

7. exuberance 

a. depression b. agitation c. elation d. confusion 

8. diminutive 

a. bulk b. growth c. thin d. gigantic 

9. esoteric 

a. appealing b. popular c. inviting d. suave 

© Prentice-Hall, Inc. Rama's Initiation 257

Name ____________________________________________ ___ 

Date ________ 


Build Grammar Skills: Restrictive and Nonrestrictive 

Appositives 

Appositives and appositive phrases are restrictive when they are necessary to clarify or 

identify the noun to which they refer; restrictive appositives are not set off by commas. 

"Send your son Rama with me, and he will help me." 

Appositives are nonrestrictive if they provide additional but not necessary information; 

nonrestrictive appositives are set off by commas. 

Vasishtha, the King's priest and guide, whispered ... 

A. Practice: Underline the appositive or appositive phrase in each sentence. Ifit is nonrestrictive, 

set it off with commas. 

1. Rama and Lakshmana accompanied the sage Viswamithra on his journey. 

2. Viswamithra transmitted two mantras "Bala" and "Adi-Bala" to the young brothers. 

3. Thataka was the daughter of a yaksha a demigod. 

4. The great savant Agasthya punished her for the misdeeds of her husband and sons. 

B. Writing Application: Write an answer to each question. In your answer. include the type of 

appositive named in parentheses. 

1. At which sacred place does Viswamithra wish to make a sacrifice? (restrictive) 

2. Which person close to the king pleads with Viswamithra not to leave? (nonrestrictive) 

3. Which relative joins Rama on his journey? (restrictive) 

4. Along with Thataka, who sought revenge for Sunda's death? (nonrestrictive) 


Name ____________________________________________ ___ 

Date ____________ 


Reading Strategy: Making Inferences About Culture 

As you were reading this episode from the Ramayana, you were making inferences about 

the culture of ancient India. When you draw upon details in the story and combine that information 

with your own experiences. you can make inferences about the beliefs. customs, and 

values of the culture that created and revered the hero Rama. 

DIRECTIONS: Ust details from the selection and refer to your own experience as you write your 

answers to the following questions. 

1. What does the Ramayana reveal about the role of women in ancient India? 

2. What does the Ramayana reveal about the role of religIon in everyday life in ancient India? 

3. What does the Ramayana reveal about the gods and goddesses in Hinduism? 

4. What does the Ramayana reveal about the roles and responsibilities of royalty in ancient 

India? 

@ Prentice-Hall, Inc. Rama's Initiation 259

Name _______________________________________________ 

Date _________ 


Literary Focus: Epic Hero 

The dictionary Literary Terms defines the word hero as follows : 

(1) Traditionally, a character who has such admirable traits as courage, idealism, and fortitude. 

(2) The earliest heroes, as revealed in myth and literature, were frequently favored by the 

gods or were themselves semi-divine; such were Achilles and Odysseus. (3) The deified hero 

symbolized the possibility of overcoming human limitations in a hostile universe ruled by the 

certainty of death. (4) Moreover, the hero embodied the cultural values of his time and functioned 

as a defender of his society. 

DIRECTIONS: Think about Rama as he is portrayed in "Rama's Initiation." Find episodes or descriptions 

in the story that demonstrate Rama's fulfillment of each element of the definition 

above. Write your answers on the lines provided. 

l. ____________________________________~_______________________________ 

2. _____________________________________________________________________ 

3. _____________________________________ 

4. ________________________________________ 


Name ____________________________________________ ___ 

Date _________ 

from Sundiata: An Epic ofOld Mali, retold by D. T. Niane (text page 934) 



adding a suffix starting with either a vowel or a consonant. For example, the suffix -ityadded 

to the word infirm forms the Word Bank word infirmity. 

Using the Root :firm- 

At the beginning of this selection, Sogolon Kedjou is concerned about the infinnity her son 

seems to have. The word infinnity contains the word root :firm-. which comes from the Latin 

wordjirmare. meaning "to strengthen." Knowing that the prefix in- means "lacking" or "without," 

you can figure out that the word infinnity means "without strength" or "physical weakness." 

A. DIRECTIONS: For each sentence. fill in the blank with the most appropriate word containing 

the root :firm- from the following list. 

affirmation 

infirmary 

confirmation 

firmament 

1. Students who are not feeling well can rest in the _______________ 

2. I called for a(n) ____________ of my appointment on Friday. 

3. The award is a(n) _______________________ of her value as a teacher. 

\...,. 4. There were no clouds interrupting the solid blue ___________________ 


fathom taciturn malicious infirmity 

innuendo diabolical estranged affront 



1. fathom a. quiet; aloof 

2. taciturn b. ailment 

3. malicious c. understand; grasp 

4. infirmity d. humiliation; mockery 

5. innuendo e. spiteful 

6. diabolical f. alienated 

7. estranged g. suggestion; insinuation 

8. affront h. demonic 

© Prentice-Hall. Inc. Sundiata: An Epic of Old Mali 261

Name _______________________________________________ 

Date ________ 


Build Grammar Skills: Sentence Variety 

You can make your writing more interesting and pleasing to the ear by using sentence 

variety. There are different ways in which you can achieve sentence variety. One way is to use 

a variety of sentence types, including declarative, interrogative, and exclamatory sentences. 

The following sentences from the selection show these different sentence types: 

Declarative: Sogolon's son had a slow and difficult childhood. 

Interrogative: Could it be that the stiff jointed son of Sogolon was the one the hunter sooth 

sayer had foretold? 

Exclamatory: ... but the great bar of iron was twisted and had taken the form of a bow! 

Another way to achieve sentence variety is to use different sentence beginnings. The following 

sentences from the selection show different sentence beginnings. 

Beginning With an Adverb: Often Sogolon would make some of them come to him to keep 

him company. 

Beginning With a Prepositional Phrase: To the king's question he replied, "When the seed 

germinates growth is not always easy." 

Beginning With a Participial Phrase: Supporting himself on his knees and one hand, with the 

other hand he picked up the iron bar ... 

Beginning With a Subordinate Clause: Whenever his mother went out he would crawl on all 

fours to rummage ... 

A. Practice: Rewrite the following sentences so that each begins with either an adverb, prepositional 

phrase, participial phrase, or subordinate clause. 

1. Sogolon's son could only crawl when he was three years old. 

2. Sogolon heard gossip about her son and became frustrated. 

3. People often discussed whether or not Sogolon Djata would ever walk. 

4. Sassouma felt happy knowing her own son could become king. 

B. Writing AppUcation: Rewrite the following paragraph, revising it to add sentence variety. 

Remember that you can add sentence variety to the paragraph by using a combination of declarative, 

interrogative, and exclamatory sentences and by using different sentence beginnings. 

Sogolon suffered after the death of Nare Maghan. Sassouma spitefully banished Sogolon and 

her son to a back yard of the palace. Sogolon was so miserable. She wondered ifher son would 

ever walk. Sogolon promised to walk to ease his mother's pain. People were shocked when he 

kept his promise. 


Name ______________________________________________ Date __________ 


Reading Strategy: Storyteller's Purpose 

A storyteller's purpose is his or her reason for relating a stol)' to readers or listeners. For 

the grtots of ancient Mali, telling and retelling the epic SWl.diata served a variety of purposes. 

They used the stOl)' to teach people about important historical events, to entertain people, and 

to persuade people to support certain beliefs and accept certain standards of behavior. 

DIRECTIONS: For each of the following passages from the selection, explain which of the author's 

purposes-to inform, entertain, or persuade-is illustrated. Some of the passages may serve 

more than one purpose. Explain your reasoning. 

1. God has mysteries which none can fathom .... Each man finds his way already marked out for him 

and he can change nothing of it. 

2. Sogolon's son was spoken of with nothing but irony and scorn .... No matter how great the destiny 

promised for Mari Djata might be, the throne could not be given to someone who had no power in 

his legs .... Such were the remarks that Sogolon heard every day. The queen mother, Sassouma 

Bemate, was the source of all this gossip. 

3. A deathly silence had gripped all those present. Sogolon Djata dosed his eyes, held tight, the muscles 

in his arms tensed .... Sogolon Kedjou was all eyes and watched her son's legs, which were 

trembling as though from an electric shock. Djata was sweating and the sweat ran from his brow. In 

a great effort he straightened up and was on his feet at one go.... 

4. "Oh day, what a beautiful day, Oh day, day of joy; Allah Almighty, you never created a finer day. So 

my son is going to walk!" 

5. With all his might the son of Sogolon tore up the tree and put it on his shoulders ...."Mother, here 

are some baobob leaves for you. From henceforth it will be outside your hut that the women of 

Niani will come to stock up." 

© Prentice-Hall, Inc. Sundiata: An Epic of Old Mali 263

Name ____________________________________________ __ Date __________ 


Literary Focus: Epic Conflict 

ConOict in a stoty may take place in one of three ways: 

• between characters 

• between a character and society 

• between a character and himself or herself 

The hero often endures all three kinds of conflict at various points in an epic. It is the hero's 

ability to confront and overcome obstacles that marks him or her as heroic. 

DIRECTIONS: Think about the excerpt you have read from Sundiata. When does Sogolon Djata 

meet each of the three kinds of conflict? How does he overcome the obstacle? Write an example 

of each kind of conflict (there may be more than one example in the stoty), and explain the 

hero's efforts to resolve it. 

i 

Example of ConOict 

Resolution of ConOict 

Conflict between Sogolon 

Djata and a second character 

! 


Djata and society 


Djata and himself 


ANSWERS 

Unit 1: On the Edge 

"Contents of the Dead Man's 

Pocket" by Jack Finney 

Build Vocabulary (p. 1) 

Using the Root -term- 

A. 1. tennination-ending 

2. tennless-without end or boundary 

3. tenninable-capable of being ended 


B. 1. d 2. f 3. a 4. e 5. c 6. b 


C. 1. c 2. d 3. a 

Build Grammar Skills: Possessive Its vs. 

Contraction It's (p. 2) 

Recognizing the Correct Use of Its and It's 

A. 1. it's 

2. Its 

3. its 

4. It's 

5. it's 

Writing AppUcation 

B. Imagine yourself out on a ledge. It's cold 

and windy. The ground and its comforts 

are far below. It occurs to you that it's 

likely no one knows you are there. It's possible 

no one may know for days. This 

thought plants its seed in your brain. Panic 

digs its fingers into your chest-right into 

your lungs. Your heart pounds its way into 

your throat. Then you open your eyes and 

realize it's all in your head! 

Reading for Success: Literal Comprehension 

Strategies (pp. 3-4) 

Students' notes should include each of the 

strategies. 

Literary Focus: Suspense (p. 5) 

Guidelines for student response: Students 

may identify the "waiting" as suspense-building. 

The phrase "waiting till he slipped off the 

edge" causes the reader to anticipate the 

possibility ofTom's death. The detail about 

Tom's "elbow protruding over Lexington Avenue" 

emphasizes the height at which Tom 

balances precariously. As Tom feels sick 

from the tension, so does the reader. 

"The Final Assault" from 

High Adventure by Edmund Hillary 

"The Dream Comes True" from The 

Tiger ofthe Snows by Tenzing Norgay 


USing the Root -voc- 

A. Possible responses : 

1. evoke--to call forth or up 

2. vocation-a calling 

3. invocation-to call for, usually help or 

support 

4. vocalize-to make sound with the voice 


B. Possible responses: 

1. The summit, like many other sections of the 

mountain, was dangerously precipitous. 

2. One of the intennediate camps was just 

discernible down the side of the mountain. 

3. Good climbers use a belay to prevent falls. 

4. The climbers seemed to be encroaching on 

Mother Nature as they crossed the 

windswept snow fields. 

5. Both climbers mention the many snowy 

undulations they must cross before they 

even see the summit. 

6. I would have a vociferous celebration at the 

top of Everest. 

Build Grammar Skills: Compound 

Predicates (p. 7) 

Identifying Compound Predicates 

A. 1. watched and turned 

2. strapped and tied, grasped andwere 

ready 

3. pulled or hauled 

4. waved and threw 

© Prentice-Hall, Inc. Answers 265

"The Final Assault" from 

High Adventure by Edmund Hillary 

"The Dream Comes True" from The Tiger 

ofthe Snows by Tenzing Norgay (continued) 

Using Compound Predicates 

B. 1. The climbers looked across the summit 

and saw Tibet. 

2. Above the cUmbers the slope swept upward 

and became sharply steep. 

3. Norgay says he was not dragged or 

hauled up the slope. 

Reading Strategy: Distinguish Fact From 

Opinion (p. 8) 

1. opinion 

2. fact 

3. fact 

4. opinion 

5. opinion 

6. fact 

7. opinion 

8. fact 

Literary Focus: Author's Perspective (p. 9) 

Possible responses: 

1. From Hillary's perspective, Norgay's outlet 

tube was more blocked than his own and 

only Hillary could fix the problem. From 

Norgay's perspective, clearing the breathing 

tubes was just one of the inconveniences of 

the climb. He does not imply that one had 

more troubles than the other. 

2. Both men express the tedium of going over 

the "snowy humps," not knowing when the 

humps would end. Hillary indicates that he 

is in the lead and doing all the step cutting. 

Norgay says "we" when he talks about how 

he and Hillary proceed. 

"The Monkey's Paw" byW.W. Jacobs 

"The Bridegroom" 

by Alexander Pushkin 


Using the Root -cred- 

A. Suggested responses: 

1. that which entitles one to beliefor trust 

2. acceptance as true 

3. cause to be distrusted 

4. statement ofbelief 


B. 1. e 2. g 3. f 4. b 5. c 6. a 7. h 8. d 


C. 1. d 2. b 3. a 

Build Grammar Skills: Regular and Irregular 

Verbs (p. 11) 

Identifying Regular and Irregular Verbs 

A. 1. irregular 

2. regular 

3. irregular 

Using Regular and Irregular Verbs 

B. 1. took 

2. thrown 

3. came 

4. seen 

Reading Strategy: Predict Outcomes (p. 12) 

1. Answers will vary. Students should see 

that while Jacobs's story is truly horrifYing, 

all of the events make sense within the 

story. 

2. Answers will vary. Most students will probably 

say that Mr. White wishes Herbert to 

be dead again, or at least to disappear. 

3. Answers will vary. Students may mention 

Natasha's disappearance, her refusal to 

discuss it, her reaction on seeing the 

"handsome young man," her reaction to his 

wish to marry her, and her recounting of 

her "evil dream." 

Literary Focus: Foreshadowing (p. 13) 

Suggested responses: 

1. foreshadows another fatal mistake-the 

first wish-that Mr. White will see after it is 

too late 

2. foreshadows the Whites' interference with 

fate and their subsequent sorrow 

3. foreshadows Mr. White's own third wishfor 

his dead son to return to the grave 

4. foreshadows Herbert's death 

5. foreshadows the hOrrible nature ofwhat 

Natasha witnessed 

6. foreshadows the truth about the groom 

that only Natasha knows 

7. foreshadows the bridegroom's arrest 

8. foreshadows what may happen to Natasha 

if she marries the groom 


from "A Walk to the Jetty" from 

Annie John by Jamaica Kincaid 


Using the Root -stup- 

A. 1. stupendous 

2. stupefaction 

3. stupid 

4. stupefied 


B. 1. d 2. c 3. a 4. b 

Build Grammar Skills: Clauses (p. 15) 

Identifying Independent and Subordinate 

Clauses 

A. 1. If I had just conquered Persia, she 

couldn't have been more proud ofme. 

2. When my father's stomach started to go 

bad, the doctor had recommended a walk 

every evening after he ate his dinner. 

3. When we were all on board, the launch 

headed out to sea. 

4. They made an unexpected sound, as if a 

vessel filled with liquid had been pracea 

on its side and now was slowly emptying 

out. 

Using Independent and Subordinate 

Clauses 

B. Possible responses: 

1. Annie walked past Miss Dulcie's house although 

her memories of Miss Dulcie were 

not fond. 

2. Mter Annie's father tries to express his feelings, 

he turns and walks away. 

3. Although Annie loves her parents, she realizes 

she must leave home and begin her 

own life. 

4. As the boat set sail, Annie waved good-bye 

with her red handkerchief. 

Reading Strategy: Make Inferences (p. 16) 


1. Based on the fact that Miss Dulcie always 

found fault with Annie's work and her potential 

to learn, it can be inferred that 

Annie's relationship with Miss Dulcie was 

difficult, humiliatlng, and stifling. 

2. The mother's actions reveal her intelligence. 

openness to new ideas. willingness 

© Prentice-Hall, Inc. 

to learn, and her devotion to the health and 

well-being of her daughter. 

3. He probably wanted to tell Annie that he 

loved her. 

4. Annie dearly loves her mother and cannot 

bear to see her hurt, yet Annie feels stifled 

by her mother's enormous love. 

Literary Focus: Flashback (p. 17) 


1. Annie remembers her apprenticeship with 

Miss Dulcie. 

2. The flashback reveals the humiliation 

Annie endured while working for Miss Dulcie. 

3. Annie remembers her first unaccompanied 

walk along the road. 

4. The flashback reveals how very proud 

Annie's mother was when Annie went alone 

on an errand. It also reveals the close relationship 

shared between mother and 

daughter. 

5. Annie remembers sitting in her mother's 

lap as her mother read books in the library. 

6. The flashback reveals the intelligence of 

Annie's mother and how. at a young age. 

the world ofwords was opened up for 

Annie. 

"The Masque of the Red Death" 

by Edgar Allan Poe 


Using the Suffi.x: -non 

A. 1. isolation 

2. fascination 

3. devastation 

4. celebration 


B. 1. e 2. a 3. d 4. f 5. b 6. c 


C. 1. c 2. d 

Build Grammar Skills: Subject-Verb 

Agreement (p. 19) 

A. 1. There were sharp pains ... 

= - 

2. there came a sound ... 

3. there was a brief disconcert ... 

4. There are some ... 

Answers 267

"The Masque ofthe Red Death" 

by Edgar Allan Poe (continued) 

5. there flows a ruddier light ... 

6. there comes ... a muffled peal 

7. there are matters . . . 

8. there was a sharp tum 

9. there stood ... a gigantic clock 

10. There was no light ... 

B. 1. are 

2. is 

3. are 

4. hangs 

5. were 

6. comes 

7. are 

8. are 

Reading Strategy: Context Clues (p. 20) 

1. a large. elaborate party 

2. overflowing. abundant 

3. redder 

4. ghostly 

5. flat on the ground 

Literary Focus: Symbols (p. 21) 


1. represents the Red Death. the plague. 

death in general; shows us that we cannot 

escape death. no matter how we try 

2. represents the grave. forebodes death; 

shows that death is the final resting place 

3. represents life (as does the masquerade); 

gives a sense ofvulnerability each time it Is 

stilled by the chiming of the clock 

4. represents life and light; like them each is 

snuffed out at the end by death 

"Fear" by Gabriela Mistral 

"The street" by Octavio paz 

"Spring and All" 

by William Carlos Williams 


Using the Suffix -less 

A. 1. treeless 

2. tailless 

3. pointless 

4. sailless 



B. 1. b 2. c 3. a 4. c 

Build Grammar Skills: Pronouns and 

Antecedents (p. 23) 

Recognizing Antecedents 

A. 1. narrator 

2. Readers 

3. girl 

4. poem 

5. Ufe, death 

6. Williams 

Using Pronouns and Antecedents 

B. Suggested responses: 

1. In "Spring and All," plants struggle to grow 

and they become symbols of life. 

2. Cold makes its presence felt in many lines 

of "Spring and All." . 

3. If the little girl were a princess or queen, 

she could no longer have the freedom of a 

simple life. 

4. Gabriela Mistral began her career as a 

writer in her teens. 

5. In ''The street," the narrator could be 

dreaming, and he cannot understand the 

dream. 

6. Darkness is everywhere in "The street," and 

it is the poem's strongest image. 

Reading Strategy: Form a Mental Image 

(p.24) 


"Fear" 

swallow; small bird, magic transformation; escape, 

loss to mother 

straw bed; simplicity, poverty; simple nature 

of mother's love 

golden slippers; fairy-tale princess, magic; unreality 

of fairy tale, fear of loss 

meadow; rural scene, child playing; love of 

simple life, tangible goodness in mother's 

world. 

"The street" 

silent; qUiet, loneliness; isolation, eerie solitude 

blackness; darkness, disorientation; confusion, 

difficulty of understanding 

doorless; cell. maze; no escape from self 

forever; trapped, doomed; eternal nature of 

consciousness 


"Spring and All" 

contagious; sick people, disease; illness versus 

nature's toughness 

cold; raw day, discomfort; unromantic contrast 

of spring hardiness 

leafless; bare, scraggly bushes, dead 

branches; just before life restarts 

grip; strong grab, digging into earth; strength 

of renewing life. toughness of nature 

Literary Focus: Imagery (p. 25) 


"Fear" 

Line 11: sight. picture of little girl in golden 

slippers; suggests fairy tale and 

unreality 

Line 12: sight. picture oflittle girl as she exists 

at the moment playing happily in 

a meadow; contrast of unreal versus 

natural pleasure 

Line 13: sight; darkness falling; suggests 

change from maternal care 

Line 14: touch. sight. mother caring tenderly 

for her child; shows what mother 

loves and wants to preserve 

"The street" 

Line 1: sight. sound. draws a lonely picture of 

a street; loneliness. isolation 

Line 2: Sight, touch, creates sense of blind 

confusion; diSOrientation. loss of 

normal perception 

Line 3: sight, touch. narrator tries to use 

other senses to keep gOing; struggle of 

confused consciousness 

Line 4: touch; using feet for perception; sight 

and normal perceptions useless 

"Two Friends" by Guy de Maupassant 

"Damon and Pythias" 

retold by William F. Russell 


Using the Root -tain- 

A.. Possible responses: 

1. contains-holds together, encloses 

2. obtain-to get hold of something. usually 

by great effort 

3. sustain-to keep up or support 


B. 1. a 2. d 3. c 4. a 5. b 6. d 7. c 8. a 

Build Grammar Skills: Appositives (p. 27) 

Identifying Appositives 

A.. 1. a riverside acquaintance 

2. M. Sauvage 

3. the hardhearted tyrant 

4. Damon 

Using Appositives 

B. 1. They looked with fear at the soldier, a 

Prussian officer. 

2. The Prussian officer, a tyrannical man, 

insisted on threatening the two friends. 

3. Damon agreed to sit in prison while his 

friend Pythias settled business and family 

matters. 

4. Dionysius. a friendless man, was in awe 

of the friendship shared by Damon and 

Pythias. 

Reading Strategy: Significant Details (p. 28) 


1. The sound of the cannon is significant because 

it alerts the reader to the fact that 

the men are in danger and that war is near. 

2. The image of the smoke as a "death-dealing" 

breath which fills the calm sky is Significant 

because it hints at the outcome of the story. 

3. These details are significant because they 

show the kind of trust Damon and Pythias 

have in each other. The passage also shows 

that their friendship surprises Dionysius. 

which is a detail important to the end of the 

story. 

4. These details cause the reader to feel suspense. 

They also remind the reader of 

Damon's complete trust in his friend. 

Literary Focus: Climax (p. 29) 


1. Students are likely to say that the officer's 

attempts to get the men to reveal the password 

by separating them. and then the silence 

of the men. are parts of the passage 

that indicate climax. 

2. Students are likely to say that the moment 

in which the crowd believes Damon is to 

die. and then a swift runner appears, are 

parts of the passage that indicate climax. 


Unit 2: 

Striving for Success 

From In Commemoration: 

One Million Volumes 

by Rudolfo A. Anaya 


Using the Pre8x in- 

A 1. to dedicate or place into service; into 

2. unsatisfiable; not 

3. tending to excite or inflame; into 

4. owing gratitude to another: into 


1. b 2. c 3. d 4. c 5. c 6. a 7. c 8. d 9. c 

Build Grammar Skills: Action Verbs and 

Linking Verbs (p. 31) 

A Practice 

1. taught-A 

2. were-L 

3. Be-L 

4. spent-A 

5. felt-L 

B. Writing AppUcation 


1. Anaya was formerly a professor at the University 

of New MexiCO. 

2. Anaya looked with wonder at the books in 

the library. 

3. Anaya's childhood library looked tiny compared 

to other libraries he visited. 

4. Anaya and his grandfather gazed at the 

stars as they appeared in the sky over New 

Mexico. 

5. The stars appeared to be countless as the 

young Anaya looked at the sky. 

Reading for Success: Interactive Reading 



strategies. 

Literary Focus: Author's Purpose (p. 34) 

evoke a time or place: sentence 2 

commemorate an event: sentence 1 

propose a definition: sentence 3 

Other sentences will vary. 

"How Much Land Does a Man 

Need?" by Leo Tolstoy 


Using Words in Other Contexts 

A. 1. fallow 

2. sheaf 

3. sheaf 

4. fallow 


B. 1. f 2. a 3. g 4. e 5. c 6. d 7. b 

Build Grammar Skills: Possessive Nouns 

(p.36) 

A. Practice 

1. sister's 

2. peasants' 

3. women's 

4. Pahom's 

5. neighbor's 

B. Practice 

1. acres' 

2. People's 

3. dealer's 

4. Bashkirs' 

5. Devil's 

6. sun's 

7. chiefs 

Reading Strategy: Predict Outcome Based 

on Character Traits (p. 37) 


1. Pahom and his wife wiUlose all they have 

gained. 

2. Pahom will learn that plenty of land does 

not solve the peasants' troubles, nor does it 

solve his troubles. 

3. Pahom reveals his greed and general discontent. 

4. Pahom will become discontented with the 

amount of land he has and will desire 

more. 

5. The chiefs true identity is the Devil. who 

reveals himself through his chuckling and 

ability to change form. 



6. Pahom will lose the tussle with the Devil 

and die due to his own greedy and boastful 

nature. 

Literary Focus: Parable (po 38) 


1. The story presents a moral lesson about 

right and wrong. 

2. He probably felt it was a case of "finders 

keepers." 

3. He was starting to feel guilty about how he 

had gotten them. 

4. He would have made what he had done 

worse by telling a lie. 

5. He felt he did not deserve one because he 

did not act responsibly in the first place. 

6. Ill-gotten gains cannot be truly enjoyed. 

7. "Do the Right Thing" 

"Success is counted sweetest" and 

"I dwell in PossibiUty-" 

by Emily Dickinson 

"Uncoiling" by Pat Mora 

"Columbus Dying" by Vassar Miller 

Build Vocabulary (po 39) 

Using the Pre:6.:x: im- 

A. 1. inactive 

2. immature 

3. indecisive 

4. imperfect 

5. imbalance 

6. inhumane 



1. After a roller coaster ride. I might have a 

feeling ofvertigo. 

2. Soldiers strive to build an impregnable 

hideout. 

3. A thrall might have performed difficult 

tasks on a transatlantic journey. 


C. 1. d 2. c 

Build Grammar Skills: Subject-Verb 

Agreement (po 40) 

A. Practice 

1. signals 

2. know 


3. reach 

4. were 

5. plague 

6. startles 

7. are 

8. tangle 


1. Dickinson and Miller use traditional rhyme 

schemes. 

2. Not one of Columbus' sailors is in good 

health. 

3. Correct 

4. Neither success nor victory comforts the 

dying soldier. 

5. Hunger pains as well as fever torment the 

sailors. 

Reading Strategy: Make Inferences (po 41) 

Practice 


1. "Lace lullabies" seem fragile and delicate; 

they would probably be ineffective against 

the sheer power of the tornado. 

2. The "House of Prose" has smaIl. dark rooms 

that provide poor views of the outside 

world. Few people want to visit or live there. 

3. Words and images such as "begged that he 

be buried with his chains." "thrall." "crawl 

/ Till dropped dead in their tracks" convey 

the speaker's belief that Columbus felt burdened. 

4. The speaker does not view the purple Host 

as successful: to her. they celebrate something 

they do not fully comprehend. Instead. 

the speaker focuses on the dying defeated 

man who longs for success but will 

never know it. 


1. The writer greatly respects Dickinson's talent 

and quiet perseverance. TranSitions 

such as although and instead signal the 

writer's disapproval of the way in which 

Dickinson's intellectual abilities were 

ignored. 

2. Men and women were not equal; women 

had fewer opportunities than men. The fact 

that it was considered improper for women 

to pursue careers or the same levels of eduation 

as men indicates that a vast inequality 

existed. 

Answers 271

"Success is counted sweetest" and "I dwell 

in Possibllity-" 

by Emily Dickinson 

"Uncoiling" by Pat Mora 

"Columbus Dying" by Vassar Miller (continued) 

Literary Focus: Stated and Implied Theme 

in Poetry (p. 42) 


1. "Hope" is a bird perched in the soul. It 

sings a tune without words. in stonns, in 

cold lands, and on strange seas. 

2. Hope does not disappear even in the worst 

circumstances, and wants nothing in return. 

3. It possesses determination and selflessness; 

it is strong and enduring. The poet admires 

and trusts the "little Bird." 

4. With the help of hope, people are able to 

endure hardships. 

from My Left Foot by Christy Brown 


Using the Root -vol- 

A. 1. willingly gave 

2. against the will 


B. 1. Christy's nerves were taut as everyone 

watched his left foot. 

2. Christy believes his mother's conviction 

was perhaps the most powerful force in 

his life. 

3. Many people would view disagreeing 

with a doctor as an impertinence. 

4. Though Christy was not able to walk. he 

was not inert. 

5. Christy was dependent upon his family 

members and could not act of his own 

volition. 

6. Her contention was that Christy would be 

treated just like the rest of her children. 

Build Grammar Skills: Active and Passive 

Voice (p. 44) 

A. Practice 

1. was-A 

2. was detennined-A; was spoken-P 

3. was bent-A 

4. is-A; is shattered-P 

5. loosened-A; were c1utched-P 

B. Writing Application 


1. Countless doctors told Christy's mother 

that Christy's condition was "hopeless." 

2. Christy's brothers and sisters treated him 

as a loved and accepted family member. 

3. Christy's mother decided that Christy 

would not be shut away from the family. 

4. Christy's mother showed him pictures in a 

large storybook for hours at a time. 

Reading Strategy: Identify Author's 

Purpose (p. 45) 


1. to show his mother's stubbornness and 

conviction, in spite of doctors' opinions 

2. to show how unresponsive he was to his 

mother's attentions and how unrelenting 

she was in her efforts 

3. to get the reader to "see" his disability, experience 

his daily "activities," and to feel 

the wannth of his family 

4. to make the reader feel how isolated he felt 

from his family 

5. to prepare the reader for the dramatic 

change that is about to take place, to emphasize 

that everything he has told us thus 

far is about to change 

6. to make the reader see how completely his 

life changed through this single incident 

and what a release it was to discover-and 

have others discover-that he could communicate 

Literary Focus: Significant Moment (p. 46) 


1. "I was lonely, imprisoned in a world of my 

own, unable to communicate with others, 

cut off. separated from them as though a 

glass wall stood between my existence and 

theirs, thrusting me beyond the sphere of 

their lives and activities." This sentence describes 

Christy's isolation fully by drawing 

a picture of him separated from a supportive 

family by a glass wall. He can see them 

but cannot partiCipate in their lives or let 

them participate in his. The sentence contributes 

to the significant moment by providing 

a strong contrast with the "togetherness" 

the whole family experiences when 

Christy writes the letter on the floor. 


2. The doctors' opinions serve as a sort of "expert 

testimony." If doctors say it, it must be 

true. Yet his mother refuses to accept their 

diagnoses. His mother shows courage and 

determination. Readers hope that the doctors 

are wrong and the mother is right, but 

they have no proof until "it" happens later 

in the narration. 

3. The scene gives an example of Christy's 

mother's patient efforts to treat him just 

like the other children. It also serves as an 

example of Christy's lack of response to his 

mother. Again, the passage provides a contrast 

with the significant moment. which 

helps that moment come as a surprise to . 

the reader. 

4. The inclusion of eighteen paragraphs' 

worth of details creates suspense as readers 

continue eagerly to discover what "it" is. 

5. Christy includes details of setting here (and 

elsewhere) to help readers experience the 

entire event, to get them to see and hear 

and feel the surroundings. 

"A Visit to Grandmother" 

by William Melvin Kelley 


Using Word Origins 


A. 1. French; grimuche, grima; mask 

2. Latin; indulgere; to be kind to someone 

3. Middle English; aventure; related to adventure 


B. 1. d 2. c 3. a 4. b 

Build Grammar Skills: Pronoun Case (po 48) 

A. Practice 

1. them 

2. me, me 

3. I 

4. we 

5. He 

6. they 


1. My name is Chig, and my father and I recently 

went on a road trip together. 

2. He and I traveled from New York to 

Nashville to attend his college reunion. 

3. While in Nashville, my father suddenly decided 

that we should drop in on my grandmother. 

4. My father had never spoken much to me 

about his family, so I was anxious to meet 

them. 

Reading Strategy: Clarify (p. 49) 


1. Students might suggest a timel1ne or a 

chart that lists the following events: GL 

leaves the house with a chair to be sold at a 

church bazaar.-GL meets up with a man 

with horses from out West.-The man tells 

GL that the horses are valuable; GL tells the 

man that the chair is an antique.-They 

swap.-GL brings horse home to his 

mother.---offers to take his mother for a 

buggy ride-Mama says no, orders him to 

return horse-GL says he can't return the 

horse.-Mama finally agrees to go for a 

ride.-Mama feels important riding around 

in the buggy.-Suddenly, the horse starts to 

gallop.-GL can't control the horse.-Mama 

jumps on the horse and stops the buggy. 

She is able to walk the horse home. 

2. Students should go back to the beginning 

of the story and list some of the following 

details: Chig notices fear. uncertainty, sadness, 

and hatred in his father's eyes as he 

kisses his mother; Chig finds it strange 

that his father does not tell him right away 

that he plans to visit his family; Chig's father 

never talks about his family; Chig notices 

that his father is unusually quiet and 

uncomfortable during the visit. 

3. Students might suggest making character 

charts that list some of the following details: 

GL is irresponsible, and he is known 

as a con man and a practical joker. He is 

also dependent on his mother. Chig's father 

is independent. serious, and hardworking. 

4. Students might suggest making a timeline 

that lists some of the following events: Instead 

of going back to New York after the 

reunion, Chig and his father leave 

Nashville to go farther south.-When they 

are at the family home, Chig talks to his 

grandmother while his father remains 

quiet.-The entire family sits down to din 


"A Visit to Grandmother" 

by William Melvin Kelley (continued) 

ner and Grandmother tells a funny story. 

-Everyone but Chig's father finds the story 

humorous.-Chig's father confronts his 

mother, then leaves the table.-After he 

leaves the table, GL makes his entrance. 

Literary Focus (p. 50) 


1. Direct: It is stated that Doctor Charles Dunford 

cared about people. Indirect: He 

grimaces as he kisses Mama; Mama says 

"You be honest like your Daddy." 

2. Direct Chig is seventeen. Indirect: The way 

he observes eveything around him; his openness 

and willingness to talk with Mama. 

3. Direct: She is an "old lady." Indirect: She 

seems genUinely happy to see Charles: she 

giggles as she tells the story of GL and the 

buggy. 

4. Direct: She is GL's wife. Indirect: Her embarrassment 

that she doesn't know where 

GL is; her offer to cook dinner while Mama 

talks with Charles. 

B. Answers will differ. Students who say they 

prefer direct characterization will probably 

mention the ease with which they can 

know a character. Students who prefer indirect 

characterization will mention that it 

helps a reader visualize a character and 

know him or her as a real person through 

his or her feelings, actions, and thoughts. 

"Mowing" and "After Apple-Picking" 

by Robert Frost 

"Style" and "At Harvesttime" 

by Maya Angelou 


Using -ough 


1. bough 

2. through 

3. enough 



1. bough 

2. trough 

3. hoary 

4. manifestation 

5. disparaging 

6. judicious 

7. gibe 

8. admonition 

9. immutable 

10. potency 

Build Grammar Skills: Participles as 

Adjectives (p. 52) 

A. Practice 

1. feeble-pointed 

2. two-pointed 

3. Magnified 

4. rumbling 

5. accomplished 

6. stimulated 

B. Practice 

1. Whispering to the ground; scythe 

2. enjoying the sound of the scythe; speaker 

3. finished with his work; speaker 

4. Having fallen to the ground; apples 

5. Speaking firmly to readers; Angelou 

6. trying to "plant peace"; Angelou 

C. Writing Application 

Responses will vary. 

Reading Strategy: Interpret (p. 53) 


1. The earliest leaves are "golden" and are extremely 

beautiful. 

2. They emphasize how quickly beauty fades. 

3. Eden, which "sank to grief," represents 

beauty in its purest form. 

4. Beauty is impermanent. 

5. All demonstrate Frost's respect and love for 

nature and his understanding of man's 

changing. impermanent role therein. 

Literary Focus: Tone (p. 54) 


1. The speaker uses a thoughtful but flippant 

tone to talk about a serious subject. 

2. "From what I've tasted of desire/I hold with 

those who favor fire"; "... for destruction 

ice/Is also great/And would suffice." 


3. The speaker is using what he knows of 

human nature to decide which way he 

would like the earth to end. The flippant 

tone reflects his cynicism about people. 

4. The tones of "Mowing" and "After Apple 

Picking" are much more serious and formal. 

"The Apple Tree·· 

by Katherine Mansfield 


Using Words From Myths 


1. A nemesis is anyone or anything that 

causes a downfall. Nemesis was the Greek 

goddess ofvengeance and retribution. 

2. The word cereal refers to grain and traces 

back to Ceres. the Roman goddess of agriculture. 

3. An atlas is a book of maps. In Greek 

mythology. Atlas had to bear the entire 

world on his shoulders in punishment for 

his part in rebell1ng against the god of 

Olympus. 

4. One who is mercurial is quick-witted. 

changeable. verbal. and volatile. The word 

derives directly from the Roman messenger 

god Mercury. who was god of commerce. 

eloquence. speed. travel, and thievery. 

5. Arachnoplwbia is fear of spiders. Arachnida 

(class of spiders) is named for Arachne. a 

Greek girl who challenged and enraged the 

goddess Athena. Athena transformed the 

girl into a spider. 



B. 1. From the orchard we could see the paddocks. 

fenced in with old rock walls and 

just large enough to graze about a dozen 

horses. 

2. The windfalls sometimes tripped us up 

as we strolled through the long orchard 

grass on Sundays. 

3. The best strawberries are perhaps an 

inch in diameter. and their exquisite red 

coloring invites pickers to eat them. 

4. The bouquet of a strawberry still warm 

from a sunny field is as inviting as that 

of the pie that later sits on the kitchen 

counter. 

© Prentice-Hall. Inc. 

Build Grammar Skills: Punctuating Dialogue 

(p.56) 

A. Practice 

1. "They're rare-they're very rare. Hardly 

ever see 'em in England nowadays." said 

the visitor. 

2. "Don't touch that tree! Do you hear me, 

children!" said he, bland and firm. 

3. "Look at that!" he said. "Not a spot-not a 

blemish!" 

4. "Never seen that before," said Father. 

B. AppHcation 

1. "Not even a blemish." comments the narrator's 

father as he examines an apple. 

2. "Oh, this is awful," thought the narrator's 

brother. Bogey. 

3. "What a disappOintment. Father thought it 

would be such a lovely apple." said the narrator 

to Bogey after their father was out of 

range. 

"Do you suppose he'll ever try another one 

from that tree?" asked Bogey. 

4. "Well, how was your adventure in the orchardT 

asked their grandmother, raising 

her eyebrows as they entered the kitchen. 

5. "Perfectly dreadful!" exclaimed the children. 

"The apples were positively awful." 

Reading Strategy: Question (po 57) 


1. to demonstrate that the characters are 

used to being around orchards and apple 

trees; the fact that the children are used to 

being in the "other" orchard makes the 

discovery of the special tree all the more 

exciting 

2. Father may be a somewhat distant father. 

providing more authority than affection. 

Another possibility is that the children are 

just at an age when they are much happier 

in their own company than in their father's. 

3. They both want to let him be surprised. 

and they don't want to be responsible for 

dashing his hopes by telling him the apples 

taste awful. 

4. At one level their lying is mischievous, perhaps 

even unkind. At another level, they realize 

that Father needs to taste the apple 

himselfbecause he won't believe them if they 

tell him it Is awful. His hopes are too high. 

Answers 275

"The Apple Tree" 

by Katherine Mansfield (continued) 

Literary Focus: Allusion (p. 58) 


1. Mter the Trojan War, Odysseus (Ulysses) 

headed home to Ithaca. His journey took 

ten years, as he wandered from one unusual 

adventure to another. According to 

some legends, even after he returned home, 

he was never content to rest. 

2. According to the book of the Bible that 

bears his name, Job lost all of his possessions, 

his children, and his health. Nevertheless, 

he maintained his faith in God and 

eventually was rewarded with more than he 

had lost. 

3. In Teutonic mythology, Valhalla is the 

home of the souls of warriors who have 

died nobly in battle. There they are honored 

with feasts and songs throughout 

eternity. 

4. Many legends about Abraham Lincolnsuch 

as his walking miles to return a penny 

that a customer failed to receive in 

change-testifY to his honesty and humility. 

5. According to Buddhist belief, Nirvana is a 

spiritual/emotional state of inner peace 

and freedom from all disturbing passions of 

the outside world. 

6. In Jonathan Swift's Gulliver's Travels, the 

Lilliputians were a race of beings that averaged 

only six inches in height. Gulliver 

characterized them as having a narrow 

view of life and an exaggerated sense of 

their own importance. 

"Africa" by David Diop 

"Old Song" Traditional 

from The Analects by Confucius 

..All" by Bei Dao 

..Also All" by Shu Ting 


Using the Suffix -ment 

A. Sample answers: 

1. Mother Teresa has provided nourishment 

for both body and soul to many people. 

2. I admired her total engagement with solving 

the equation. 

3. Involvement in extracurricular activities 

can lead to a career. 

4. Your idea of entertainment might not be 

the same as mine. 

5. Bewilderment and confusion seemed to be 

the outcome of the announcement. 


B. 1. c 2. a 3. b 


C. 1. d 2. a 3. b 

Build Grammar Skills: Infinitives and 

Infinitive Phrases (p. 60) 

A. Practice 

1. To demand much from oneself and little 

from others; noun; to banish discontent; 

adjective. 

2. to recognize that you know it: noun 

3. to spare: adjective 

4. to recognize; adverb 

B. Practice 

1. prepositional phrase 

2. infinitive phrase 

3. prepositional phrase 

4. infinitive phrase 

Reading Strategy: Relate to What You 

Know (p. 61) 

Guidelines for student response: Students 

should select a quotation from the selections 

for an entry in the first column. In the 

second column, students should describe 

some circumstance to which they might 

apply the quotation. In the third column, 

they should interpret the meaning of the 

quotation as it applies to the situation they 

described. Sample responses: "Be proud/But 

do not remind the world ofyour deeds»; 

When I do good work, I wish it were recognized; 

Showing off won't gain a satisfYing 

kind of recognition. "Be cautious in giving 

promises and punctual in keeping them"; I 

often say I'll do something and don't have 

time to do it: Don't make any promise you 

can't keep. 


Literary Focus: Aphorisms (p. 62) 


1. Find a balance in your life between being 

too well known and not known at all. 

2. You should not promise more than you can 

deliver. 

3. There is no excuse for pessimism. 

4. Don't try to solve large problems alone. OR 

You can fix a problem easily when it's small, 

but once it grows large, it's not so easy. 

5. The things you did yesterday have an effect 

on you today. 

6. It is a virtue to think before you speak and 

then do what you say. 

7. Do your best, but don't try to be better 

than everyone else. 

Unit 3: Clashing Forces 

"Through the Tunnel" 

by Doris Lessing 


Using the Root -lum- 

A. 1. illuminating 

2. luminescence 

3. luminous 


B. 1. c 2. g 3. a 4. e 5. b 6. d 7. f 


C. 1. c 2. d 3. b 

Build Grammar Skills: Participial Phrases 

(p.64) 

A Practice 

1. Walking down the path with her, he 

2. relieved at being sure she was there, He 

3. feeling the pleading grin on his face like a 

scar that he could never remove, he 

4. blowing like brown whales, boys 

5. swinging her striped bag, she; dangling beside 

her, arm 

6. groping forward. hands; kicking back, feet 



1. Watching the local boys dive and swim 

through the tunnel, Jerry felt envious and 

ashamed. 

2. Jerry, pestering and nagging, asks his 

mother to buy him goggles. 

3. Clutching a rock to his chest, the boy practices 

holding his breath underwater. 

4. Seeing a crack in the tunnel rock, the boy 

thinks he has reached the end. 

5. The boy's arms, churning slowly through 

the water, barely carry him to the rock. 

Reading for Success: Interactive Reading 



strategies. 

Literary Focus: Internal Conflict (p. 67) 


1. Jerry struggles with his desire to be like the 

older boys who swim through the tunnel 

and with his fear of meeting the challenge. 

2. Jerry clowns for the older boys when he 

senses their disapproval, and he pesters 

his mother for goggles. 

3. He must hold his breath underwater for 

two minutes. He contends with nosebleeds 

and dizziness. He risks cutting himself or 

hitting his head inside the tunnel. 

4. He must deal with his fear of suffocation, serious 

injUJY, or drowning in the tunnel. He 

must face his impatience to reach his goal. 

5. Jerry demonstrates patience and self-control. 

He keeps his personal triumph to himself 

and is satisfied with the self-knowledge 

that he has met his goal; he no longer 

needs anyone else's approval. 

"The Dog That Bit People" 

by James Thurber 


Using the Prefb: epi- 


A. 1. Epicardium means "upon or covering the 

heart," 

2. Epiglottis means "above the glottis." 


Answers 277

"The Dog That Bit People" 

by James Thurber (continued) 


B. 1. e 2. f 3. a 4. b 5. d 6. c 


c. 1. b 2. a 3. c 

Build Grammar Skills: Correct Use of like 

and as if(p. 69) 

A Practice 

1. like 

2. as if 

3. like 

4. as if 

5. like 


I.C 

2. as if 

3. like 

4. C 

5. as if 

Reading Strategy: Form Mental Images (p. 70) 


1. As you read, you can picture Muggs run 

ning around. biting everyone he encoun 

ters. The title "The Dog That Bit People" 

makes the essay seem like a joke or an ex 

tended anecdote. 

2. Thurber creates a humorous scene by describing 

his mother feeding the mice dishes 

of food and the mice running to meet her 

when she enters the pantry. One can almost 

picture mice from cartoon films. 

dancing and singing in the pantry. 

3. Details might include Muggs cornering 

Thurber in the living room;

5. will 

6. shall 


Responses may vruy. Suggested responses: 

1. I shall never, ever, make that mistake 

again. 

2. The Packers will probably return to the 

playoffs. 

3. I will be taking World History next semester. 

4. She says no, but Lisa's name shall be 

widely known some day. 

Reading Strategy: Respond to Images and 

Ideas (p. 74) 


1. emotion; sense of isolation and of being 

different 

2. emotion; sympathy for preyed-upon animal 

3. senses; reminder of someone with deep. 

sad voice 

4. senses; can see a Mississippi landscape at 

night 



1. While fighting for his country, he lost an 

arm and was suddenly angry. 

2. He is in a rage. he has murders in Cuba. 

slaughters in the Balkans. many wounds to 

make this morning. 

3. Popping a peppy syncopated tune, 

4. By the bright white glare of a hot gas light 

5. He slept like a rabbit or a man that's scared. 

6. sing on the bright hot shining saxophones. 

"Like the Sun" by R. K. Narayan 

"Tell all the Truth but tell it slant-" 

by Emily Dickinson 


Using the Root -gratis- 

A. 1. congratulate 

2. gratuity 

3. grateful 

4. gratify 


B. 1. c 2. a 3. b 4. c 5. a 6. c 7. b 

Build Grammar Skills: Comparative and 

Superlative Forms (p. 77) 

A. Practice 

1. bravest 

2. more challenging 

3. least polite 

4. more honestly 

5. boldest 

6. fewer problems 


1. His version of the truth was less tempered 

than mine. 

2. Some of the most essential foods in our 

diet are tasty as well as healthy. 

3. The noise of traffic seems more incessant 

today than it was yesterday. 

4. Jack was the most stupefied of anyone. 

5. His treatment of the guests was the least 

ingratiating. 

Reading Strategy: Consequence of Actions 

(p.78) 


1. Students might say that people will at first 

be flattered but then begin to doubt his 

sincerity, 

2. Students might say that Marla may begin 

to annoy the other members of her family. 

She may also lose things and become disorganized. 

3. Students might say that other students will 

begin to dislike the friends and view them 

as snobs. They will also miss out on activities 

that might interest them. 

4. Students might wonder if he is angxy or 

upset. People might also become annoyed 

with him, 

Literary Focus: Irony (p. 79) 


1. Irony of situation. The wife was expecting 

Sekhar to compliment her. 

2. Irony of situation. The headmaster was not 

expecting Sekhar to be so brutally honest. 

3. Irony of situation. Sekhar did not expect 

his headmaster to accept his advice. 

4. Verbal irony. It is ironiC that the truth 

could blind; that something good could 

cause harm if not treated properly. 

© Prentice-Hall. Inc. Answers 279

"Hearts and Hands" by O. Henry 

"The Fish" by Elizabeth Bishop 


Using the Prefix counter 


1. The civilian forces made a counterattack in 

response to the guerillas' previous attack. 

2. Those who follow the counterculture possess 

different values than those of mainstream 

society. 

3. The CEO issued a countermand, revoking 

the employees' casual dress day. 

4. The accounting department submitted a 

counterproposal after rejecting upper management's 

original budget. 



1. coming or moving into the train. 

2. speaking before Mr. Easton had a chance to. 

3. it is the making of false paper money that 

is not backed by anything of value, such as 

gold or silver. 

4. the aisle was narrow and it was necessary 

to walk somewhat Sideways. 

5. it is apparently old and has survived many 

"battles" with fishermen. 

6. the sea-lice are thickly covering the body of 

the fish. 

7. sad or unhappy. 

Build Grammar Skills: Coordinate 

Adjectives (p. 81) 


1. noncoordinate 

2. coordinate: a ruffled. glum-faced person 


4. coordinate: a distant, swift disinterest 



7. coordinate: a vague, relaxing distress 

8. coordinate: his keen. shrewd eyes 




1. The marshal is a kind. gruff-faced man. 

2. Mr. Easton's handsome, bold manner disguised 

his true situation. 


3. Acting as a rough, rude prisoner, the marshal 

deceived the young woman and saved 

Mr. Easton embarrassment. 

4. The battered, venerable, homely fish hung 

onto the hook. 

5. His shallow, yellowed eyes looked into 

mine. 

Reading Strategy: Predict Story Events 

(p. 82) 


1. The men who are handcuffed together will 

have to take the seat opposite the young 

woman, since it is the only one available. 

2. The young woman is self-confident and a 

very different sort of person than the two 

men. She may be offended by their sitting 

near her. 

3. Mr. Easton must be a criminal since he is 

handcuffed to the other man. The young 

woman may be surprised if not shocked 

that her friend is handcuffed. Perhaps she 

may find an excuse to move away. 

4. The speaker will pull the fish into the boat, 

unhook the hook, and put the fish in a receptable 

of some sort. 

5. The speaker will feel especially lucky at 

having caught this fish. which has gotten 

away from so many other fishermen. 

6. This fish may be the greatest fish the 

speaker has ever caught. The speaker will 

be very proud to tell about having caught 

this fish. 

Literary Focus: Surprise Ending (p. 83) 

A. Identifying Clues 


1. Mr. Easton displays "slight embarrassment" 

when Miss Fairchild speaks to him; he says 

he "had to do something" because "money 

has a way of taking wings unto itself"; he 

says he won't soon be in Washington again; 

he says he "must go on to Leavenworth." 

2. It is actually Mr. Easton who is "counterfeit" 

here, because he is being false. 

3. The speaker seems to have such respect for 

the fish-its appearance and the battles it 

has fought and won-that it seems unlikely 

he will kill and eat it. 

4. Most fishermen fish for the purpose of acquiring 

some food. This fisherman lets his 


fish go, making his efforts apparently 

pOintless. 

B. Reacting to Surprise Endings 


1. Given the title and the acquaintance between 

Miss Fairchild and Mr. Easton, perhaps 

they will agree to meet somewhere 

once Mr. Easton has delivered his prisoner 

to Leavenworth. 

2. I smiled because the two passengers 

pointed out an obvious clue that I hadn't 

picked up on. 

3. O. Henry's ending put a halt to the relationship 

I had imagined between Miss 

Fairchild and Mr. Easton, but it made for a 

good story.' 

4. I was pleased because it seemed as if the 

fish had earned its right to continue swimming 

around. 

from Desert Exile 

by Yoshiko Uchida 

"Remarks Upon Signing a 

Proclamation ..." by Gerald Ford 


Using the Root -curs- 


1. running swiftly in or through 

2. in the manner of cursive, or flowing, connected 

handwriting 

3. superficiality or incompleteness 


B. 1. Soon, some people became adept at 

finding ways to make life more bearable. 

2. The Uchida family's friends helped assuage 

their fears and discomforts. 

3. The word "barrack" was a euphemism for 

"stable," which is where we were to live. 

4. Having been allowed to bring more belongings 

would have been unwieldy 

given the small quarters. 

5. One cursory glance around the mess 

hall told Yoshiko everything she needed 

to know. 

6. Living in the stable was communal; 

there was little or no privacy. 

7. The makeshift nature of the camp made 

it seem as if the internees were destitute. 

8. The haste with which the camp had 

been prepared was conspicuous. 

Build Grammar Skills: Adjective Clauses 

(p.8s) 

A. 1. [that] I am signing here today 

(proclamation) 

2. that lined the track (fence) 

3. who had arrived earlier (friends) 

4. that might serve as a tub (container) 

5. who spent most of the day with his 

friends (son) 

B. 1. The Japanese Americans were imprisoned 

in camps, which were run by the 

War Relocation Agency. 

2. Many Japanese, who had lived in the 

United States for years, were barred 

from becoming citizens. 

3. Yoshiko Uchida, whose book describes 

her experiences in the camp. became an 

award-winning author in the years after 

her release. 

4. Upon arrival at camp. Japanese Americans 

crowded the fenced area that surrounded 

the grandstand to look for 

friends and relatives. 

Reading Strategy: Prior Knowledge (po 86) 

A. Putting Events in Context 

Guidelines for student response: Emphasize 

to students that it is acceptable if they have 

little to say in response to these questions. 

This exercise is intended as a self-evaluation 

of knowledge. not as a history exam. 

B. After You Read 


1. Knowing that the U.S. was at war with 

Japan helped explain why the government 

relocated the Japanese Americans, but it 

does not explain why the government 

thought it could treat American citizens as 

if they were prisoners. 

2. The fact that these were U.S. citizens made 

the whole experience seem especially unfair. 

It made me wonder how secure the 

rights ofAmerican citizens really are. 

3. I know what Uchida means about waiting 

in lines. except it sounds l1ke her lines 

were a lot longer than ours. I think the 

nOise and confusion must have been ter 

@ Prentice-Hall, Inc. Answers 281

from Desert Exile by Yoshiko Uchida 

"Remarks Upon Signing a 

Proclamation . .." by Gerald Ford (continued) 

rific. Just a few hundred kids in our cafeteria 

is plenty noisy; there were 5,000 to be 

fed at Tanforan. 

Literary Focus: Writer's Purpose (p. 87) 


1. The detail about the mud adds to our understanding 

of the discomfort the family is 

already experiencing and increases readers' 

sympathy for their hardships. 

2. This demonstrates to readers how little 

space and how few accommodations there 

were for Uchida, her sister, and her mother. 

3. This emphasizes that non-Japanese people 

were not being treated like the Japanese, 

and that they had supplies that were not 

available to the Japanese. 

4. This passage pOints out the unpredictability 

of the Uchida family's lives. All is in turmoil, 

and they dare not believe the truth of 

good news until they have actual proof. 

5. Ford states the basis of the "anniversary" 

he has just mentioned, and he acknowledges 

that the Japanese Americans who 

suffered internment were "loyal Americans." 

This disconnects Ford from earlier American 

government officials who instigated Executive 

Order 9066 and would certainly not 

have called the internees "loyal Americans." 

6. Ford intends to erase Executive Order 

9066, assuring Japanese Americans as well 

as other American citizens that no such violation 

of civil liberties can occur again. 

"The Cabuliwallah" 

by Rabindranath Tagore 


Using the Root -jud- 


1. pertaining to courts of law 

2. ability to discern orjudge 

3. judging beforehand 

4. adverse judgments formed without facts or 

knowledge. 



1. Mini's impending wedding changed her 

relationship with her father. 

2. The Cabuliwallah's position in Indian society 

was precarious. 

3. Mini's father's behavior toward the 

Cabuliwallah was basically judicious 

and kind. 

4. The phrase "father-in-Iaw's house" is a 

euphemism for jail. 

5. Mini's mother was often imploring Mini's 

father to be cautious of the Cabuliwallah. 

6. They fettered his hands and accused him of 

murderous assault. 

7. The bright light highlighted the sordid 

brick walls of the Calcutta streets. 

8. On the morning of Mini's wedding, excitement 

pervaded the house. 

Build Grammar Skills: Pronoun-Antecedent 


A. Practice 

1. pronouns: He, he (Singular. masculine) 

antecedent: doorkeeper 

2. pronoun: his (singular, masculine}-antecedent: 

Pratap Singh; pronoun: her (singular, 

feminine)-antecedent: Kanchanlata 

3. pronoun: I {Singular, neuter)-antecedent: 

narrator (Mini's father); pronouns: her, her 

(singular, feminine)- antecedent: Mini 

4. pronoun: I (singular, neuter)-antecedent: 

narrator (Mini's father); pronoun: its {singular. 

neuter)-antecedent: coin 

5. pronoun: I (Singular. neuter}-antecedent: 

narrator (Mini's father); pronoun: their 

(plural, neuter)-antecedent: mountains 


1. their 

2. Mini (or She) 

3. he 

4. her; their 

5. it 



(p.90) 


Min; 

Sight: the corner of her little sari stuffed with 

almonds and raisins; dressed in red silk on 

her wedding day, with sandal paste on her 

forehead 

Sound: Mini's constant chattering; Mini 

rushes to the window. yelling, "Cabuliwallah! 

Cabuliwallah!" 

Taste: none 

Touch: Mini goes into her father's study and 

puts her hand in his. 

Smell: none 

Rahmun the Cabuliwallah 

Sight: "He wore the loose, soiled clothing of 

his people. and a tall turban; there was a 

bag on his back. and he carried boxes of 

grapes in his hand." 

Sound: Mini and Rabmun joined in peals of 

laughter at their shared old jokes. 

Taste: none 

Touch: the Cabuliwallah smoothing out with 

his hands the dirty piece of paper that bore 

the impression of his child's hand 

Smell: none 

Mini's father 

Sight: Tears well in his eyes at the sight of the 

Cabuliwallah's daughter's handprint.Sound: 

"Since early dawn, the wedding pipes had 

been sounding, and at each beat my own 

heart throbbed." 'The words struck harsh 

upon my ears." 

Taste: none 

Touch: 'Through the window the rays of the 

sun touched my feet. and the slight warmth 

was very welcome." 

Smell: He notices. "After the rains, there was a 

sense of cleanness in the air." 

B. 1. Mini is a lively little girl who leaves behind 

her childhood ways and matures 

into a beautiful young woman. 

2. Rahmun the Cabuliwallah is a poor 

street peddler who engages children, in 

particular Mini. with his treats and old 

jokes. Through his friendship with Mini. 

he thinks of his own beloved daughter. 

3. Mini's father is a fair man who adores 

his daughter. He is capable of empathy 

and is deeply touched by the realization 

that the Cabuliwallah is a father, too. 

Literary Focus: Relationships Between 

Characters (po 91) 


1. The relationship between Mini and her father 

is lively. talkative, and affectionate. 

Mini frequently breaks into his study. 

chattering away. She places her hand in 

her father's. 

2. Each of them benefits from the relationship. 

They share quaint old jokes and delight 

in a private exchange of language. In 

the Cabuliwallah, Mini finds a patient listener 

for her chatter. Through his relationship 

with Mini. the Cabuliwallah is able to 

think fondly of his own daughter. 

3. Mini reacts to the Cabuliwallah with modesty, 

a drastic contrast to her former enthusiastic 

welcome. The Cabuliwallah, in hope 

of reviving their friendship, offers their old 

father-in-law joke. Instead of responding 

with laughter, Mini blushes; she now 

knows the double meaning of the phrase 

"father-in-Iaw's house." This interaction reveals. 

sadly, that there is no hope for reviving 

their friendship. Mini has matured; the 

Cabuliwallah has remained in the past. 

4. Before the Cabuliwallah's arrest, he and 

Mini's father were each aware oftheir different 

positions in Indian SOCiety. They maintained 

a distant respect for each other. 

5. On Mini's wedding day, the Cabuliwallah 

shows Mini's father an ink impression of 

his daughter's small hand. which he has 

kept near his heart all his years in prison. 

The realization that the Cabuliwallah is a 

father, too. causes Mini's father to cast 

away his prior thoughts of the differences 

between them. 

6. Primarily, Mini's maturity causes the 

changes in her relationship with the 

Cabuliwallah. The changes in the relationship 

between Mini's father and the 

Cabuliwallah are brought about by their 

shared experience of fatherhood. 


Answers 283

Unit 4: 

Turning Points 

from Speak, Memory 

by Vladimir Nabokov 



1. an announcement put before the public 

2. to put forward until tomorrow 

3. to offer or carry forward 

B. 1. Nabokov cannot remember the limpid 

beauty of his mother's ruby and diamond 

ring without recalling the emigre life for 

which it later paid. 

2. Nabokov organizes and presents his 

memories in a procession, as if they were 

dutiful toy soldiers, marching forward in 

his imagination. 

3. Nabokov's favorite book characters involve 

themselves in laborious yet admirable 

tasks, such as damsel rescues 

and solo airship flights. 

4. Nabokov fondly recalls how his mother 

would slow and lower her voice, portentously 

creeping up on a story's dramatic 

moment. 

5. At a young age, Nabokov exhibited 

profIciency with language. 

Build Grammar Skills: Dashes (p. 93) 

A. 1. Nabokov's knowledge of lepidopterology-the 

scientific study of butterfliesfigures 

in much of his work. 

2. To pay for two years of study at Cambridge 

in London, Nabokov had to sell 

another of his mother's jewels-her 

pearl necklace. 

3. Nabokov-hailed by some critics as the 

great magician of the twentieth-century 

novel-is as famous for his wit as he is 

for his poetic ear and eye. 


1. Nabokov fondly recalls a number of English 

shop provisions-fruitcakes, smelling salts, 

playing cards, talcum-white tennis balls. 

2. Of all the book characters-Ben, Dan, Sam. 

Ned. Meg and Weg, Sarah Jane, and 

Midget-Nabokov seems to identifY most 

poignantly with Midget. 

3. Midget's experience perhaps describes 

Nabokov's later experience as an emigrealone 

and drifting "into an abyss of frost 

and stars." 

Reading for Success: Strategies for Reading 

Critically (pp. 94-95) 


strategies. 

Literary Focus: Personal Narrative (p. 96) 


1. Nabokov writes about his own life from the 

first-person point of view. 

2. Nabokov belong to an aristocratic, upperclass 

Russian family. Words and phrases 

such as "now extinct," "virtues," "traditional," 

"comfortable products," and "Anglo 

Saxon civilization" emphasize the description 

of his family's class. 

3. In his description of the schoolroom, 

Nabokov engages the reader's sense of 

sight, sound, smell, and hearing. 

4. Those were happy days for Nabokov. His 

use of sensory details makes the memory 

feel alive and vital for the reader, just as he 

must have felt as a young boy. 

5. As a child reader, and later as the young 

adult emigre, Nabokov completely identifies 

with the thrill and desperation of Midget's 

situation. 

"With All Flags Flying" by Anne Tyler 


A. 1. monochromatic-made up of one color 

or hue 

2. monocracy-govemment by a single person 

3. monolingual-being able to speak one 

language 

4. monomial-a mathematical expression 

consisting of a single term 

B. 1. d 2. a 3. b 4. c 

C. 1. a 2. c 

Build Grammar Skills: Past Participial 

Phrases (p. 98) 

A. 1. piled in the comers-dust 

2. now grown and married-daughters 



3. clenched upon the paper bag-fingers 

4. Finnly undaunted-he 


1. He had always liked Clara, touched now by 

middle age. 

2. Mr. Carpenter, weakened somewhat. was 

still determined. 

3. The chair, chosen for its lack ofrockers, 

was comfortable enough. 

Reading Strategy: Judge Character's 

Decision (p. 99) 


Other Options and Consequences: (l) Stay 

with Clara-little direct cost, could be involved 

with Francie's childhood, could be 

helpful to family, might make him feel "dependent" 

or "like a burden," might be somewhat 

isolated from people his own age. 

rooms might need to be rearranged if he 

can't climb upstairs to the guest room later 

on. (2) Stay with one of his other daughtersall 

possible consequences are the same as 

staying with Clara, with the exception of 

being close to Francie. (3) Stay at his own 

home and arrange for someone to come in 

and help on a regular basis--could have 

maintained independence. could have stayed 

in his own home. might cause isolation or 

loneliness, would not have been a "burden" 

to his family. some cost involved depending 

on how much help he needs. (4) Move to an 

assisted-living community-less confining 

than a nursing home. help would be available 

if he needed it. lots of neighbors near 

his own age, Significant cost involved. but 

perhaps comparable to a nursing home. 


1. He doesn't feel that he ought to live alone 

any more. Yet he does not want to be a 

burden to his daughters, doesn't want to 

hang around, "hoping to be loved." 

2. It is logical for him to feel that he can't 

maintain his own home any more. His concerns 

about being a "burden" are logical in 

the sense that some children would feel 

burdened if an elderly parent moved in 

with them. Whether that would be true in 

Mr. Carpenter's case is not clear. 

3. He seems to have thought it all through 

very carefully. but when he actually gets to 

the nursing home he appears to have some 

doubts. What he seems to long for is 

strength so that he doesn't appear weak, 

and independence, like Lollie Simpson. If 

he can find these things at the nursing 

home, then he has made a good choice. 

Literary Focus: Characters as Symbols 

(p. 100) 


Mr. Carpenter-old age, independence, 

strength, pride 

the motorcyclist-youth, freedom 

Clara-daughters in general, "good" daughters, 

dutiful children 

FranCie-youth, love (unconditional) 

Lollie Simpson, the schoolteacher-the freedom 

to choose and live out one's old age 

Mr. Pond-realism, pessimism, resignation, 

old age Oust the kind Mr. Carpenter doesn't 

want) 

"The Bridge" by Leopold Staff 

"The Old Stoic" by Emily Bronte 

"I Am Not One ofThose Who Left 

the Land" by Anna Akhmatova 

"Speech During the Invasion of 

Constantinople" 

by Empress Theodora 



1. Dominate is a verb, meaning "to rule," and 

dominance is a noun meaning "being dominant, 

having authority or power." 

2. Domineering implies harsh or arrogant rule; 

dominant means "ruling," "primary," or "influential." 


1. When Bronte implores for liberty, she 

pleads, begs. or beseeches. 

2. Justinian's timorous advisers are fearful, 

timid, and anxious. 

3. Theodora was indomitable because she was 

unyielding and could not be conquered. 

4. If one is using an adage. one is considering 

a proverb, old saying, maxim, or conventional 

wisdom 

C. 1. d 2. a 3. c 4. c 


"The Bridge" by Leopold Staff 

"The Old Stoic" by Emily Bronte 

"I Am Not One of Those Who Left the Land" 

by Anna Akhmatova 


Constantinople" by Empress Theodora 

(continued) 

Build Grammar Skills: Double Negatives 

(p. 102) 

A. C 1. Bronte hasn't much but scorn for the 

idea of love. 

__1_ 2. She doesn't have no use for money. 

_1_ 3. No one in this country has hardly read 

the poetry of Leopold Staff. 

-.-C.. 4. Her motto might be, "Never fear, !1~ver 

flee, and never follow. fl 

B. 1. No one would ever say Bronte was impressed 

by wealth. or One would never 

say Bronte was impressed by wealth. 

2. Her poem can hardly be read without 

feeling the power of her independence. 

or Her poem cannot be read without 

feeling the power of her independence. 

3. You don't have to know anything about 

Roman history to appreciate Theodora's 

courage. orYou have to know nothing 

about Roman history to appreciate 

Theodora's courage. 

4. Anna Akhmatova has nothing but pity 

for those who abandoned the land. or 

Anna Akhmatova hasn't anything but 

pity for those who abandoned the land. 

5. Neither does she offer any forgiveness. 

or She offers no forgiveness, either. 

Reading Strategy: Author's Perspective 

(p. 103) 


liThe Bridge ll 

I didn't believe: He is uncertain or lacks faith. 

... thin, fragile reeds, fastened with bast: The 

bridge, real or symbolic, is likely to break, so 

the way is doubtful. 

... delicately as a butterfly/And heavily as an 

elephant: The contrast highlights the impossibility 

of facing life with surety. 

I don't believe I crossed it: Even in success, 

certainty is unavailable. 

liThe Old StoicII 

Riches I hold in light esteem: She is not a 

materialist. 

Love I laugh to scorn: She thinks little of 

romance. or is bitter. 

Lust of fame was but a dream/That 

vanished . . . : She is not motivated by 

celebrity. 

And if I pray; She is not traditionally religious. 

"' Am Not One of Those Who Left the Land" 

· .. left the land/to the mercy of its enemies: 

She reveals that she stayed, though opponents 

were winning. 

Their flattery leaves me cold: Whatever those 

who left say, she is unmoved. 

· . . wormwood infects your foreign bread: Her 

"pity" for the emigrants is bitter and contemptuous. 

we, the survivors, do not flinch/from anything: 

She takes pride in the strength of the 

survivors 


Constantinople" 

· .. a woman should not speak in a man's 

council: She rejects convention. 

· .. even if it should bring us to safety: She 

has other values than personal survival. 

· .. it is intolerable to be a fugitive: Her status 

as ruler is the most important thing in her 

life. 

May I never be deprived of this purple robe ... : 

She is proud. even to death, of being empress, 

and her pride is paramount. 

Literary Focus: Dramatic Situation (p. 104) 


liThe Bridge" by Leopold Staff 

Getting through difficulties without knowing 

how; Line 1 indicates lack of certainty or 

faith, lines 2--6 indicates the difficulty of the 

way, and the contrasts in lines 7-10 show 

discomfort in knowing how to proceed.; Perhaps 

he could choose not to cross, but the 

poem really offers no choices.; He crosses the 

bridge, but still doesn't understand how. 

liThe Old StoicII by Emily Bronte 

Life's struggle for independence; Lines 1-4 

establish her objection to conventional 



values; emotional self-sufficiency or dependence 

on external values; Lines 10-12 endorse 

her passionate choice of independence. 

"1 Am Not One of Those Who Left the Land" 

by Anna Akhmatova 

Whether to flee the destruction of the war or 

remain in her homeland; She refers to the 

exiles, describes them bitterly, and also the 

difficulties ofthe survivors.: She could have 

fled or stayed.; She chose to stay and suffer 

for patriotism. 

"Speech During the Invasion 

of Constantinople" by Empress Theodora 

Whether to go or stay as the rebels approach: 

Historical context and opening paragraph 

about present situation.; Flight or fight; Remain 

and rule 

"The Good Deed" by Pearl S. Buck 


A. 1. impel 

2. propel 

3. repellent 

B. 1. Scholars revere the writings of that 

philosopher. 

2. Ken walked away with an abashed look 

on his face. 

3. I repressed my urge to laugh out loud. 

4. The new laws compel all residents to recycle 

bottles and cans. 

5. She reacted indignantly to their ungratefulness. 

C. 1. d 2. b 3. a 

Build Grammar Skills: Adverb Clauses 

(p. 106) 

A. 1. Underlined: because it was her birthplace 

and home; Circled: missed 

2. Underlined: whenever she thought of 

China's beauty and traditions; Circled: 

homesick 

3. Underlined: since his mother seemed so 

unhappy; Circled: worried 

4. Underlined: when she spoke Chinese 

and took an interest in China; Circled: 

impressed 

5. Underlined: as soon as she met her; 

Circled: liked 



1. Mr. Pan moved his mother to America because 

she was in danger. 

2. Mrs. Pan observed her grandchildren 

whenever they were in the same room with 

her. 

3. Mrs. Pan took a special interest in Lili Yang 

since she spoke Chinese. 

4. Lili spoke Chinese when she was with Mrs. 

Pan. 

5. Mrs. Pan visited Mr. Lim because she 

wanted him to meet Lili. 

Reading Strategy: Make Inferences About 

Characters (p. 107) 


Action: Mr. Pan moves his mother, at great expense, 

to the United States. Inference: Mr. 

Pan loves his mother and cares about her 

well-being. Action: Lili takes time out of her 

busy schedule to meet with Mrs. Pan. Inference: 

LiB is a thoughtful, caring person. Action: 

Mrs. Pan carefully plots to meet with 

Mr. Lim so that she might introduce him to 

Lili. Inference: Mrs. Pan is clever. Action: Mr. 

Pan allows his mother to believe she 

arranged his marriage. Inference: Mr. Pan is 

respectful of his mother's feelings. 

Words: "You must not rise to one so much 

younger.M Inference: Lili is respectful and 

aware of tradition. Words: "It is absurd 

. .. but what shall we do to satisfY my 

mother?" Inference: Mr. Pan wants to make 

his mother happy. Words: "We do not need a 

go-between. I stand as her mother, let us 

say. and you are his father. We must have 

their horoscopes read. of course. but just 

between us. it looks as though it is suitable. 

does it not?" Inference: Mrs. Pan has gained 

back her spirit and confidence as she takes 

part in something important and familiar to 

her. 

Literary Focus: Dynamic Character (p. 108) 

Suggested responses: 

Attitude at the beginning of the story: Mrs. 

Pan is unhappy with her new life. She views 

her new environment as frightening. 

Specific details showing this attitude: Mrs. 

Pan is described as small and frail. She finds 

fault with everything and everyone around 

her. 

Answers 287

"The Good Deed" by Pearl S. Buck 

(continued) 

Actions that indicate a change: She takes an 

interest in the life of Lili Yang. Instead of criticizing. 

she decides to take an active role in 

changing Lili's circumstances. She tells her 

grandson to bring her to Mr. Lim's store. 

4. Waiting impatiently, Miller jangled the 

change in his pocket until the light turned 

green. 

Reading Strategy: Evaluate Writer's 

Message (p. 111) 


Attitude at the end of the story: Mrs. Pan is 

forceful and confident. She feels excitement 

about helping Lili Yang. 

Specific details showing this attitude: She 

brings Lili to Mr. Lim's store. She speaks confidently 

with Mr. Lim about the match between 

Lilt and his son. 

"Thoughts of Hanoi" 

by Nguyen Thi Vinh 

"Pride" by Dahlia Ravikovitch 

"Auto Wreck" by Karl Shapiro 

"Before the Law" by Franz Kafka 


A. 1. sate-to fill or overfill 

2. satisfaction-the fulfillment of a need or 

want 

3. unsatisfactory-not filling. not giving 

satisfaction 

B. 1. d 2. g 3. a 4. b 5. f 6. c 7. e 

C. 1. b 2. d 

Build Grammar Skills: Present Participial 

Phrases (p. 110) 

A. 1. hoping his will would be followed-Franz 

Kafka 

2. entering the crowd of onlookers-ambulance 

3. hanging lanterns on the twisted 

wrecks-cops 

4. chewing betel leaves. a common practice 

in Southeast ASia-grandmothers 

5. Writing years later-Nguyen Thi Vinh 


1. The sound of the screen door slamming 

against the frame startled us. 

2. As we waited for the bus we watched the 

pedestrians hurrying along the sidewalk. 

3. The tea kettle whistling its song alerted us 

to the fact that the water was hot. 


1. Difficulties and troubles can affect people. 

sometimes long after the troubles actually 

occur. 

2. She uses the image of a rock exposed to 

heat and cold. aging. pushed by the sea, 

rubbed against by a seal. 

3. Ravikovitch creates an extensive image that 

helps the reader imagine that after enough 

time and enough "events" or experiences. 

the rock-or the person-can break. 

"Before the L.aw" by Franz Kafka 

4. The Law should be accessible to all people 

at all times, and it is available to those who 

actively seek it. 

5. "... the Law, he thinks, should surely be accessible 

at all times and to everyone .... he 

decides that it is better to wait until he gets 

permission to enter." " ... this gate was made 

only for you. I am now going to shut it." 

6. Kafka builds his allegory well enough to illustrate 

his point effectively. The Law is 

there, but those who sit and wait for it may 

not gain access to it. 

Literary Focus: Theme (p. 112) 


"Thoughts of Hanoi ll by Nguyen Thi Vinh 

Theme: Ties of blood (or even of strong friendship) 

exist in spite of political opposition. 

How poet reveals theme: The speaker in the 

poem recalls the days when being "brothers" 

was more important than being on different 

sides. The speaker wonders if being brothers 

can still be as important as it once was. 

Words or phrases: "Brother"; "Do you count 

me as a friend/or am I the enemy in your 

eyes?"; "but please/not with hatred./For 

don't you remember how it was,/you and I in 

school together ...?"; "Those roots go deepl"; 

"How can this happen to us/my friend/my 

foe?" 

\.. 

;1 .. 




Theme: Deaths that occur in auto wrecks are 

beyond explanation, which adds to their hor 

ror. 

Lines: the last four lines of the poem: "But 

this invites ..." 

Conveyance of theme: images at beginning of 

poem-bell, flare, "Pulsing ... like an 

artery," the ambulance "floating" and "Wings 

in a heavy curve" (like an angel of Death), 

bell "tolls" like a church bell for a funeral; 

onlookers are "deranged"; the contrast with 

death in war, suicide, stillbirth, and cancer 

Unit 5: 

Expanding Horizons 

"The Widow and the Parrot" 

by Virginia Woolf 



1. keen or wise 

2. a wise person 

3. keenly or wisely 


1. ford: crossing; wade; shallow 

2. dilapidated: neglect; ignored; shabby 

3. sovereigns: coins; save; golden 

4. sagacity: wisdom; advise; keen 

C. 1. c 2. d 

Build Grammar Skills: Correct Use of Adjectives 

and Adverbs (p. 114) 

A. 1. loudly; shrieked (v.) 

2. kind; She (p.) 

3. terrible; house (n.) 

4. regretful; she (p.) 

5. clumsily; stumbled (v.) 


1. Mrs. Gage slept fitfully after returning from 

the fire. 

2. At first, Mrs. Gage was alarmed. 

3. Mrs. Gage and James walk briskly. 

4. The parrot tapped furiously and repeatedly 

on the floor. 

5. The sovereigns, shining brilliantly in the 

moonlight, were beautiful. 


Fiction (pp. 115-116) 


strategies. 

Literary Focus: Motivation (p. 117) 



1. Brand might have been motivated by his 

old age and loneliness. 

2. Mrs. Gage's negative words are motivated 

by her frustration and worry about her financial 

condition. 

3. Possible motivations: lighting the way for 

Mrs. Gage to cross the river; making it easier 

to lead Mrs. Gage to the gold 

4. Mrs. Gage might have kept the secret because 

she is a quiet woman who keeps to 

herself. 

5. She might have been motivated to reveal 

her secret because she is dying and wants 

to share the extraordinary story. She may 

also have worried about what would happen 

to James after her death. 

6. The parrot might have died immediately 

after Mrs. Gage because it no longer wished 

to live without its kind owner. 

7. Understanding Mrs. Gage's motivations 

helps the reader form an idea of her character. 

The reader can make predictions 

based on those characteristics. 

"Civil Peace" by Chinua Achebe 


A. 1. The newspaper criticized the reputed 

gangster. 

2. He felt his reputation had been tarnished. 

3. Most people dismissed the disreputable 

paper's claims. 

B. 1. e 2. g 3. d 4. b 5. a 6. c 7. f 

C. 1. c 2. c 

Build Grammar Skills: Past and Past Perfect 

Tenses (p. 119) 

A. 1. had made (underlined) 

2. had seen (underlined) 

Answers 289

"Civil Peace" by Chinua Achebe (continued) 

3. picked ... sold (circled) 

4. had scared (underlined) 

5. made ... found (circled) 


1. By the time the war ended, one of 

Jonathan's children had died. 

2. He had buried it near the spot where his 

son was buried. 

3. He had expected to find that his house was 

destroyed. 

4. He received it because he had turned in 

rebel money. 

5. One man lost his money after he had put it 

in a pocket with a hole. 

Reading Strategy: Use Prior Knowledge 

(p. 120) 


1. performing odd jobs during the summer to 

earn needed money 

2. finding a treasured necklace months after 

believing it was lost 

3. nervously carrying a fragile exhibit to science 

fair 

4. being threatened by a school bully 

5. feeling grateful for surviving skateboarding 

accident, although favorite jacket was tom 

Literary Focus: Key Statement (p. 121) 

A. 1. "Nothing puzzles God," he said in wonder; 

Jonathan's bicycle is as good as 

new after being buried 

2. Indeed nothing puzzles God!; Jonathan's 

house survives war 

3. But nothing puzzles God.; Jonathan receives 

egg-rasher 

4. "Nothing puzzles God."; thieves threaten 

Jonathan and his family and steal eggrasher 

money 


1. He reveals that many things puzzle him but 

that he trusts God to understand all 

things. 

2. The first three apply to miraculous, positive 

situations. The last applies to a seemingly 

negative situation-losing his money. However, 

Jonathan considers his family's escaping 

with their lives to be a miracle, like 

the other miraculous events. 


3. For Jonathan, the statement brings comfort 

and order during tumultuous and difficult 

times. 

4. Repetition of the statement "Nothing puzzles 

God" emphasizes Jonathan's. and 

Achebe's, values. Used in a variety of circumstances, 

the statement reveals that 

people must put their faith in God. 

"The Bean Eaters" by Gwendolyn 

Brooks 

"How to React to Familiar Faces" 

by Umberto Eco 


A. 1. amicably 

2. amities 

3. amiability 

B. 1. a 2. b 3. a 

C. 1. d 2. b 

Build Grammar Skills: Pronoun Agreement 

With Indefinite Antecedent (p. 123) 

p 

A. I-I. When it comes to trees, moS! survive 

if@canhave access to eno~gh water. 

C-2. Knowing my dau~ters, ea~!! will 

want to choose@own outfit. 

S 

1-3. Anyone who wants to see the exhibit 

p 

should get@9reservation in early. 


1. Everyone sees someone who looks familiar 

to him or her at least occasionally. 

2. Few actually meet someone whom they 

consider a celebrity. 

3. Anyone who meets a celebrity should remember 

his or her manners and treat the 

celebrity like a real person. 

Reading Strategy: Respond to Connotations 

and Images (p. 124) 

A. Suggested responses (variations may depend 

on context and individual ideas): 

1. strolling: positive, neutral 

2. insist: positive. negative 

3. dragged: negative 

4. casual: positive 

5. confusion: negative 

6. amiably: positive 

© Prentice-Hall. Inc.

7. dinner: neutral, positive 

8. clothes: neutral, positive, negative 


1. hot refers to temperature; stifling connotes 

discomfort in addition to heat 

2. staring connotes a distracted activity, without 

thought; meditating connotes thoughtful 

quietness, though it may be accompanied 

by staring 

3. gossip connotes talking about people who 

are not present, spreading rumors, or being 

unkind; chat connotes friendly conversation, 

without any overtones ofunpleasantness 

4. straightforward connotes frank sincerity; 

blunt connotes sincerity that may be a bit 

crude or possibly hurtful; curt connotes 

shortness, bordering on rudeness 

5. idle connotes lack of activity; lazy connotes 

unwillingness to participate in activity 

C. Guidelines for student response: Students 

will probably respond comfortably to the 

image Eco establishes in the first sentence. 

Strolling may have positive connotations for 

most students. The second sentence calls 

up the feeling that nearly everyone has had 

at one point or another-the feeling of 

being unable to name a familiar person. 

Students may recall their own discomfort 

or embarrassment from having experienced 

a similar situation. 



1. Brooks is respectful of her subjects. She 

describes them as "Two who are Mostly 

Good" and, in general, is gentle in her description 

of their simple life. 

2. Eco uses common, everyday speech as if 

he were talking to an acquaintance, not 

addressing readers he has never met. 

He reveals his thoughts, including his 

discomfort and his own amusement at 

thinking that Anthony Quinn was someone 

he knew. Eco uses the line "A face 

out of context creates confusion" to excuse 

people's behavior when they meet a 

celebrity. 

3. If Eco's attitude were different, the language 

in his essay might be more formal, 

less friendly. His sentences might be 

longer, his word choice a little less familiar. 

The details would focus on the unpleasantness 

of people's behavior rather than the 

more-or-Iess justifiable reasons for their 

behavior. 

"A Picture From the Past: Emily 

Dickinsontt by Reynolds Price 

"What Makes a Degas a Degas?" 

by Richard Miihlberger 



1. a one-hundred-year period 

2. one one-hundredth of a liter 

3. one one-hundredth of a gram 

B. 1. For many poets. Emily Dickinson'S work 

is a titanic influence. 

2. IfWalt Whitman were still alive, he 

would be a centenarian. 

3. Emily Dickinson's father was an austere 

man who took little interest in his 

daughter's life. 

4. Paintings that are lacquered are sometimes 

difficult to restore. 

C. 1. c 2. a 3. d 

Build Grammar Skills: Compound Sentences 

(p. 127) 


1. correct 

2. One ballerina bends and stretches. and another 

adjusts her shoulder strap. 

3. Emily Dickinson lived a private life; she 

traveled away from her home in Amherst 

less than one dozen times. 

4. During her lifetime. Dickinson wrote nearly 

two thousand poems, but they were not 

discovered until after her death. 


1. Emily Dickinson lived an extremely private 

life, but her brothers were very public, even 

flamboyant, men. 

2. Reynolds Price describes Dickinson as a 

homely girl; he focuses on details such as 

her "lopsided face" and "oddly dead eyes." 

3. Ballerinas were one of Degas' favorite 

painting subjects, and he often painted 

them in candid moments backstage. 


"A Picture From the Past: EmUy 

Dickinson" by Reynolds Prtce 

"What Makes a Degas a Degas?" 

by Richard Miihlberger (continued) 

Reading Strategy: Relate Images to Text 

(p. 128) 


H A Picture From the Past: Emily Dickinson" 

1. "oddly dead eyes, set too far apart and flat 

as the eyes of a stunned fish in your stagnant 

bowl-or could she be warming to the 

verge of a blush and a big-toothed smile?"; 

Dickinson's appearance is homely: Dickinson's 

unique features and "oddly dead 

eyes" suggest someone with a self-controlled, 

or composed, countenance. 

2. "A lopsided face, ... a tall strong neck"; 

Dickinson's appearance could be that of a 

maiden aunt; I agree with the author's interpretation. 

3. "... in her upstairs room with the white 

door ajar on a chattering mother, ...1,800 

lyrics"; Dickinson was a very lonely young 

woman; I agree that Dickinson was probably 

lonely for an intellectual equal, but the 

enormous number of lyrics suggests she 

was not lonely in her work. 

IIWhat Makes a Degas a Degas?" 

1. "In Dancers. Pink and Green. each ballerina 

... on the stage"; Degas creates a candid 

effect by composing and showing figures in 

intimate or private moments; the effect is 

candid and gives the viewer the feeling of 

being there with the dancers. 

2. "... he imitated the marks of a charcoal 

pencil ... costumes"; the narrow black 

lines make the paintings look as if they 

were executed quickly; I agree with the author. 

and furthermore, once again the effect 

created is one ofspontaneity. 

3. "In Camage . .. Japanese prints"; Degas 

was influenced by Japanese prints and 

photography; I agree that the influence can 

be seen, especially in the way figures are 

cut off by the frame of the canvas. 

Literary Focus: Analytical Essay (p. 129) 


1. He focuses on details ofanonymity-"no 

name, no date"-which suggests that this 

photo could be one of many once stuffed in 

the "table drawers of middle-class America." 

2. By focusing on details of anonymity, specifically 

by saying "such a picture and a face." 

Prtce suggests the anonymous nature of 

Dickinson's life while she was living and 

writing her 1800 lyrics. In that "anonymous" 

sense. Prtce means that Dickinson 

could be any maiden great-aunt. Later, 

Prtce confirms that she is a maiden greataunt, 

but she is our own, "at the head of 

our poetry," which makes her very unique 

and specific. not anonymous. 

3. Prtce creates an overall sense of the anonymous 

and lonely life Dickinson lived. Details 

such as "she haunted her home's back 

room and kitchen"; "in her upstairs room 

with the white door ajar on a chattering 

mother, an austere father. a loyal, silly sister"; 

and "... loneliness, that steady diet 

she ate by the hour all her lean years" help 

create this overall impression. Some students 

will note that details of Dickinson's 

austere physical characteristics also emphasize 

the sense of her loneliness or separateness. 

4. The parts of his analysis include theme. 

technique, composition, color, and influence. 

5. From Miihlberger's analysis, one gains an 

understanding of the innovation and experimentation 

with which Degas approached 

his work. 

6. Details such as figures cut off by the canvas 

frame, patches of brilliant color, large 

open spaces, and so on support 

Miihlberger's general point regarding the 

sense of immediacy sought by Degas in his 

work. 

"The Orphan Boy and the Elk Dog." 

a Blackfeet Myth 



1. They removed lead paint from the walls of 

the old house. 

We lead the horse into the pasture. 


2. After finishing the project, I tried to slough 

the dried glue from my fingers. 

Mosquitoes swanned above the slough. 

B. 1. relish 

2. emanating 

C. 1. c 2. b 3. a 

Build Grammar Skills: Commonly Confused 

Words: Accept and Except (p. 131) 

A. 1. accepted 

2. accept 

3. except 

4. accepted 

5. except 

6. except 


Everyone in the camp except Good Running 

felt that Long Arrow was a nuisance. Good 

Running is an admirable character because 

he accepted Long Arrow into his home. His 

acceptance meant a great deal to Long 

Arrow. Long Arrow's life improved, except for 

the fact that he was still treated as an out 

cast by other members of the camp. 


(p. 132) 

Suggested Responses: 

Long Arrow is shunned by his people and 

then loses his sister, the one person who 

loves him: Students might say that Long 

Arrow stays on the outskirts of camp, too 

afraid to trust anyone. He feels abandoned 

and completely alone, and he tries to survive 

by eating scraps from refuse piles. Students 

might identifY with the character's feelings of 

loneliness and abandonment, and agree that 

. they too would be afraid to approach villagers. 

Some students might say they would 

react with more anger than sadness. 

The village departs, leaving Long Arrow 

completely alone: Students should say that 

Long Arrow waits a few days but soon feels a 

sense of panic. knowing that he cannot survive 

without the scraps of the villagers. He 

hurries after the village, concentrating on 

survival. Students might identifY with Long 

Arrow's sense of panic and agree with his decision 

to follow the village. They should understand 

how difficult it is for him to beg 

from people who are so cruel to him. 

Long Arrow regains his sense of hearing 

and Is adopted by Good Running: Students 

should say that Long Arrow is excited when 

he regains his hearing. Knowing he can hear 

gives him the courage to move forward and 

find his village. He is filled with joy when 

Good Running adopts him. and he works to 

gain the skills other boys have. Students will 

probably identifY with Long Arrow's sense of 

joy. They might imagine feeling and behaving 

the same way if they finally found acceptance 

somewhere after years of rejection. 

Good Running tells Long Arrow about the 

legend of the Elk Dogs: Long Arrow listens 

to the story with interest and then agrees to 

find the Elk Dogs. He feels that finding them 

and bringing them back to camp would earn 

him the respect of the community. Students 

should be able to identifY with Long Arrow's 

need to prove himself. although they might 

not imagine themselves making such a difficult 

journey. 

Long Arrow approaches the Great Mystery 

Lake and is told he must dive straight to 

its bottom: Students should note that Long 

Arrow feels afraid. but then quickly pushes 

aside those feelings. He feels he must complete 

his task at all costs. Students should 

understand why Long Arrow feels so strongly 

about going into the lake. and they should 

also be able to identifY with his feelings of fear. 

Long Arrow returns to the village with Elk 

Dogs: Students should note that Long Arrow 

feels pride when he enters the village with 

the Elk Dogs. He is excited for himself and 

for the community. He keeps some of the Elk 

Dogs so that he can raise a herd. and he 

gives some to his adoptive grandparents. 

Students should be able to understand Long 

Arrow'S feeling of pride and accomplishment. 

as well as his wish to give Elk Dogs to Good 

Running as a token of his gratitude. 

Literary Focus: Myth (p. 133) 


1. This excerpt presents a picture of Blackfeet 

culture. They hunt for survival and are 

forced to move in order to follow game. 

Since they do not have horses at this point 

in the story, moving is difficult because 

they are forced to carry their belongings or 

have them carried by dogs. 


"The Orphan Boy and the Elk Dog." a 

Blackfeet Myth (continued) 

2. This excerpt shows Long Arrow to be a remarkable. 

"larger than life" character who, 

in a short time, is able to surpass other 

boys in knowledge. Long Arrow's superiority 

later helps him to be the only person 

who can find Elk Dogs. This excerpt also 

tells readers what someone like Long Arrow 

would have worn at that particular time. 

3. This excerpt shows Long Arrow as a "larger 

than life" character with extraordinary endurance. 

The excerpt also presents another 

mysterious "larger than life" character-the 

tall man with the scowling face. 

4. This excerpt shows that Long Arrow is no 

ordinary person because he is able to jump 

to the bottom of a lake without getting wet 

and without needing to breathe. The excerpt 

also shows Long Arrow's extraordinary 

courage. 

"The Street of the Cafton" from 

Mexican Village by Josephina NiggU 


A. 1. cautiously 

2. extravagantly 

3. abruptly 

B. 1. a 2. f 3. b 4. e 5. c 6. d 

C. 1. b 2. a 3. d 4. b 

Build Grammar Skills: Commas in a Series 

(p. 135) 

A. 1. "It was May, the flowering thorn was 

sweet in the air, and the village of San 

Juan Iglesias in the Valley of the Three 

Marys was celebrating." 

2. "He was young, no more than twentyfive, 

and his black curly head was bare." 

3. Correct 

4. Sarita had laughing black eyes, glossy 

dark braids. and the parchment tip of a 

fan against her mouth. 

5. Pepe smiled at Sarita, quietly dropped 

his package on the table. and moved toward 

her. 

6. Correct 

B. "The Street of the Canon" is set in Mexico, 

the place of Josephina Niggli's birth. Mexico 

is a republic bordered by the United 

States, the Gulf of Mexico, the Caribbean 

Sea, Belize, Guatemala, and the Pacific 

Ocean. The country's political, cultural, 

commercial, and industrial center is Mexico 

City. The people, culture, and terrain of 

Mexico have inspired the work of other 

writers native to the country, such as 

Laura Esquival, Carlos Fuentes, and Octavio 

Paz. 

Reading Strategy: Predict (p. 136) 


Who is the stranger walking through the 

dark streets? Students might predict that 

the stranger is some kind of intruder, trying 

to disrupt the village. Clues include the 

stranger's nervousness as he walks and the 

way he hides from passersby. 

Why is the stranger going to the party? 

Students might predict that there are people 

at the party that the stranger wants to deal 

with, perhaps in an unfriendly way. Clues inelude 

the way in which he sneaks into the 

party, trying not to be noticed, and then scans 

the crowd to see ifanyone recognizes him. 

What is the package the stranger clutches 

tightly? Students might predict that the 

package is going to play an important role in 

the story. and that it is either a gift or something 

sinister. Clues include the way in 

which he clutches the package tightly. afraid 

of losing it, and the way in which he slips the 

package quietly onto a table. 

Why is the stranger concerned about being 

recognized? Students might predict that the 

stranger has done something wrong that involves 

the people at the party. Clues include 

his nervousness, and his eagerness to drift 

into the crowd. 

Where has the stranger seen the young 

woman before. and why does he dance with 

her? Students might predict that he has had 

some kind of terrible run-in with the woman 

or her family. She does not know him well 

enough to recognize him. but he knows her. 

Why does the stranger leave so abruptly? 

Students might predict that the package left 

on the table is going to alert people to the 

stranger's presence, and the stranger knows 

this. The biggest clue is the fact that he leaves 

as the commotion over the package begins. 


Literary Focus: Third-Person Point of View 

(p. 137) 


1. Point ofview: Pepe, the stranger; Having 

Pepe's point of view helps the reader to understand 

that he is approaching the village 

and the party nervously, as if he doesn't 

belong there. The reader knows that there 

is something strange or uncomfortable 

about the relationship between the 

stranger and the people at the party. 

2. Point ofview: Pepe, the stranger; Having 

Pepe's point of view at this moment alerts 

the reader to the fact that he recognizes the 

girl and that he met her under unpleasant 

circumstances. The reader can also see 

that while he is well aware of her, she does 

not recognize him. 

3. Point ofview: Sarita; Having Sarita's point 

ofview Is important because the reader realizes 

that the stranger and his invitation 

have had an effect on her. 

4. Point ofview: Sarita; Having Sarita's point 

ofview is important because the reader is 

able to know how she feels about having 

danced with Pepe. 

"A Storm in the Mountains" by 

Alexander Solzhenitsyn 

"In the Orchard" by Henrik Ibsen 

"A Tree Telling of Orpheus" by 

Denise Levertov 


A. 1. The abbreviation etc. stands for et 

cetera, which means "and so forth." 

2. The words per se mean "by or in itself." 

The term means "intrinsically." 

3. The words carpe diem mean "seize the 

day." or make the most of the moment. 

B. 1. b 2. d 3. d 

Build Grammar Skills: Correct Use of Like 

and As (p. 139) 

A. 1. Lightning flashes affected Solzhenitsyn's 

vision like strobe lights, making the 

night seem even darker. 

2. There is nothing like thunder in the 

mountains to confuse one's hearing. 

3. Ibsen writes, ~ many poets have, of 

joy in the presence of nature. 

4. "In the Orchard," like many poems 

from many ages, makes us also aware of 

how quickly time escapes. 

5. Levertov's"A Tree Telling of Orpheus" 

expresses thought ~ if a tree had 

memory and voice. 

B. Student responses may vary. Suggested responses: 

L Jim Thorpe ran like the wind. 

2. We knew the outcome of the election as we 

knew that water runs downhill. 

3. Like a nightmare, the day went from odd to 

impossible. 

4. As regularly as the sun rises, television offers 

something "completely new." 


(p. 140) 

Student responses in "Personal Connection to 

Image" column will vary. Each response 

should show some reasonable connection to 

the passage, although that connection need 

not be absolute. 

Responses for the "Sense the Image Appeals 

To" column: 

"A Storm in the Mountains": sight; hearing 

"In the Orchard": hearing; hearing/touch. 

"A Tree Telling of Orpheus": touch; sight 

Literary Focus: Speaker (p. 141) 


1. He is not alone. They are living in tents. 

They are in Russian mountains. 

2. One sees past tense and plural in the second 

and third words of the selection. 

3. Students mayor may not think Ibsen 

speaks as himself. Those who do will cite 

first-person speaker and nonspecified audience. 

Those who do not may feel Ibsen's 

speaker is a resident of some rural area, 

speaking to cohorts or coworkers. Either 

response Is acceptable. 

4. Students who regard Ibsen as the speaker 

will consider the poem as direct address. 

Those who do not should note that the audience 

of the poem. whether intended by 

the speaker or not. includes readers. 


5. The description ofanticipation feeling like 6. The unusual speaker of the poem demands 

fire; feeling music moisten the roots; trees no specific-audience. The speaker ofthe 

pulling roots to follow Orpheus; other an poem could be speaking to anyone: other 

swers are acceptable. 

trees, people of the time and place, readers. 

Unit 6: 

Short Stories 

"The Open Window" by Saki 


A. 1. Spartan 

2. Braille 

3. sandwich 

4. Machiavellian 

B. 1. d 2. c 3. a 4. b 

C. 1. c 2. a 3. d 

Build Grammar Skills: Placement of Only 

and Just (p. 143) 


1. In the first sentence, the word only correctly 

modifies rest and relaxation. In the 

second sentence, the word only modifies 

wished. 

2. In the first sentence, the wordjust means 

"immediately" and modifies the word 

began, and in the second sentence the 

wordjust means only and modifies the 

word story. 

3. In the first sentence, the word only modifies 

Mrs. Sappleton's name and address, 

and in the second sentence the word only 

modifies the word knew. 

4. In the first sentence, the word only modifies 

a short time, and in the second sentence 

the word only modifies the word 

spent. 


1. He thought it was truth but it was only a 

story. 

2. Poor Mr. Nuttel wanted only to rest, but he 

was in for a shock. 

3. The niece was only trying to have some 

fun. 

Reading for Success: Strategies for Constructing 

Meaning (pp. 144-145) 


strategies. 

Literary Focus: Plot Structure (p. 146) 


1. The reader learns that Mr. Nuttel is talking 

to his hostess's niece, that he is planning a 

rural retreat to relax his nerves, and that 

he does not know the people whom he is 

visiting well. 

2. The story's central conflict is Vera's wish to 

antagonize and ultimately get rid of Framton 

Nuttel. a house guest whom she clearly 

does not want. 

3. The aunt bustles into the room and begins 

talking about her husband. Framton, thinking 

she is delusional and feeling sympathy 

for her, tries to change the subject. He talks 

about his own ailments until Mrs. Sappleton 

mentions that she sees her husband 

and the men approaching the open window. 

4. Framton is shocked to see the men approaching 

the open window, and he notices 

a look of horror on Vera's face. The men 

appear and act exactly the way Vera described 

in her story. Framton believes they 

are ghosts and leaves in a panic. 

5. Mrs. Sappleton comments to her husband 

on Framton's strange behavior and Vera invents 

a story to explain his behavior. The 

reader learns that "romance at short notice" 

is Vera's specialty. 

"Leiningen Versus the Ants" by 

Carl Stephenson 


A. 1. stimuli 

2. media 

3. formulae 

4. phenomena 

5. fungi 

6. larvae 

B. 1. a 2. d 3. e 4. b 5. c 6. f 

C. 1. d 2. c 


Build Grammar Skills: Correct Use of 

Apostrophes (p. 148) 

1. ''I'm not going to run for it just because an 

elemental's on the way." 

2. "With me, the brain isn't a second blind 

jut; I know what It's there for." 

3. But so great was the Indians' trust in 

Letn1ngen, in Leiningen's word, and in 

Leiningen's wisdom ... 

4. Not until four o'clock did the wings reach 

the "horseshoe ends" of the ditch. 

5. The very clods of earth they flung into that 

black floating carpet often whirled fragments 

toward the defenders' side. 

6. no apostrophes needed 

7. And there, drifting in two and threes. 

Leiningen's men reached him. 

8. He shielded his eyes, knowing too well the 

ants' dodge of first robbing their victim of 

sight. 

Reading Strategy: Predict Based on Plot 

Details (p. 149) 


1. The ants will drown in the moats. The ants 

will be set on fire in the moats. 

2. The ants will cross the ditch on the bodies of 

dead ants. An animal will falltnto the ditch, 

and the ants will use its body as a bridge. 

3. Several of his men have died after being attacked. 

The moat's defenses have broken 

down in several places. 

4. The dam operator will time the changes incorrectly. 

The dam operator will be attacked 

by ants. 

5. Leiningen will ignite the petrol in the moat. 

creating a protective wall offlame. The 

petrol will quickly run out. 

6. Other unnerved men will abandon the 

fortress. Leiningen will admit defeat. 

Literary Focus: Conflict (p. 150) 


1. External: The ants still have not been 

stopped; Leiningen must come up with another 

way. 

2. Internal: The men must decide whether 

or not to risk their lives for Lelntngen. 

3. External: The conflict with nature continues; 

Leiningen must come up with yet 

another way to stop them. 


4. Internal: Leintngen must decide whether 

or not to risk his life to reach the weir; he 

knows he is the only one who can succeed. 

B. Answers will vary. Students should consider 

the issues of loyalty to Leiningen, 

pride, chances for success, and reasons for 

risking their lives for the plantation. 

"By the Waters of Babylon" by 

Stephen Vincent Benet 


A. 1. therefore 

2. otherwise 

3. furthermore 

4. still 

B. 1. b 2. c 3. a 4. c 

C. 1. c 2. d 

Build Grammar Skills: Subordination (p. 152) 

A. 1. that I could not answer; limits the type 

of questions 

2. When the dawn came; describes when 

event happened 

3. As I pushed the raft from shore; describes 

when event happened 

4. though I do not know that god; develops 

main idea 

5. that my belly was hungry; adds meaning 

to main idea 


1. Unless a person is a priest, he may not 

enter dead places. 

2. John is allowed to enter dead places because 

he is the son of a priest. 

3. After he has a vision, John decides to make 

his journey. 

4. Although he had been told it was an enchanted 

land, he found no spirits there. 

5. He sees a body that he believes was once a 

man. 

Reading Strategy: Draw Conclusions (p. 153) 


1. Details: writings found in books; old writings 

reveal the ways of gods 

Conclusion: Old writings are books written 

in English. 

2. Details: roads are wide; roads made of 

stone 

Answers 297

"By the Waters of Babylon" by Stephen 

Vincent Benet (continued) 

Conclusion: God-roads are streets or highways. 

3. Details: river across from Place of Gods; 

Place of Gods revealed to be New York 

Conclusion: Great River is the Hudson 

River. 

4. Details: night looks like day; rushing sound 

like a river 

Conclusion: The strong magic is a vision of 

New York at night with electric lights, cars, 

and people. 

5. Details: fire in sky; pOisoned the ground 

Conclusion: The Great Burning was a 

chemical or nuclear attack. 

6. Details: remains of god places still exist but 

are becoming ruins; John and others believe 

humans are gods 

Conclusion: Story is set in the future,· at 

least several hundred years after the destruction 

of modem civilization. 

Literary Focus: First-Person Point of View 

(p. 154) 


1. He uses the personal pronoun "I" and he 

introduces himself. 

2. First-person point ofview creates a suspenseful, 

mysterious mood. 

3. John knows the dangers posed by the Forest 

People and the customs and beliefs of 

the People of the Hills. 

4. The reader knows that the gods are humans, 

the Place of the Gods is a city, and 

that the "magic" items are simply machines. 

5. Seeing things through John's eyes might 

make the reader consider the possibility 

that civilization as we know it will not always 

exist. 

B. Suggested response: 

Students might enjoy the story's suspense 

and the surprising way in which the writer 

looks at modem life. Students might be frustrated 

with some of the incorrect conclusions 

that John draws about the origin, function, 

or purpose of items in the Place of the Gods. 

"A Problem" by Anton Chekhov 

"Luck" by Mark Twain 



1. honest or truthful 

2. to prove the truth of 

3. confirmation of the truth 

B. 1. e 2. a 3. f 4. b 5. h 6. c 7. i 8. d 9. g 

C. 1. a 2. b 3. d 

Build Grammar Skills: Restrictive and Nonrestrictive 

Adjective Clauses (p. 156) 

A. 1. who was the cause of all the commotion; 

restrictive 

2. which it was impossible to catch 

through the door; restrictive 

3. who knew a thousand times more than 

he; nonrestrictive 

4. who so loved repose and inaction; restrictive 


1. ,who is Sasha's kind-hearted uncle, 

2. ,which is at stake. 

3. that Scoresby committed 

4. who tutored Scoresby 

5. ,which is held in Scoresby's honor, 

Reading Strategy: Make Inferences (p. 157) 


I'A Problem" 

1. Ifthe secret became generally known. it 

would cause a scandal or harm the family's 

reputation. 

2. He is an irresponsible. dishonorable, and 

unscrupulous man. 

3. He is kind-hearted. paSSionate, and not 

very logical or clear-minded. 

"Luck" 

1. He has feelings of remorse and regret for 

helping Scoresby. 

2. He is a loyal man. but he is also a fool. 

3. All of Scoresby's actions, which are foolish 

blunders. tum out well and result in further 

advancement and decoration. 

Literary Focus: Static and Dynamic 

Characters (p. 158) 




IIA ProblemII 

Sasha Uskov/ direct characterization 

1. narrator: "Sasha Uskov sat at the door and 

listened. He felt neither terror. shame. nor 

depression. but only weariness and inward 

emptiness," 

2. narrator: "But then he remembered he had 

not a farthing. that the companions he was 

going to would despise him at once for his 

empty pockets. He must get hold of some 

money. come what may'" 


1. The Colonel: ". . . Can you guarantee that 

this will be his last prank? I have no faith 

whatever in his reforming'" 

2. The Colonel'S wife: " ... listen. I beg you.... 

But, my dear. how can this have happened? 

Why. it's awful. awful! For goodness' sake. 

beg them. defend yourself. entreat them." 

Ivan Markovitch/direct characterization 

1. narrator: "The maternal uncle. kindhearted 

Ivan Markovitch. spoke smoothly. 

softly. and with a tremor in his voice ... If 

Sasha's error bordered upon crime. they 

must remember that Sasha had received 

practically no education." 

2. narrator: "Petrified. muttering something 

incoherent in his horror. Ivan Markovitch 

took a hundred-ruble note out of his pocketbook 

and gave It to Sasha." 


1. The Colonel: '''Ivan Markovitch, ... Think a 

little, what are you saying all this for? Can 

you imagine that all your thunderings and 

rhetoric will furnish an answer to the question?'" 

2. Sasha: '''Won't you?' he kept asking. seeing 

that his uncle was still amazed and did not 

understand... 

"L.uck" 

Arthur Scoresby/direct characterization 

1. narrator: "It was food and drink to me to 

look ... at that demigod; scanning, searching. 

noting; the qUietness, the reserve. the 

noble gravity of his countenanc;e ..." 

2. narrator: "Therefore 1 knew, beyond doubt 

or question, that the world was mistaken 

about this hero: he was a fool." 


1. Clergyman: "Privately-he's an absolute 

fool." 

2. Clergyman: "I was touched to the quick 

with pity; for the rest of the class answered 

up brightly and handsomely, while he 

(Scoresby)-why. dear me, he didn't know 

anything, so to speak." 

Clergyman/direct characterization 

1. narrator: "Two things 1was well aware of: 

that the Reverend was a man of strict veracity, 

and that his judgment of men was 

good." 

2. Clergyman: "All the compassion in me was 

aroused in his [Scoresby's) behalf." 

3. Clergyman: "I went to work and drilled him 

like a galley slave ..." 

4. Clergyman: "Consider what I did-I who so 

loved repose and inaction. I said to myself, 

I am responsible to the country for this, 

and I must go along with him and protect 

the countIY against him as far as I can." 


by Ray Bradbuty 


by Italo Calvillo 

Build Vocabulary (p.159) 

A. 1. Promethean means "creative," or "courageously 

original." One of the Titans, 

Prometheus stole fire from Zeus to give to 

humans. As punishment, Zeus chained 

him to a rock where his liver is eaten daily 

by an eagle. The liver grows back each 

night. 

2. A nemesis is the cause of one's downfall or 

defeat. Nemesis was the Greek goddess of 

vengeance and justice. distributing the 

gods' punishments. None could escape her 

actions. 

3. Arachnophobia is a fear of spiders. The 

term for spiders comes from the Greek. 

Arachne was a skilled weaver who challenged 

Athena to a weaving contest. An~ 

at the perfection ofArachne's work. Athena 

destroyed it and Arachne hanged herself in 

grief. Taking pity, Athena turned the rope 

into a cobweb and Arachne into a spider. 



by Ray Bradbury 


by Italo Calvino (continued) 

4. Narcissism is excessive self-love. Narcissus 

was so in love with his own image that he 

was unable to tear himself away from a reflecting 

pool. He gradually pined away. The 

narcissus flower is a reminder of his beauty. 

B. 1. c 2. b 3. a 4. a 5. d 6. d 7. c 8. b 


Words lie and lay (p. 160) 

A. 1. incorrect; lie 

2. correct 

3. correct 

4. incorrect; had lain 

5. incorrect; lie 

B. Responses may vary. Suggested responses: 

1. The cat lay on the garden wall. 

2. Marcovaldo lays down his lunch to watch 

the cat. 

3. He probably had laid his work tools down 

earlier. 

4. His newspaper is lying beside him as he 

watches the cat. 

5. He laid the paper down to give the cat his 

full attention. 

6. He lies down to rest. 

Reading Strategy: Clarify (p. 161) 

Student responses may vary. Suggested responses: 

1. No doors slam; breakfast disappears uneaten; 

garage opens and closes; images of 

people burned on side of house 

2. Only house left standing; ruined city gave 

off radioactive glow; images on side of house 

3. Description of images of man, woman, children, 

ball 

4. Many descriptions of house and its contents 

as living entities, with actions, voices 

5. New architecture styles change cats territory; 

effect of skyscrapers as opposed to 

houses, courtyards, etc. 

6. Marcovaldo sees a reverse image because he 

is looking at a reflection as he stays hidden. 

7. Many descriptions of cats' routes, mysterious 

comings and goings, and Marcovaldo's 

curiosity and following of cat 

8. Cats everywhere; people throwing garbage 

making cat sanctuary; only house still left 

amid skyscrapers 

Literary Focus: Setting (p. 162) 


'7here Will Come Soft Ra;ns": 

Overall Tirae: Post-nuclear future; Evidence: 

Date. ruined house; Impact: Eerie quality depends 

on humans being gone 

Overall Place: America; Evidence: City ofAllendale, 

California; Impact: Recognizable 

scenes ofAmerican life-without Americans 

Specific Time: August 4 and 5.2026; Evidence: 

Voice tapes; Impact: Sets particular 

future time to show details of automation 

Specific Place: Allendale. California; Evidence: 

Voice tapes; Impact: Particular suburbia provides 

Anytown setting 

liThe Garden of Stubborn Cats"; 

Overall TIme: Modem; Evidence: Description 

of changes in architecture; Impact: Shows 

changes in life of cats, leading to mystery of 

where they go 

Overall Place: Urban; Evidence: Description of 

modem city; Impact: Recognizable scenes of 

urban life 

Specific TIme: Fall, winter, spring of some 

year; Evidence: No information beyond actions 

in those seasons; Impact: Could be any 

modem time 

Specific Place: Not determinable; Evidence: 

Only reference is Biarritz restaurant; Impact: 

Generalized setting contributes to fable-like 

quality 

"The Princess and All the Kingdom" 

by Par Lagerkvist 

"The Cen.ors" by Luisa Valenzuela 



1. ultraminiature-extremely small; smaller 

than miniature 

2. ultramodern-extremely modem; of the 

most recent ideas, trends, fashions 

3. ultranationalism-having extremely patriotic 

feelings about one's country 




1. My goal was to get a part-time job. I didn't 

tell anyone I wanted to start earning money 

for college. The second sentence represents 

an ulterior motive for getting a job because 

it was a secret or unstated motive. 

2. The old chancellor was venerable because 

of his age, dignity, and position. 

3. The young man views the kingdom and its 

treasures as a sordid gain because he 

sought only happiness, not material 

wealth, which he views as a lesser reward. 

4. The bunding's exterior contrasted with the 

interior's staidness. The exterior was festive; 

the interior was unchanging and settled. 

5. The young man's kisses were ardent. wWch 

indicates that he probably felt very strongly 

about the princess. 

C. 1. b 2. a 3. a 

Build Grammar Skills: Who and Whom in 

Adjective Clauses (p. 164) 

A. 1. Lagerkvi~was a novelist. poet, 

and playwright. is considered a major 

twentieth-century Swedish literary figure. 

~ 

2. This Swedish man, ~e twentieth 

century posed difficult questions, expressed 

pessimism about human nature. 

~ 

3. As a middle-aged man~recogn1zed 

brutality in the world. he wrote the novel 

The Hangman. ~ 

4. The legacy of Lagerkvist, ~ 

the critics have mixed fi • is a 

wealth of poetry and prose at hows 

the growth of the author as well as the 

characters. 

B. 1. You may consider Juan, the character 

on whom the story focuses, as a victim 

or a villain. 

2. The reader who considers Juan a villain 

should take a close look at the system in 

which he is operating. 

3. Mariana, who is unaware of all that is 

happening. apparently lives in Paris. 

4. It is Mariana for whom Juan takes the 

job in the first place. 

Reading Strategy; Challenge the Writer's 

Message (p. 165) 


nThe Princess and All the Kingdom" 

Message: It is possible to attain happiness, 

but it comes with responsibility. 

How revealed: through the chancellor's words 

Does it apply? Ifyes: As I seek happiness myself. 

it is good to be reminded that it may 

come with responsibility that I don't expect. 

Ifno: I think that a person can be happy in 

some situations without having any responsibility 

attached to the happiness. For example, 

if happiness for someone is just being 

alone. there is no responsibility connected 

with that. 

nThe Censors n 

Message: Once something like censorship begins. 

it can take on a life of its own and can 

lead to consequences that people don't expect. 

How revealed: through Juan's involvement in 

Ws job as censor and through his death as a 

consequence 

Does it apply? Ifyes: Though I live in a society 

in which there are laws against censorship, I 

may run across attitudes or ideas that, if left 

unchecked. may have consequences that no 

one expects. Ifno: I live in a society in which 

there are laws against censorship and violations 

of freedom. so things like this could 

never happen. 

Literary Focus: Universal Themes (p. 166) 


1. selfishness and generosity; Most people 

have the opportunity to choose to be selfish 

or generous in various situations. 

2. laziness. helpfulness; Most people can 

make choices about whether to be helpful 

or not, and, therefore, whether to share in 

the rewards or benefits of the work. 

3. perseverance, overconfidence; Nearlyeveryone 

has goals to meet, and they may take 

any number of approaches. The story illustrates 

two different approaches and their 

results. 


Answers 301

Unit 7: 

Nonfiction 

"The Marginal World" 

by Rachel Carson 



1. capable of being injured; a young animal 

2. capable of being organized or managed; a 

class project 

3. not capable of being undone or turned 

around or back; time 

4. not subject to change, constant; a mother's 

love 

B. 1. g 2. d 3. e 4. a 5. h 6. f 7. b 8. c 

C. 1. c 2. b 3. d 

Build Grammar Skills: Linking Verbs and 

Subject Complements (p. 168) 

A. 1. area-predicate noun 

2. world-predicate noun 

3. luminous-predicate adjective 

4. those-predicate adjective 

5. shadows-predicate noun 

6. beauty-predicate noun 

B. Answers will vary. 


Nonfiction (pp. 169-170) 


strategies. 

Literary Focus: Expository Essay (p. 171) 


1. She begins with the concept that "the edge 

ofthe sea is a strange and beautiful place." 

2. In Carson's mind. the hidden pool stands 

apart because of its exquisite beauty. The 

beach on the coast of Georgia stands apart 

because of its sense of remoteness. The 

southwestern coast of FlOrida stands apart 

because of its sense of creation, 

3. For Carson, the beauty of the hidden pool 

is symbolized in the "hydroid Tubularia. 

pale pink, fringed and delicate as the wind 

flower." The remoteness of the beach on the 

coast of Georgia is illustrated by its only 

sounds-that of the wind. the sea, and the 

birds. The cooperative effort of the sea and 

the mangroves "working together" to build 

"a wilderness of thousands of small islands" 

symbolizes the sense of creation 

found on the southwestern coast of Florida. 

4. cause-and-effect pattern 

5. Throughout her essay. Carson develops 

and supports her main point, which is that 

we can learn so much by studying the sea, 

where "meaning and significance" underlie 

beauty. 

from The Way to Rainy Mountain 

by N. Scott Momaday 

from "Nobel Speech" by Alexander 

Solzhenitsyn 

"Keep Memory Alive" by Elie Wiesel 


A. 1. c 2. d 3. a 4. b 


1. Another way to say that natural wonders 

engender awe in humans is to say that 

natural wonders bring about or cause 

awe. 

2. When Momaday says that the Kiowas' 

well-being was tenuous. he means it was 

not stable or well-established. 

3. Solzhenitsyn's idea of reciprocity is the 

mutual action and reaction of writers and 

readers all over the world. 

4. If people are able to assimilate an idea 

into their way of thinking, that idea is absorbed 

into the larger body of their ideas. 

5. Someone who does something inexorably 

does it with certainty. 

6. Practicing oratory involves using public 

speaking skills. 

7. If a historian claims that one event transcends 

another in importance, it means it 

surpasses or exceeds the other event. 

302 Selection Support © Prentice-Hall, Inc. 

"

Build Grammar Skills: Capitalization of 

Proper Nouns and Adjectives (p. 173) 

A. 1. The J;Ussian glexander ~olzhenitsyn became 

known-in the };Xes1ern world 

through his writingsabout political repression 

in the ~oviet ~nion. 

2. The eight years Solzhenitsyn spent in a 

labor camp are the basis for his novel. 

gne gay in the life ofjpan !1:enisovich. 

= = = = = 


1. Alexander Solzhenitsyn Is a Russian-born 

novelist and historian. 

2. N. Scott Momaday is a Kiowa Indian who 

has won a Pulitzer Prize for a novel. 

3. At the age of sixteen, the Romanian Wiesel 

was deported to the death camp at 

Auschwitz. 

4. The Swedish scientist Alfred Nobel wanted 

to be known as a peacemaker rather than 

as the inventor of dynamite. 

Reading Strategy: Analyze Author's 

Purpose (p. 174) 


1. Momaday includes details of the physical 

setting because the land was important to 

the Kiowas. The loss of the land is a vital 

part ofMomaday's purpose for writing. 

2. Solzhenitsyn plants the idea of a bond, a 

common spirit, among writers all over the 

world. This builds into the idea that writers 

have the power to work for what is good 

and right, by virtue of this bond and the 

power it engenders. 

3. Wiesel recalls the awfulness of his own 

youthful experiences to remind his audience 

of the Holocaust's reality. Wiesel's 

whole purpose is to remind, and providing 

"awful" details is one way to get people to 

remember something. 

Literary Focus: Reflective and Persuasive 

Essays (po 175) 


1. Momaday, his grandmother, their relationship, 

their particular cultural ties, and his 

reaction to her death are all unique to 

Momaday's experience. 

2. He chooses to acquaint readers with his 

grandmother through her culture and its 

history as well as through personal remembrances 

of seeing her and being with her. 


3. He speaks of "instantaneous reciprocity" 

among readers and writers of different 

countries. Based on his own experience, he 

states that world literature is a "common 

body and common spirit." He calls upon 

his fellow writers-as spokesmen oftheir 

countries-to use the power they have to 

help mankind. The power of the truth in 

their writings will overcome the lies in the 

world. 

4. The sentence "We must always take sides" 

sums up Wiesel's main point. Certainly he 

is saying that we must not forget, but he 

indicates that neutrality is what helped 

vanquish the Jews. He is encouraging people 

to speak out against human suffering, 

implying that they will be heard. Silenceor 

neutrality-will never be heard. 


by Dylan Thomas 

"Marian Anderson: Famous Concert 

Singer" by Langston Hughes 


A. 1. bass 

2. octaves 

3. choral 

4. hymns 

B. 1. h 2. f 3. g 4. d 5. i 6. j 7. c 8. b 9. a 

W.e 

C. 1. c 2. d 3. a 4. c 

Build Grammar Skills: Restrictive and 

Nonrestrictive Appositives (p. 177) 

A. 1. Jim's aunt; nonrestrictive 

2. Jack; restrictive 

3. an African American singing group; nonrestrictive 

4. Arturo Toscanini; restrictive 


1. I was with Mrs. Prothero's son Jim in the 

garden.; restrictive 

2. I went out into the snow to calion my 

friends Jim, Dan, and Jack.; restrictive 

3. Marian Anderson, a gifted Singer, broke 

many stereotypes.; nonrestrictive 

4. The writer Howard Taubman wrote about 

Marian Anderson's talent in his New York 

Times article.; restrictive 

Answers 303


by Dylan Thomas 

"Marian Anderson: Famous Concert Singer" 

by Langston Hughes (continued) 

5. In 1941 Marian Anderson received a public 

service award. the Bok Award, that allowed 

her to establish a scholarship fund for 

promising young musicians.; nonrestrictive 

Reading Strategy: Recognize Author's 

Attitude (p. 178) 


1. Attitude toward childhood Christmas: 

Thomas remembers his childhood Christmases 

with nostalgia. He remembers them 

as happy. exciting times. 

Words and phrases that express this 

attitude: Bells ringing inside children; the 

sound of the church bells ringing tidings; 

deSCriptions of "frozen foam," "ice-cream 

hills," and the crackling sea; the churches 

booming with joy and the sound of the 

weathercocks. 

2. Attitude toward Anderson as a performer: 

He feels that she was a true professional 

who worked hard and was willing 

to face challenges. 

Words and phrases that express this 

attitude: Seasoned artist; the description 

ofher performance. in which she endured 

discomfort for the sake of her show without 

drawing attention to herself. 

Literary Focus: Biography and 

Autobiography (po 179) 


1. Students might guess that Hughes contacted 

people who knew Marian Anderson 

and her family. He probably also looked 

through magazines and old newspapers for 

articles about her. He names specifically 

Howard Taubman's article, which appeared 

in the New York Times, and her accompanist, 

Vehanen. 

2. Interesting details given by Hughes about 

Marian Anderson include: Marian Anderson 

broke stereotypes people had about 

Mrican American singing; she began her 

singing career when she was just a child; 

she received the support of her community; 

she became a singing sensation in Europe; 

she sang in New York despite the fact that 

she had a broken ankle; she was told she 


could not perform at Constitution Hallin 

Washington, D.C., because she was Mrican 

American, but she then performed in front 

of the Lincoln Memorial; she won the Bok 

Award for public service and, with the prize 

money, established a fund for promising 

musicians. All of these details show something 

positive about the character of Marian 

Anderson. They show her to be a strong 

and unique person. 

3. Hughes believes that Marian Anderson was 

a person who worked hard to overcome adversity 

so that she could sing, and that she 

is an admirable person because of her hard 

work, her generOSity, and her talent. 

4. Dylan Thomas describes his childhood 

Christmases because they are special to 

him and because he remembers a great 

many details about this time in his life. His 

feelings are most apparent when he describes 

playing with his friends, singing 

with his family, and opening gifts. 

5. He reveals the childhood games and activities 

with which he and his friends occupied 

themselves; he reveals his feelings of fear 

when they told ghost stories and his feelings 

of excitement when the mailman arrived 

at his house with letters and packages. 

He also reveals many interesting 

details about his family. 

"Flood" by Annie Dillard 


A. 1. malicious 

2. malady 

3. maladjusted 

4. malignant 

B. 1. d 2. e 3. f 4. c 5. a 6. b 

C. 1. c 2. a 3. b 

Build Grammar Skills: Subject and Verb 


A. 1. hangs 

2. wasn't 

3. are 

4. has 

5. have 

6. are 

7. leaves 

8. comes 


9. is 

lO. are, end 

B. 1. Some of the women were carrying curi 

0us plastic umbrellas. 

2. Everything in sight has been deluged by 

water. 

3. Correct 

4. The fish hide from the current behind 

any barriers they can find. 

5. The bridge over by the Bings' looks like 

a collapsed sail. 

Reading Strategy: Recognize Facts and 

Impressions (p. 182) 


Facts: It's summer; We had some deep 

spring sunshine about a month ago; the 

nights were cold; It was raining again this 

morning ... a pounding three-minute 

shower; Baltimore orioles are here; brown 

thrashers seem to be nesting down by Tinker 

creek across the road; The creek's up; The 

steers were across the creek; The ravine 

separating the woods from the field had filled 

during high water ...; It was just this time 

last year that we had the flood. It was Hurricane 

Agnes, really, but by the time it got 

here, the weather bureau had demoted it 

to a tropical storm; ... the date was June 

twenty-first. the solstice, midsummer's 

night, the longest daylight of the year; Tinker 

Creek is out of its four-foot banks, way out, 

and it's still coming; ... the water was over 

the bridge, a foot or two over the bridge, 

which at normal times is eleven feet above 

the surface of the creek; ... the flood has 

ripped away a wedge of concrete that buttressed 

the bridge on the bank. 

Impressions: The coot is still around, big as a 

Thanksgiving turkey. and as careless; The 

steers . . . a black clot on a distant hill; Still. 

the day had an air of menace; It's like a 

dragon: ... I notice that no one can help 

imagining himself washed overboard, and 

gauging his chances for survival; I feel dizzy, 

drawn-mauled; All the familiar land looks 

as though it were not solid and real at all. 

but painted on a scroll like a backdrop, and 

that unrolled scroll has been shaken . . .; I 

feel as though I am looking up the business 

end of an avalanche; The whole earth seems 

to slide like sand down a chute; They can see 

out dimly, like goldfish in bowls 

Literary Focus: Descriptive Essay (p. 183) 

Suggested responses: 

L touch: heat that feels oppressive 

2. touch and sight 

3. sight (long-haired girls); hearing (giggling) 

4. sight and smell 

5. smell 

6. touch and sight 

"Star Wars-A Trip to a Far Galaxy 

That's Fun and Funny. .. tt 

by Vincent Canby 

"Star Wars: Breakthrough Film Still 

Has the Force" by Roger Ebert 

Build Vocabulary (p.184) 


1. Statesman connotes leadership and diplomacy; 

politician often connotes bureaucrat 

or partisan. 

2. Clever implies quickness but not depth; 

intelligent connotes the entire range of 

mental activity, including learning. 

3. Staring implies viewing without thought; 

studying connotes careful analysis. 

4. Naive connotes mere innocence; ignorant 

suggests a lack of knowledge. 

B. 1. c 2. a 3. c 4. b 5. d 6. a 7. b 

Build Grammar Skills: Parenthetical 

Interrupters (p. 185) 

A. 1. in its time; makes a distinction between 

that time and the present 

2. It should be noted; makes a reference to a 

fact not part of the primary discussion but 

that could be included for consideration 

3. of course; makes an assumption of 

agreement with readers, pausing, as it 

were, to include them. 

4. one must admit; concedes that the thematic 

point is a minority opinion and 

acknowledges reasonably why it may 

have been overlooked 

B. Student responses may vary. Suggested responses: 

1. Star Wars, to be sure, is a classic film by almost 

any definition. 


"Star Wars-A Trip to a Far Galaxy That's 

Fun and Funny. .... by Vincent Canby 

"Star Wars: Breakthrough Film Still Has 

the Force" by Roger Ebert (continued) 

2. There is no end, apparently. to the movie's 

appeal. 

3. The philosophical elements. it could be argued. 

are taken too seriously by some. 

4. People in the other galaxies, one would 

think. haven't solved basic problems with 

aggression. 

5. Why, one wonders. do the Empire's soldiers 

shoot so poorly? 

6. The villains in any solar system. it seems, 

have the same problem. 

Reading Strategy: Identify Evidence (p. 186) 


1. Action substitutes for plot: "It is, rather, a 

breathless succession of escapes, pursuits, 

dangerous missions, unexpected encounters, 

with each one ending in some kind of 

defeat until the final one." 

2. Canby cites an example of the android's 

speech: "('I'm adroit, but I'm not very 

knowledgeable.')" 

3. Little evidence here. Canby cites "space 

ships, explosions of stars, space battles, 

hand-to-hand combat with what appear to 

be neon swords," but does not say what is 

incredible about them. 

4. Canby notes that "much of the time the actors 

had to perform with special effects that 

were later added in the laboratory." 

5. Ebert pOints out that the three films "came 

along at a crucial moment in cinema history. 

when new methods were ripe for synthesis. 

Birth oja Nation brought together 

the developing language and shots and 

editing. Citizen Kane married special effects, 

advanced sound, a new photographic 

style, and a freedom from linear storytelling. 

Star Wars combined a new generation 

of special effects with the high-energy 

action picture." 

6. Evidence is implied only, by references to 

other "big-budget speCial effects blockbusters," 

which readers infer are also 

aimed at teenagers. 

7. Ebert gives no example of the "improved 

look." 

8. Ebert says that these films "have profound 

depths, but their surfaces are as clear to 

an audience as a beloved story," and he 

cites several such stories. 

Literary Focus: Critical Review (p. 187) 

Student responses may vary. Suggested responses: 

1. Critical reviews give us informed opinions 

of various media. A useful critical review of 

a movie, book, television show. CD, or 

video can inform us, teach us, and persuade 

us, positively or negatively. 

2. Both Canby and Ebert provide specific details 

from their first-hand observations. 

Canby describes the robots in unique 

terms, and Ebert cites the garbage scow 

scene. Neither of these examples would 

likely have been produced by someone who 

hadn't seen the movie. 

3. Canby and Ebert both make references to 

other films for comparison. Ebert in particular 

details film history in placing Star 

Wars in cinematic context. 

4. The experience of the work is for the audience. 

The purpose of the review is to inform 

and recommend. A summary merely gives 

an idea of the work, and should not attempt 

to duplicate the experience or give 

away the plot. The focus of the review is on 

the reviewer's ideas about the work being 

reviewed. 

5. Canby evaluates the film in terms of how 

much fun it is for the audience. He is explicit 

in noting that the film is not to be 

taken seriously. Ebert's review, twenty 

years later, places the film in the context of 

cinematic history, notes how well it has 

weathered, and tells why he thinks it will 

endure. 

6. A review is unbiased if the opinions expressed 

in it are free from commercial or 

material influences. Sometimes commercials 

masquerade as reviews, and one critic 

was even on the payroll of a studio whose 

films he was reviewing. Reviewers must be 

unbiased or they defeat the purpose of the 

critical review, which Is to experience. examine, 

and evaluate fairly. 

7. Good critics should be fair and unbiased, 

both in terms of influences upon them and 



open-mindedness about their subject; 

knowledgeable about their media; respectful 

of their audience; effective and specific 

as writers; and have clear standards for 

their reviews. Criticism is not finding 

what's wrong with art; it is estimating its 

effectiveness. 

"Mothers and Daughters" by Tillie 

Olsen and Estelle Jussim 


A. 1. c 2. a 3. b 

B. 1. true 

2. true 

3. false 

4. false 

S. true 

c. 1. a 2. c 

Build Grammar Skills: Semicolons in a Series 

(p. 189) 

1. Mothers & Daughters was created by writer 

Tillie Olsen; Julie Olsen Edwards, her 

daughter; and Estelle Jussim, a photographyexpert. 

4. Mother and daughter seem estranged. 

Daughter is aware of camera and seems 

alone, while mother focuses her atten 

2. Estelle Jussim's books include Landscape 

as Photograph; Frederic Remington, the Camtioera and the Old West; and Slave to on cat. 

Beauty. 

3. The photographs show mothers and 

daughters smiling, scowling, or staring; 

posing at ease or with awkwardness; and 

working or relaxing. 

4. The subjects in Tang Chung, Lisa Lu, Lucia 

and Loretta; August, New Mexico, 1979; 

and Untitled, Wilmington, Delaware, express 

a wide range of emotions. 

Reading Strategy: Interpret Pictures (p. 190) 


A. 1. Facial: unsmiling; Body Language: similar 

stances, heads slightly bowed; Distance: 

younger girl farther away, no one 

touching; Background: barren landscape 

2. Facial: mother smiling, daughter more 

serious; Body Language: formal, posed; 

Distance: mother's arm around daughter; 

Background: American flag, matching 

dresses 

3. Facial: all women smiling; Body Language: 

women in center with arms 


around each other; Distance: two 

women close together, older woman at 

edge of photo; Background: trophies, 

books, homey atmosphere 

4. Facial: daughter looking at camera, 

mother looking at cat; Body Language: 

daughter with hand on face, arm 

crossed; Distance: daughter sitting, 

mother standing apart holding cat; 

Background: poster of man with tear 

falling from eye, bedroom 

S. Facial: mother looks amused, daughter 

looks sad; Body Language: mother with 

arms folded across chest; Distance: 

standing far apart; Background: city 

street 

B. 1. The mother and her daughters seem 

emotionless-disconnected from themselves 

and from one another. 

2. Mother and daughter have different temperaments 

but still seem close. 

3. Mothers and daughters seem to enjoy 

one other's company and their family 

traditions. 

S. It seems as if photographer interrupted 

mother and daughter during the girl's 

temper tantrum; mother appears 

amused but guarded in front of camera. 

Literary Focus: Visual Essay (p. 191) 


1. The photographs by Carla Weber and 

Roland Freeman seem to best reflect the 

positive aspects of sharing tasks, being at 

ease, holding, embracing, and touching. In 

Weber's photograph, the women seem relaxed 

and happy with each other. In Freeman's 

photograph, the mother and daughter 

are touching and look balanced. 

2. Danny Lyon's photograph, August, conveys 

the strongest sense of "terrible isolation." 

The mother and daughters all wear a similar 

grim expression and seem disconnected 

from one another. The vast field in which 

they stand underscores the sense of isolation 

and loneliness. 

3. In Bicentennial Celebration, the mother 

looks much older than her daughter, yet 

Answers 307

"Mothers and Daughters 

by Tillie Olsen and Estelle Jussim (continued) 

the two seem close. In Tang ChWlg. the old 

mother seems proud and happy. 

4. In Sage Sohier and Bruce Horowitz's photographs, 

physical distance between 

mother and daughter suggests emotional 

distance. In Sohier's, the daughter seems 

to relate more to the camera/viewer than to 

her mother. In Horowitz's, the mother 

seems defensive toward the camera's intrusion, 

and separated from her daughter. 

"Imitating Nature's Mineral 

Artistry" by Paul O'Neil 


by Ernesto Ruelas Inzunza 


A. suggested responses: 

1. synergetic-"a working together"; collaboration 

2. synonym-"same name"; a word whose 

meaning Is the same or nearly the same as 

another 

3. syntax_Uto arrange together"; the arrangement 

ofwords in certain structures within 

a language 

B. 1. In nature, many kinds of metamorphosis 

take place, each one more amazing 

than the last. 

2. The failed experiment was fortuitous 

since it had an unexpected outcome that 

revealed new information. 

3. The qualities of synthetic gems are invisible 

to most consumers. 

4. The girls were reluctant to divulge the 

topic of their science fair project. 

5. For scientists as well as for gem dealers. 

vigilance is a virtue. 

Build Grammar Skills: Varied Sentence 

Beginnings: Adverb Phrases (p. 193) 

A. 1. After sunset-modifies have; tells when 

2. In a molten bath of a solvent, or fluxmodifies 

crystallized, tells where 

3. Because of certain peculiarities-modifies 

verb cannot, tells why; by ordinary 

crystal growth; modifies synthesized, 

tells how 

4. In the laboratory-modifies created, tells 

where; by precipitating silica spheresmodifies 

created, tells how; through a 

chemical reaction-modifies precipitating, 

tells where 

B. Suggested response (sentences 1,4,5, and 

6 are revised): 

In the modem world, natural gemstones are 

highly prized for their beauty, durability, and 

rarity. They have fascinated humans since ancient 

times. They have long been used for jewelry 

and decoration. For some early peoples, 

the special qualities of gemstones-hardness, 

iridescence, and luster-caused them to be 

magical or mysterious. Of the more than 2,000 

identified natural minerals. fewer than 100 are 

used as gemstones. For use in jewelry. these 

minerals all have to be cut and polished. 

Reading Strategy: Relate Diagrams to Text 

(p. 194) 


1. Diagram A shows small particles entering 

at the top of the apparatus. 

2. The diagram shows where and how the 

components--chemical ingredients, oxygen, 

hydrogen-are mixed and what the boule 

looks like on which the material accumulates. 

3. Diagram B represents the crystals as objects 

larger than the particles floating in 

the solution and shows them at the bottom 

of the crucible. 

4. Most students will conclude that these diagrams 

enhance the text rather than show 

processes that couldn't be explained with 

words. For the most part. the diagrams 

show the process's set-up, which is also 

described in the text. 

Literary Focus: Technical Article (p. 195) 


"Imitating Nature's Minera' Artistry" 

1. In the flame-fusion method, components 

are melted, then cooled, during which 

process crystals grow. In flux growth. raw 

materials are dissolved in a flux. The mineral 

crystals then settle at the bottom of 

the solution. 



2. matrix-the beginning from which the rest 

develops; rutile-lustrous, dark red mineral 

3. Astryl and titania have "seven times the fire 

of diamond." 

4. This article was written for a general audience. 

That is apparent because the author 

describes the processes in detail so that 

anyone can understand them. 


1. The process of bird migration past a certain 

point-Vera Cruz, Mexico-is described. 

2. raptors-birds of prey: topography-surface 

features of a place 

3. The sight of hundreds of thousands of 

birds flying overhead is like "myriad moving 

organisms in a plankton sample." 

4. Inzunza writes for a general audience that 

might be interested in bird watching. He 

cites fairly general details, such as variety 

of birds and bird counts, without going into 

the details of their migrations, behavior, 

and so on. 

Unit 8: 

Antigone, Prologue through Scene 2. 

by Sophocles 



1. Transatlantic means "across the Atlantic 

Ocean." 

2. Transcend means "rise above or exceed." 

3. Transport means "to carry across." 

4. Transferred means "moved or shifted 

across." 

B. 1. b 2. c 3. a 4. b 5. d 

Build Grammar Skills: Coordinating Conjunctions 

(po 197) 

A. 1. Antigone and Ismene debate how to 

honor their dead brother. 

2. Antigone must obey Creon's decree or 

face certain death. 

3. Antigone tries again to bury her brother, 

for sentries had removed the burial 

dust. 

4. Creon is Antigone's uncle, yet he shows 

her no special mercy. 

5. Ismene tries to share her sister's punishment, 

but Antigone will not permit 

her. 

B. Students must correctly incorporate and. 

but. or, and for in their paragraphs describing 

Antigone's character. 

Reading Strategy: Question Characters' 

Motives (po 198) 


Drama 

1. Creon forbids Polyneices' burial because he 

wants to assert himself as an absolute 

ruler who cannot be defied; supporting evidence: 

Creon's words-"This is my command, 

and you can see the wisdom behind 

it. As long as I am King, no traitor is going 

to be honored with the loyal man." 

2. Creon arrests Ismene because he is outraged 

at being defied; supporting evidence: 

Creon's words-"I accuse her equally.... 

Her mind's a traitor: crimes kept in the 

dark/Cry for light ... " 

3. Ismene's guilt and fear motivate her to confess 

her part in Antigone's crime; supporting 

evidence: Ismene's words-"I too have a 

duty that I must discharge to the dead" 

and "What do I care for life when you are 

dead?" 

4. Antigone refuses Ismene's help because of 

her pride; supporting evidence: She wants 

Creon to know that she has defied his orders 

all along, unlike Ismene, who initially 

refused to defY him. 

Literary Focus: Protagonist and Antagonist 

(p. 199) 


1. Antigone is the protagonist because she is 

the main character with whom the reader 

identifies. She introduces the problem-she 

desires to bury her brother in spite of 

Creon's law forbidding it. In doing so, she 

creates empathy in the reader. 

2. Creon is in conflict with Antigone because 

he is the force that prevents her from carrying 

out her duty to her family. 


3. Antigone's sense of honor overrides her 

sense of duty to the state. Were she more 

law-abiding, like Ismene, she would not be 

in conflict with Creon. 

4. Creon's pride blinds him to any feelings of 

empathy for Antigone. His overwhelming 

desire to be in absolute control of the state 

and Antigone's individualistic stand create 

a natural clash. 


Antigone is a loyal friend to her brother, and 

that loyalty prevents her from acting wisely 

to save herself. Creon. in contrast, sets the 

state above everything else. including friendship. 

His attitude is in clear contrast to 

Antigone's. and it is obvious that the two 

strong-willed characters will soon clash. 

Antigone, Scenes 3 through 5, 

by Sophocles 


A. 1. chorus 

2. choreograph 

3. chord 

4. chorister 

B. 1. b 2. e 3. d 4. a 5. f 6. c 

Build Grammar Skills: Pronoun Case in Incomplete 

Clauses (p. 201) 

A. 1. he is 

2. I was 

3. they do 

4. she did 

5. I did 


1. Everyone was as excited as I to meet the famous 

actor. 

2. Roger was more determined than we to get 

an autograph. 

3. Few people are more adventurous than he. 

4. Not many stars seem as patient as she 

when signing autographs. 

5. No one enjoyed the performance more than 1. 


(p. 202) 


1. (Antigone) Identitying Elements: grief over 

brothers' deaths, fear of dying; Insight: 

Antigone is a strong character. 

2. (Creon) Identitying Elements: difficulty admitting 

mistake, grief over deaths that result 

from his prideful actions; Insight: Despite 

his pride, Creon is a sympathetic 

character because he finally feels pain. 

3. (Haimon) IdentifYing Elements: frustration 

in trying to reason with his father, pain 

and grief dealing with Antigone's fate; Insight: 

Antigone is not the only casualty of 

Creon's prideful actions. 

4. (Ismene) Identifying Elements: fear of defying 

authority. sisterly affection for 

Antigone; Insight: Ismene represents most 

people, who would compromise rather 

than take drastic action, as Antigone 

does. 

5. (Eurydice) Identitying Elements: powerlessness 

to change events, grief over son's 

death; Insight: Creon's actions affect many 

people, not just Antigone. 

Literary Focus: Tragic Character (p. 203) 

1. Creon puts the good of the state before the 

laws of the gods. He decrees that Polyneices 

shall not be buried. 

2. Antigone is too much in love with her own 

goodness. She believes that she is more 

moral than Creon. She defends her disobedience 

to Creon. 

3. Creon doesn't acknowledge the wisdom of 

anyone outside himself, especially his son. 

4. Antigone is a victim of the curse on the 

house of Oedipus. 

The Tragedy ofJulius Caesar, 

Act If by William Shakespeare 



1. The forecast portends some unseasonably 

cool weather. 

2. Many people view the end of the twentieth 

century and the beginning of the twentyfirst 

as a portentous event. 



3. The clear blue sky on the first day of school 

seemed a portent that I was going to have a 

great year at school. 

B. 1. d 2. a 3. a 4. c 5. d 6. c 

Build Grammar Skills: The Subjunctive 

Mood (p. 205) 

A. Verb forms are followed by "clue" words. 

1. recruit; necessary 

2. were; If 

3. were; as though 

4. consider; suggests 


1. If Caesar were king, the present form of 

government would be meaningless. 

2. The conspirators recommend that everyone 

be discreet. 

3. It was as though the conspirators were 

agents of a higher destiny. 

4. Caesar asks that Antony touch Calpurnia 

during the race. 

Reading Strategy: Use Text Aids (p. 206) 


1. A triumph in ancient Rome was a procession 

celebrating the return of a victorious 

general and his army. 

2. Lupercal is an ancient Roman festival celebrated 

on February 15. 

3. A footrace was part of the Lupercal celebration. 

There was a belief, or superstition, 

that an infertile woman would bear children 

if touched by a runner during this 

particular race. 

4. The ides of March is March 15. 

5. When these extraordinary happenings 

happen all at once, don't let men say, "Oh, 

it's just natural that these things happen," 

for I believe that these things are signs of 

bad things to come for the country they 

point to. 

Literary Focus: Exposition in Drama 

(p.207) 


Physical setting: a street in Rome; initial stage 

directions 

Time setting: February 15; line 68 and side 

note 22 

Caesar: He is returning to Rome in triumph; 

line 32. He has just defeated Pompey's sons; 

line 52 and side note 17. 

Response to Caesar's triumph: Commoners 

are celebrating in the streets; initial stage directions, 

lines 31-32. Marullus and Flavius 

(the tribunes) shoo the commoners out of the 

streets, scolding them for celebrating Pompey's 

defeat; lines 33-61. The tribunes remove 

signs of Caesar's triumphal celebration 

from the city streets; lines 69-70. 


Act n. by William Shakespeare 


A 1. aspirate means "to begin a sound with a 

puff of air," or "to inhale or swallow." 

The word is literally related to breathing. 

2. aspire means "to yearn or seek after," 

from the sense of breathing, 1.e., living 

for. Its relationship to breathing is figurative. 

3. A spiracle is a vent hole in a geologic formation 

such as a volcano, or a breathing 

hole in mammals such as whales. Its 

relationship to breathing is literaL 

4. A sprite is an imaginary being or spirit. 

Its relationship to breathing is figurative. 

B. 1. b 2. d. 3. c 4. d 5. c 6. a 


Words: AHect and EHect (p. 209) 

A 1. affected (verb) 

2. effect (noun) 

3. effect (noun) 

4. effect (verb) 


1. His personal friendship for Caesar affects 

the political decision Brutus must make 

about Caesar's ambitions. 

2. The effect of Portia's pleading is to cause 

Brutus to comment on the courage of his 

wife. 

3. Caesar's not appearing at the Senate might 

affect the decision the Senate will make 

about offering him the crown. 


Answers 311

The Tragedy ofJulius Caesar. 

Act II, by William Shakespeare (continued) 

Reading Strategy: Read Blank Verse 

(p. 210) 

A. Suggested response: 

No, we need no oath. If the sadness of people, 

the suffering of our souls, and the present 

abuses are not strong enough reasons, let's 

quit this plan quickly. Go home to bed and 

let tyranny go on until each man dies as 

chance would have it. But ifyou are brave 

enough. as I'm sure you are, to encourage 

the weak. then what further do we need but 

our own cause to assure us? What bond is 

better than close friends who have given 

their words and will not lie? What other 

promise do we need but our honest words 

pledged to do this. or die in the attempt? 

Literary Focus: Blank Verse (p. 211) 

A. +Here i will stand till Caesar pass aIOlig 

+Aild as a suitor will i give him this. 

+My heart lamerits that virtue cannot live 

Out Of the teeth Of emulation. 

If thou reads this, 6 Caesar, thou mayest live; 

+If not, the Fates with traitors do contrive. 


1. The fifth line departs the rest. The final 

three syllables are stressed (although there 

is room for interpretation), lending weight 

to the if-then proposition that Artemidorus' 

document represents. If you read this, Caesar, 

thou may'st live (stress. stress, 

stress). 

2. After two lines of increasing variation, 

Artemidorus' lends closure to the speech 

by returning to perfectly regular pentameter. 

He ends as he began. in regular 

rhythm. 


Act III, by William Shakespeare 




1. orac1e--a person through whom a deity is 

believed to speak; an authoritative or wise 

answer 

2. orate-to speak in an elevated and often 

pompous manner 

3. oration-a formal speech 

B. 1. e 2. h 3. g 4. b 5. a 6. d 7. f 8. c 

Build Grammar Skills: Parallel Structure 

(p. 213) 

A. 1. Signifies that from you great Rome shall 

suck/Reviving blood, and that great men 

shall press/For tinctures, stains. relics. 

and cognizance. 2. Caesar, beware ofBrutus; 

take heed ofCassius; come not near 

Casca; have an eye to Cinna; trust not Trebonius; 

mark weU Metellus Cimber. 3. I will 

not do them wrong; I rather choose/To 

wrong the dead, to wrong myselfand 

you./Than I will wrong such honorable 

men. 4. Then I. and you, and all ofus fell 

down./Whilst bloody treason flourished 

over us. 5. For I have neither writ, nor 

words, nor worth./ Action. nor utterance. nor 

the power ofspeech/To stir men's blood. 

B. Suggested responses: 1. Antony makes it 

seem that he is merely reflecting the mood 

of the people and serving them rather than 

dominating and manipulating them. 2. The 

moment men gain power they begin to 

quarrel, to want even more power, and to 

exercise that power ruthlessly. 3. Cassius 

feels that not only has Brutus made decisions 

without consulting him but also Brutus 

does not treat him as a partner. 4. 

Cassius advises that they stay put in a position 

of safety. but Brutus advises that 

they attack when their armies are strong. 

5. Brutus and Cassius disagree both over 

whether to kill Antony and whether to permit 

Antony to speak at the funeral. 

Reading Strategy: Paraphrase (p. 214) 


1. Rome's people are mourning, and the city 

is dangerous. Rome is not yet a place 

where Octavius can safely travel. 

2. The men who have done this are honorable 

men. I do not know what grievances caused 

them to do it. But they are wise and honorable, 

so they will probably give you satisfactory 

answers as to their motives. 


3. Your master is smart and brave, and I 

never thought any less of him. Tell him 

that if he wants to come here, he may do so 

safely. I give you my word. 

4. Gentlemen. I don't know what else you 

have in mind as to who must die or who is 

too powerful and needs killing. Ifyou think 

I must be killed, now-the hour of Caesar's 

death-is the best time, and the best 

weapon would be those swords that are full 

of noble Caesar's blood. 

Literary Focus: Dramatic Speeches (p. 215) 


1. monologue; Caesar feels that he is as great 

and constant as the North Star and will not 

change his mind about anything. 

2. monologue; Brutus is rationalizing the 

murder of Caesar; he mustjusttty the act 

to himself. (Perhaps he is uncertain about 

the morality of the assassination.) 

3. soliloquy; Antony reveals his true grief and 

rage over Caesar's murder. 

4. aside (although not marked as such in the 

stage directions, this comment should be 

considered an aside); Antony knows that 

his speech has incited the plebeians 

against the conspirators, and he is happy 

to let the plebeians attack the conspirators, 

saving himself from having to confront 

them directly. 


Act IV. by William Shakespeare 


A. 1. philanthropy 

2. Philadelphia 

3. philodendron 

4. philology 

5. bibliophile 

B. 1. covert 

2. philosophy 

3. legacies 

4. chastisement 

5. slanderous 

Build Grammar Skills: Noun Clauses (po 217) 

A. 1. that Cassius will arrive; direct object 

2. What Cassius says; subject 

3. whoever offers a bribe; indirect object 

4. what drives Cassius; predicate noun 

5. what he dreams; object of a preposition 


1. Antony knows that he will defeat the 

armies of Brutus and Cassius. 

2. Whoever wins the war will rule Rome. 

3. Cassius' hope is that he gain power and 

wealth. 

4. People are moved by what Antony says. 

5. Antony wants to punish whoever hurt 

Caesar. 

Reading Strategy: Read Between the Lines 

(p. 218) 

suggested responses: 

1. Their own relatives are mentioned as being 

marked for death. Their conversation reveals 

that they are cold and calculating, 

and will stop at nothing to gain power. 

2. Antony does not respect Lepidus as an 

equal. He feels that Lepidus is highly replaceable 

and unable to think for himself. 

3. Their discussion is not important to the 

larger matter at hand; they are being petty 

and argumentative. They are argUing in 

this way because they have such different 

perspectives, and because they are overwhelmed 

by the real problems they face. 

They are avoiding dealing with practical 

matters because they are not completely 

sure of what they should be doing. Cassius 

and Brutus seem divided and disorganized. 

They showed very little foresight in killing 

Caesar without knowing what their next 

move would be. 

4. Brutus reacts with very little emotion. He is 

sincere in his attempts to live according to 

the ideals of stoicism. Cassius is shocked 

that Brutus delivers the information without 

becoming upset and emotional. By his 

statement, Cassius means that he is surprised, 

because Brutus seems able to put 

emotion aside in order to follow what he 

believes is right, that he didn't just kill 

Cassius when he disagreed with Cassius' 

behavior. Cassius is much more emotional 

than Brutus. 

Literary Focus: Conflict (p. 219) 



Answers 313

The Tragedy ofJulius Caesar, Act IV 

by William Shakespeare (continued) 

1. Antony and Octavius argue over whether 

Lepidus is fit to be one of the three rulers: 

Antony feels that Lepidus is too weak to 

rule but will be useful to carry out the will 

of the other two rulers; Octavius feels that 

Lepidus has been a valiant soldier and 

should be respected for that. 

2. Brutus accuses Cassius of having a reputation 

as a bribe taker: Brutus thinks that 

to justifY their motives for taking Caesar's 

life they must be above all suspicion; Cassius 

is outraged that a friend should dare 

to make such a charge against a veteran 

soldier like himself. 

3. Brutus and Cassius discuss whether or not 

they should march to Philippi: Cassius 

feels that they should let the enemy, by 

then in a weary and weakened state, come 

to them; Brutus feels that they should 

march ahead, for they have support and an 

opportunity to advance. 


Act V, by William Shakespeare 


A. 1. misguided 

2. miscalculates 

3. misfortune 

4. misdeeds 

5. misappropriate 

B. 1. e 2. d 3. a 4. f 5. b 6. g 7. c 

Build Grammar Skills: Words of Direct Address 

(p. 221) 

A. 1. Ho, Lucilius. hark, a word with you. 

2. Give me thy hand. Messala. 

3. Yet, countrymen, 0, yet hold up your 

heads! 

4. Come. poor remains of friends, rest on 

this rock. 

5. How died my master, Strato? 

6. Octavius, then take him to follow thee. 


Octavius asked, "Antony. how shall we honor 

Brutus?" 

"Octavius, Brutus was the only person to act 

honorably, so we will give him the respect 

and rites of burial." 

"Thank you. Antony," Messala said. 

"Octavius! call the army to rest." Antony said. 

"Let's leave. Messala, so that we can begin to 

celebrate this virtuous man." 

Reading Strategy: Identify Cause and Effect 

(p. 222) 


Caesar is killed; Antony vows to punish the 

people responsible for Caesar's death; the 

armies of Octavius and Antony go to Philippi; 

Brutus and Cassius march to meet them; 

Brutus' troops beat back Octavius; Cassius 

sends Titinius out to discover which troops 

are approaching; seeing Titinius surrounded 

by cheering soldiers, Cassius believes he has 

been captured and kills himself; Titinius 

then kills himself; Brutus reenters battle, 

but begins to lose; Brutus refuses to be 

taken alive, and he runs on his own sword 

and kills himself; Antony gives Brutus a eulogy. 

Literary Focus: Tragedy (p. 223) 


1. This is one of the main consequences of the 

central action. the assassination of Caesar. 

2. This is another error; once committed, it 

cannot be undone. {Cassius's death, just 

like Caesar's, cannot be undone.} 

3. Brutus still is filled with guilt and pain over 

the assassination of Caesar; he still considers 

Caesar to be mighty. 

4. Brutus feels that it is easier to kill himself 

than to kill Caesar. 

5. Brutus cannot get away from the error that 

he has committed and its consequences. 

which include the civil war with Antony 

and Octavius and the deaths of Portia and 

Cassius. 

6. Brutus was a good and honest man who 

was destroyed by doing the wrong thIng for 

the right reasons. 



"The Stolen Child" 

by William Butler Yeats 

Unit 9: 



1. The word mean suggests both spare or 

meager and unpleasant or cruel. The ambiguity 

between the two senses connotes 

both. 

2. The word green as used here implies both 

youthful and spring like or naive. Using it in 

this sentence links the two connotations. 

3. The word dear can mean both beloved and 

costly. This sentence suggests both. 

4. The word rough can apply to texture, 

meaning bumpy, unsmooth, or hard, or it 

can apply to manner, meaning ungentle or 

coarse. Texture, manner, or both are implied 

here. 

B. 1. d 2. b 3. a 

Build Grammar Skills: Inverted Word Order 

(p.225) 

A. 1. Yeats hides an explanation for tragedy 

in the dark woods of myth. 

2. Yeats places vivid images first by inverting 

word order. 

3. The poem's charming chant seems almost 

a dance, disguising darker implications. 

4. One can hardly imagine the loss felt by a 

parent of such a child. 

B. 1. Where the fairies lead the child is away 

from the living world. 

2. Cattle. kettle, and home will he never 

see again. 

3. Because fairies seem to speak, the loss 

of a child seems less threatening. 

4. Not quite so innocent as they seem 

today were the original spirits in Celtic 

folklore. 

Reading For Success: Strategies for Reading 

Poetry (pp. 226-227) 


strategies. 

Literary Focus: Atmosphere (p. 228) 


Poetry 

1. A remote, almost prehistoric world, with a 

large primitive-looking bird flying; isolation 

and distance from human life; Circled 

words: flapping herons 

2. Elves and spirits dancing wildly in some 

pagan ritual; magical eeriness; circled 

words: foot it, weaving, olden 

3. Fairies disturbing fish for sport; mystic. 

troubling; circled words: whispering, unquiet 

4. Grim child following robotlike; disturbing, 

ominous; circled words: solemn-eyed. hear 

no more 

5. Child is dead, and no longer part of human 

life, including human grief; tragic sadness 

and irony; circled words: full of weeping, 

understand 

"In Flanders Fields" by John McCrae 

"The Kraken" 

by Alfred, Lord Tennyson 

"Reapers" by Jean Toomer 

"Meeting at Night" 

by Robert Browning 

"Prayer of First Dancers" 

Traditional Navajo Chant 


A. 1. millisecond 

2. milligrams 

3. millionaire 

B. 1. abysmal 2. millennial 3. millennial 

4. abysmal 5. millennial 

Build Grammar Skills: Concrete and Abstract 

Nouns (p. 230) 

A. 1. faith-abstract; poppies-concrete 

2. ages-abstract; seaworms-concrete 

3. horses-concrete; mower-concrete; 

weeds-concrete 

4. voice-concrete; joys-abstract; fearsabstract; 

hearts-concrete 

5. beauty-abstract 

B. Suggested response: 

"Prayer of First Dancers" comes from the 

Navajo tradition [abstract] of holding holy ceremonies 

[concrete]. The ceremonial chant 

© Prentice-Hall. Inc. Answers 315

"In Flanders Fields" by John McCrae 

"The Kraken"by Alfred. Lord Tennyson 

"Reapers" by Jean Toomer 

"Meeting at Night" by Robert Browning 

"Prayer of First Dancers" 

Traditional Navajo Chant (continued) 

[concrete] describes the Navajo belieJ[abstract] 

in sacrifice [abstract] and beauty [abstract]. 

It also refers to darkness [concrete] 

on the earth [concrete]. 

Reading Strategy: Listen (p. 231) 


1. Students should notice the repetition of the 

l sound in words such as long. land. large. 

low. and leap. They should also notice repetition 

of the p sound in pushing prow and 

the repetition of the s sound in slushy 

sand. They should also be able to point out 

rhyme at the ends of some of the lines. 

Students might say that these sounds give 

the poem a musical quality. 

2. Students should notice the repetition of the 

words dark and darkness. the repetition of 

the phrase come to us and the repetition of 

the word soaring. They should also point 

out the words he-rain and she-rain. These 

words reflect the Navajo interest in nature. 

The repetition is appropriate in this piece 

because it is a ceremonial chant. 

Literary Focus: Musical Devices (p. 232) 


1. Students should list the words wondrous. 

unnumbered. enormous, winnow, giant. 

slumbering. and green. All repeat m and n 

sounds. They might also point out the t 

sound in the words grot and secret. 

2. Students should point out the long e sound 

in words such as seaworms. sleep. heat. 

deep. and seen. 

3. Students should notice the s sound in the 

words sound. steel. stones. and scythes. 

4. The word slushy imitates the sound of wet 

sand. and the word spurt imitates the 

sound of a striking match. 

"The Wind-tapped like a tired 

Man" by Emily Dickinson 

"A Pace Like That" 

by Yehuda Amichai 

"Metaphor" by Eve Merriam 

"Right Hand" by Philip Fried 


A. 1. tacitly 

2. taciturn 

3. reticence 

B. 1. h 2. g 3. e 4. i 5. c 6. a 7. b 8. f 9. d 

Build Grammar Skills: Elliptical Clauses 

(p.234) 

A. 1. the wind taps on your door; that or in 

which 

2. I planted; that 

3. the night will fold up and file away my 

paper; that 

4. I admire: whom 

5. When ironing: he was 


Poems often present details of nature poets 

observe in their everyday lives. In "The 

Wind-tapped like a tired Man." the speaker 

recognizes the wind is like a tired man. 

While home one day. the speaker invited the 

wind inside and observed its unique look 

and sound. In "A Pace Like That," the 

speaker describes a lemon tree he admires. 

He knows he must live his life at a slower 

pace in order to see the growth of its 

branches and leaves. 

Reading Strategy: Paraphrase (p. 235) 


1. The wind tapped quietly and gently on my 

door. I politely invited the wind to enter my 

home. Because wind is as formless as air, 

it could not sit in a chair as a typical guest 

might. 

2. As you go through life. people might criticize 

your actions and try to tell you what to 

do. They will give free advice. even when it 

is not welcome or helpful. You have to remember 

that you are your own person, responsible 

for your own actions, and must 

do what you know is right. 


Literary Focus: Figurative Language 

(p. 236) 


1. She describes the wind as a "timid Man" 

who flits in an agitated manner around her 

home and then leaves. This description reminds 

readers of the different movements 

of wind. particularly of the way in which 

wind often comes up quickly and quietly 

and then changes direction-like an agitated 

and timid person. 

2. He compares living life at a fast pace to 

reading a newspaper and living life at a 

slow pace to the way in which a child 

learns to read or the way in which a person 

deciphers an inscription on an ancient 

tombstone. This comparison creates pictures 

in the minds of readers. They can 

picture the slow, deliberate way in which a 

small child reads and the slow, thoughtful 

way a person might read an ancient tombstone. 

3. She writes about morning as if it were a 

new sheet of paper. Readers can picture a 

blank sheet of paper inviting words and 

then relate that image to the start of a new 

day, which is full of possibilities. 

4. He writes about the grandfather's hand as 

ifit were the man's whole self. To the 

speaker. the hand represents the true 

essence of the grandfather. 

"La Belle Dame sans Merei" 

by John Keats 

"Danny Deever" by Rudyard Kipling 



1. Ajourney is a trip; the connection is a day's 

travel or using days to travel. 

2. Journalism is reporting, from keeping a 

journal, Le.. a daybook of events. 

3. To adjourn is to quit (for the day, originally). 

4. Ajourneyman is one who labors in various 

places. i.e., a day laborer. 

B. 1. d 2. a 3. b 4. c 5. e 

Build Grammar Skills: Hyphens (p. 238) 

A.1. N 

2. M 

3. N 

© Prentice-Hall. Inc. 

B. 1. When he was twenty-three, Keats fell 

hopelessly in love. 

2. His best-loved odes reveal the depth of 

his thought and passion. 

3. Keats left letters that give a close-up look 

at his life. 

Reading Strategy: Identify the Speaker 

(p.239) 


1. Two 

2. The first provides none but his interest in 

the knight and his deSCription of the season. 

The second, the knight, is described 

primarily by the first. 

3. Lines 1-12 first speaker: all thereafter, the 

knight 

4. Provides the setting. 

5. The shift is not immediately apparent; the 

recognition comes from the context of the 

rest of stanza four. 

6. Three 

7. The Color-Sergeant has seen executions 

before and Files-On-Parade was a friend of 

Deever's. No real details about narrator's 

personality, except he too speaks in dialect, 

so he must be a soldier. 

S. Files-On-Parade clearly dreads the execution 

and the Color-Sergeant grimly endures 

and comments upon it. Third narrator expresses 

only the fact of the execution. 

Literary Focus: Narrative and Dramatic 

Poetry (p. 240) 


A. 1. (Provided) 

2. I met a beautiful. mysterious lady in the 

woods. I gave her flowers and we spent 

the day together. 

3. She took me to her home, we kissed, 

and I fell asleep. 

4. I had a horrible dream in which others 

whom she had deceived appeared to me. 

I realized I could never have her, and I 

awoke alone. 

5. And now here I am alone and thoroughly 

miserable. 

B. 1. The speaker is the Color-Sergeant. He 

voices grim dread. 

2. The speaker is the unnamed narrator. He 

reveals his knowledge of military customs. 

Answers 317

"La Belle Dame sans Merei" 

by John Keats 

"Danny Deever" by Rudyard Kipling 

(continued) 

3. The speaker is Files-on-Parade. He wonders 

at the tum of events that has 

brought a close acquaintance to execution. 

4. The speaker is the unnamed narrator. 

He indicates that despite their revulsion 

at his execution, the soldiers have still 

been disgraced by Deever. 

5. The speaker is the Color-Sergeant, who 

alludes to the gruesome death-throes of 

the hanging Danny Deever. 

"The Guitar" 

by Federico Garcia Lorca 

"Making a Fist" by Naomi Shihab Nye 

"Jade Flower Palace" by Tu Fu 

"The Moon at the Fortified Pass" 

by Li Po 

"What Are Friends For" 

by Rosellen Brown 

"Some Like Poetry" 

by Wiseawa Szymborska 

2. The poem that seems most like a story is 

"The Moon at the Fortified Pass." 

3. Jade Pass is a gap in the Great Wall of 

China. 

4. The image of a young girl opening and closing 

her fist to ward off death is the most 

striking image. 

5. The poem that I most enjoyed was "Some 

Like Poetry." 

Reading Strategy: Read in Sentences 

(p.243) 


1. The exclamation point causes the reader to 

pause longer and to give greater emphasis 

to the line. 

2. The lines from U Jade Flower Palace" express 

four sentences or complete ideas. 

3. Commas and dashes indicate pauses, not 

full stops, so it is not a reasonable conclusion. 

Not every line in "What Are Friends 

For" expresses a complete thought. Some, 

like the last line, express more than one 

thought. 

4. Reading these lines as full sentences gives 

the effect of checking items off a list-a list 

of things that people like. 


A.1. F 

2.T 

3. F 

4. F 

5. T 

6. F 

B. 1. c 2. a 3. b 

Build Grammar Skills: Adjectival Modifiers 

(p.242) 

A. 1. of it; pathos 

2. split wide inside my skin; melon 

3. without morning; evening 

4. who am still living: I 

5. watching palm trees swirl a sickening 

pattern past the glass; I 

B. Suggested responses 

1. The poet who wrote «Making a Fist" is 

Naomi Shihab Nye. 

Literary Focus: Lyric Poetry (p. 244) 


1. traditional; sound of guitar; sadness, longing; 

mournful, melancholic 

2. free verse; childhood car trip, fear of death; 

sick, fearful, childlike faith and hope; loneliness. 

quiet personal strength 

3. traditional; ruined palace; awe. wonder at 

greatness passed; wistful, reflective 

4. traditional; soldiers looking at moon; distance 

from loved ones. passage of history 

and time; longing, separation 

5. traditional; conversation between mother 

and daughter; reserved observation of 

mother's bitterness; appreciation, warmth, 

closeness 

6. free verse; poetry; few people like poetry; 

reverence for poetry despite obstacles and 

public opinion 



Sonnet 18 by William Shakespeare 

"The Waking" by Theodore Roethke 

Tanka by Ki no Tsurayuki and Priest 

Jakuren 

Haiku by Matsuo Bash6 and 

Kobayshi Issa 


A. 1. North Carolina 

2. ajudge 

3. steel 

4. eating an entire bag of chips 

B. 1. lunar 

2. lunar 

3. temperate 

4. Lunar 

5. lunar 

6. temperate 

Build Grammar Skills: Noun Clauses (p. 246) 

1. what haiku aim to achieve; predicate noun 

2. that the sonnet Is Shakespearean; direct 

object 

3. What matters most; subject 

4. whatever they see; direct object 

5. what the haiku means; object of preposition 

6. That the haiku has remained unchanged 

for centuries; subject 

7. when our weather is most temperate; predicate 

noun 

Reading Strategy: Envision the Imagery 

(p. 247) 


1. blazing sun, squinting against sunlight; Although 

beautiful and enjoyable at times. a 

summer day can sometimes be too hot. 

2. worm very small compared to winding 

stair, progress extremely slow, almost imperceptible; 

Waking can be a very slow, almost 

imperceptible process. 

3. blowing snow. ice-cold water of river, dark 

and cloudy sky; The weather is bItter and 

uninviting. 

4. enormous mountain covered in fir trees. lit 

by moonlight; evokes feelings of isolation 

5. water flowing from a spigot onto green 

grass; peaceful scene 

6. light showers, blooming trees and flowers, 

warmth; creates an inviting. warm feeling 

Literary Focus: Poetic Forms (p. 248) 


1. Shakespearean sonnet; fourteen lines, 

rhyme scheme of abab cdcd ejej99 

2. villanelle; three-line stanzas ending with 

four-line stanza, two refrain lines ("I wake 

to sleep, and take my waking slow. I I 

learn by going where I have to go.") 

3. tanka; five unrhymed lines of between five 

and seven syllables. single image 

4. tanka; five unrhymed lines of between five 

and seven syllables, single image 

5. haiku; three unrhymed lines of 5-7-5 syllables. 

image from nature (water spilling from 

camellia) 

6. haiku; three unrhymed lines of 5-7-5 syllabIes. 

image from nature (rat in rain at river) 

Unit 10: 

Epics and Legends 

from Don Quixote 

by Miguel de Cervantes 



1. Sonar was originally an acronym for Sound 

Navigation and Ranging. High-frequency 

sound waves are sent and their vibrations 

measured when they strike an object. 

2. To resonate is to resound. echo, or vibrate. 

all having to do with sound. 

3. A sonata is an instrumental (not vocal) musical 

composition. MUSic is sound. 

4. A sonogram. also called an echogram. is a 

visual pattern, usually a graph, of sound. 

B. 1. b. 2. b. 3. c 4. d. 5. a. 6. c 7. d 8. b 

9. a. 10. d 

Build Grammar Skills: Gerund Phrases 

(p.250) 

A. 1. Constant reading of chivalric romances 

addled Quixote's wits. SUBJECT. 


from Don Quixote 

by Miguel de Cervantes (continued) 

2. Immersed in dreaming of knighthood, he 

neglected his estate. OBJECT OF 

PREPOSITION 

3. He loved the exquisite speaking and 

magnificent fighting in the thrilling 

books. OBJECT OF VERB. 

4. His plan was somehow reliving those 

glorious days. PREDICATE NOUN. 


1. Excessively flowery writing is one of the 

targets of Cervantes' satire. 

2. He mocked ornate writing that said little in 

many words. 

3. The style of elaborate writing in Medieval 

Romances no longer fit Cervantes' world. 

4. His idea was the writing of parodies of the 

prose and dialogue of an earlier era. 

Reading Strategy: Compare and Contrast 

(p.251) 


Sancho Panza: Practical, literal, plain-spoken, 

materialistic; Don Quixote: Idealistic, unrealistic; 

decorous; formal; Comic Effect: These 

two see very different things in the same 

places. 

Quixote's Vision: Shining armor, steed, noble 

lady, giants; Reality: Odd costume, nag, farm 

girl, windmills; Comic Effect: Misadventure, 

almost slapstick, results from misperception. 

Era of Knighthood: Flowery speech, courtly 

manners, supernatural contests, noble 

quests; Modem Era: Blunt speech, direct approach 

to goals; mundane daily life; businesslike 

life; Comic Effect: QUixote's admirable 

hopes for the world don't match 

reality, getting him in constant trouble. 

Narrator's Language: Formal, elaborate, complicated, 

high-flown; Plain Speech: Literal, 

brief, clear, low; Comic Effect: The lavish language 

becomes tongue-in-cheek as the narrator 

mocks the language of romance by interruptions 

of reality in style and action. 

Literary Focus: Parody (p. 252) 

Answers will vary. Sample responses: 

1. He liked best the books of Feliciano de 

Silva, especially his descriptions of devo 

tion and battles. 2. He decided that in 

order to gain fame and serve his country, 

he should become a knight and travel 

around looking for adventure. 3. "Those 

are giants, and if you are afraid, go away 

and pray whUe I fight them." 

"Morte dtArthur" 

by Alfred, Lord Tennyson 

"Arthur Becomes King of Britain" 

from The Once and Future King 

byT. H. White 


A. 1. marvelous-full of marvel, in the sense 

of "causing marvel" 

2. humorous-full of humor 

3. disastrous-having the qualities of 

disaster 

4. thunderous-having the qualities of 

thunder. loud and rumbling 

B. 1. a 2. c 3. e 4. b 5. d 

Build Grammar Skills: Subjunctive Mood 

(p.254) 

A. 1. were; if 

2. find; necessary 

3. were; as though 

4. return; suggests 


1. If Sir Bedivere were obedient, he would 

have thrown the sword the first time. 

2. King Arthur suggests that Bedivere pray for 

him. 

3. Bedivere hid the sword as though it were a 

souvenir. 

4. Arthur demands that Bedivere tell him 

what he sees when he throws the sword in 

the lake. 

5. Arthur, in his weakness, requires that Bedivere 

help him into the barge. 


(p. 255) 


1. Not telling the truth was a betrayal to oneself 

and to what one believed in. 

2. Tennyson doesn't describe a death so 

much as a "going away" to heaL 

3. Arthur is shown as wise. understanding, 

and forgiving. 



Literary Focus: Legend (p. 256) 


1. The dying Arthur tells Bedivere that "More 

things are wrought by prayer/Than this 

world dreams of." 

This reveals a Christian attitude toward the 

power of God. 

2. It is deSCribed as a magical experience, 

with Wart's heightened senses. animals appearing 

to encourage the boy, and music in 

the air. 

The magical nature of the event makes it 

special and adds a mystical touch to the 

idea of a boy destined to be king. 

3. Tennyson describes Arthur riding away in a 

barge to a place where his "grievous 

wound" will heal. White indicates, in the 

title ofhis book. that Arthur is not dead or 

will somehow return to the world to reign. 

"Rama's Initiation" from the 

Ramayana by R. K. Narayan 


A. 1. minor 

2. minimize 

3. minute 

B. 1. b 2. a 3. a 4. c 5. b 6. d 7. a 8. d 9. b 

Build Grammar Skills: Restrictive and Nonrestrictive 

Appositives (p. 258) 

A. 1. Rama and Lakshmana accompanied the 

sage Viswamithra on his journey. 

2. Viswamithra transmitted two mantras, 

"Bala" and "Adi-Bala," to the young 

brothers. 

3. Thataka was the daughter of a yaksha, 

a demigod. 

4. The great savant Agasthya punished her 

for the misdeeds of her husband and 

sons. 


1. Viswamithra wishes to make a sacrifice at 

the sacred place Sidhasrama. 

2. Vasishtha, the King's guide. pleads with 

Viswamithra not to leave. 

3. His brother Lakshmana joins Rama on his 

journey. 

4. Thataka's sons, Mareecha and Subahu, 

also sought revenge for Sunda's death. 

Reading Strategy: Making Inferences 

About Culture (p. 259) 


1. The only woman who appears in the selection 

is Thataka. a demon. She was described 

as "beautiful and full of wild energy" 

before she was cursed. Rama 

hesitates to kill her: "For all her evil, she 

was still a woman." Given these details. 

one can infer that in ancient India women 

were considered inferior to men. 

2. One can infer that reUgion was an integral 

part of everyday Ufe. Viswamithra and his 

purpose are greatly respected. Moreover. 

Vasishtha, the King's guide, is also a 

priest. Many people come to the "pleasant 

grove" to make sacrifices. 

3. One might infer that Hinduism contains 

many gods and goddesses. Of these deities. 

there are different levels or degrees; Thataka 

is described as a demigod, while Shiva and 

Vishnu are referred to as God Shiva and 

God Vishnu. Also, elements of nature are 

viewed as being controlled by godsvIndra, 

god of rain and thunderclouds; Shiva, god of 

destruction; Yama. god of death. 

4. King Dasaratha receives visiting dignitaries 

and citizens; he makes himself accessible 

to the people and makes judgments. Therefore, 

one can infer that rulers had absolute 

authority and were respected. 

Literary Focus: Epic Hero (p. 260) 

Answers will differ. Sample responses: 

1. Rama is strong enough to make the difficult 

journey and brave enough to face 

down the demon. 

2. When he defeats the demon. the gods of 

weaponry offer their services. 

3. The desert land is filled with the possibility 

of death; Rama is able to overcome it with 

his mantra and his arrows. 

4. Rama learns Hindu ways from the sage as 

he travels with him. 

from Sundiata: An Epic ofOld Mali 

retold by D.T. Niane 


A. 1. infirmary 

2. confirmation 


from Sundiata: An Epic ofOld Mali 

retold by D.T. Niane (continued) 

3. affirmation 

4. firmament 

B. 1. c 2. a 3. e 4. b 5. g 6. h 7. f 8. d 

Build Grammar Skills: Sentence Variety 

(p.262) 


1. At three years old, Sogolon's son could only 

crawl. 

2. Hearing gossip about her son, Sogolon became 

frustrated. 

3. Often, people discussed whether or not Sogolon 

Djata would ever walk. 

4. Knowing her own son could become king, 

Sassouma felt happy. 


After the death of Nare Maghan, Sogolon suffered. 

Spitefully, Sassouma banished Sogolon 

and her son to a back yard of the 

palace. How miserable Sogolon was! Would 

her son ever walk? To ease his mother's 

pain, Sogolon promised to walk. When he 

kept his promise, people were shocked. 

Reading Strategy: Storyteller's Purpose 

(p.263) 


1. This passage informs people about destiny 

and god's mysteries. It also persuades people 

to believe in god and destiny. 

2. This passage informs readers about what 

Sogolon had to endure when he was a child 

who could not walk. It also persuades people 

to examine the behavior of Sassouma 

and others who tum their backs on destiny. 

3. This passage informs readers about the important 

moment in which Sogolon Djata 

first stood. The passage also entertains 

readers by describing the events in a slow, 

detailed, suspenseful way. Readers are able 

to enjoy Sogolon Djata's exciting and triumphant 

moment. 

4. This passage persuades people to accept 

the greatness of Allah, who created the important 

and joyful day of Sogolon Djata's 

first steps. It also informs readers about religious 

tradition. 

5. This passage informs readers of Sogolon 

Djata's strength and capabilities. It also entertains 

readers, who might enjoy hearing 

about the triumphant moment in which 

Sogolon Djata proves himself to those who 

ridiculed him. It is also an exciting and triumphant 

moment for his mother, who suffered 

along with him. 

Literary Focus: Epic Conflict (p. 264) 


Sogolon Djata us. his mother. Sogolon Djata 

us. the gossips in the kingdom. and Sogolon 

Djata vs. his lazier, taciturn nature-all of 

which are resolved when he decides to walk. 


Name _____________________________________________ 

Date _____________ 

"The Bridge" by Leopold Staff (text page 326) 

"The Old Stoic" by Emily Bronte (text page 327) 

"I Am Not One of Those Who Left the Land" by Anna Akhmatova (text page 328) 

"Speech During the Invasion of Constantinople" by Empress Theodora (text page 329) 

Reading Strategy: Author's Perspective 

In fine art, perspective is a way of arranging lines so that they appear to the eye as they do in 

reality. In literature, the author also arranges lines so that they portray a reality. The lines the 

author uses, of course, are words, but the idea is the same. The view presented depends on the 

perspective of the author, just as an artist draws a picture from a particular place. 

Authors reveal their perspective in details. Sometimes these details are clear statements of 

attitudes, as in Bronte's poem, or sometimes subtle deSCriptions. It might seem odd to describe 

a conflagration, or fire, as "murky," until you consider smoke rising from smoldering villages as 

Anna Akhmatova sees it. 

DIRECTIONS: Use the following chart to help you analyze the author's perspective. Choose one of 

the poems, and under the "Une" heading, copy a detail or line from the poem. Under the "Perspective" 

heading, describe what that line tells you about the author's perspective. 

Line 

Perspective 

Line 

Perspective 

Line 

Perspective 

Line 

Perspective 

© Prentice-Hall, Inc. Bridge/Stoic/Land/Speech 103

Name 

"The Bridge" by Leopold Staff (text page 326) 

"The Old Stoic" by Emily Bronte (text page 327) 

"I Am Not One of Those Who Left the Land" by Anna Akhmatova (text page 328) 

"Speech During the Invasion of Constantinople" by Empress Theodora (text page 329) 

Date 

Literary Focus: Dramatic Situation 

Circumstances and conflicts provide the ground from which a writer's material grows, Writers 

respond to the particular world around them. just as you do. In some instances, as in Empress 

Theodora's case, the situation is dramatic and easily grasped. Her life is in danger. 

Should she stay or flee? Some dramatic situations may be less obvious, or may take place in 

the mind and heart. Emily Bronte cares paSSionately about how she wants to live, and expresses 

her thoughts in her poem. Leopold Staff writes of the difficulty of doing-or even understanding-what 

he must do. 

A dramatic situation often calls for a choice. As you read each selection, consider what 

choices are available to the speaker. What evidence in the work do you see of a dramatic situation? 

What choice is finally made? 

DIRECTIONS: Use these graphiC organizers to consider dramatic situations and choices in one or 

more of the poems. In the first column, write what you think is the dramatic situation to which 

the speaker must respond. In the second column, note words, images. or ideas that show what 

that situation is. In the third column, list the choices that you think could be made in that situation. 

In the last column. write the chOice made by the speaker. 

Title of Poem: 

---------------~-----~------------~---~ 

Title of Poem: 

--r-----------~-----:__---- 

Dramatic Evidence of Choices Choice 

Situation Situation Available 

----- 

Made 

-- 


Name ________________________________________________ 

Date _______ 




adding a suffix starting with either a vowel or a consonant. For example, when the suffix -ed is 

added to the words repress and abash, the Word Bank words repressed and abashed are 

formed. 

Using the Root -pel- 

The character of Lili Yang is able to communicate with Mrs. Pan because she was compelled 

by her parents to learn Chinese, her family's native language. The verb compel contains the 

root -pel-, which means "drive" or "push," so compel means "force or drive to do something." 

A. DIRECTIONS: Read the following sentences and fill in each blank with the most appropriate 

word from the list. 

propel repellent impel 

1. Her powerful speech should ______ people to take action. 

2. Ivan asked the teacher. "What type of fuel is used to ___ a rocket"? 

3. The strong scent of that candle is an effective insect ___ 


B. DIRECTIONS: In the blank, write the Word Bank word that would best replace the italicized 

word or phrase. 

1. Scholars deeply respect the writings of that philosopher. _________________ 

2. Ken walked away with an embarrassed look on his face. _____~__ 

3. I restrained. my urge to laugh out loud. _______________~_____________ 

4. The new lawsJorce all residents to recycle bottles and cans. _._____ 

5. She reacted angrily to their ungratefulness._________ 

C. DIRECTIONS: Each question below consists of a word in CAPITAL LETfERS followed by four 

lettered words and phrases. In the blank, write the letter of the word or phrase that is most 

nearly opposite in meaning to the word in capital letters. Because some of the choices are close 

in meaning. consider all the choices before deciding which is best. 

1. CONTEMPLATIVELY: 2. ASSAIL: 3. REVERE: 

a. mistakenly a. attack a. disrespect 

b. rudely b. protect b. admire 

c. quickly c. assist c. anger 

d. thoughtlessly d. correct d. enjoy 

© Prentice-Hall, Inc. The Good Deed 105

Name ____________________________~________________ 

Date _________ 


Build Grammar Skills: Adverb Clauses 

A subordinate clause is a group of words that contains a subject and a verb but cannot 

stand by itself as a complete sentence. An adverb clause is a type of subordinate clause that 

modifies a verb, an adjective, or an adverb and is introduced by a subordinating conjunction 

such as when, whenever, where. wherever, because, since, if. as, or why. Adverb clauses make 

sentences clearer and more specific by explaining where, when, why. how. to what extent. or 

under what conditions actions occur. Review the following sentences from "The Good Deed". 

main clause 

adverb clause 

Here in America the children are not taught as we were in China. 

main clause 

adverb clause 

Nevertheless, she thought over what he had said when she went back to the window. 

A. Practice: In each of the following sentences, underline the adverb clause and circle the word 

it modifies. 

1. Mrs. Pan missed China because it was her birthplace and home. 

2. She felt homesick whenever she thought of China's beauty and traditions. 

3. Mrs. Pan's son worried since his mother seemed so unhappy. 

4. Lili Yang, a family friend, impressed Mrs. Pan when she spoke Chinese and took an interest 

in China. 

5. Mrs. Pan liked Lili as soon as she met her. 

B. Writing Application: ReWrite each of the following sentences, adding one or more adverb 

clauses to make each sentence more specific and informative. 

1. Mr. Pan moved his mother to America. 

2. Mrs. Pan observed her grandchildren. 

3. Mrs. Pan took a special interest in Lili Yang. 

4. Lili spoke Chinese. 

~,-,.--~----------.-------------------- 

5. Mrs. Pan visited Mr. Lim.

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