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ENGLISH 111

ENGLISH 111. SHORT STORIES. THE STORIES. “Two Words” by Isabel Allende (Echoes) “A Rose for Emily” by William Faulkner (Seagull Reader) “Tapka” from Natasha and Other Stories by David Bezmozgis An Excerpt from A Visit From the Goon Squad by Jennifer Egan

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ENGLISH 111

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  1. ENGLISH 111 SHORT STORIES

  2. THE STORIES “Two Words” by Isabel Allende (Echoes) “A Rose for Emily” by William Faulkner (Seagull Reader) “Tapka” from Natasha and Other Stories by David Bezmozgis An Excerpt from A Visit From the Goon Squad by Jennifer Egan Edgar Allen Poe (various from Project Gutenberg)

  3. Introduction to Magical Realism/Read aloud: “A Very Old Man with Enormous Wings: A Tale for Children”. • Two Words: The focus of this story is the power of language on multiple levels. “Two Words” By Isabel Allende

  4. “Two Words” By Isabel Allende lecture • BEFORE READING: Background • Until the 1960s, Latin American literature had a small, mostly localized audience. Book publishers typically published only 3,000 copies of a novel. During the 1960s, however, Latin American writers began to reach larger audiences, thanks to the growth of Latin American literacy, advances in book publishing and distribution, and the development of multinational companies. Outstanding authors, such as Gabriel García Márquez, Julio Cortázar, Mario Vargas Llosa, and Carlos Fuentes, sold as many as 20,000 copies of their works. Then in 1968 GarcíaMárquez'sOne Hundred Years of Solitude broke entirely new ground, selling about 100,000 copies per year and creating a viable international market for other Latin American authors. Beginning in 1967, a series of Latin American authors won the Nobel Prize for Literature.

  5. “Two Words” By Isabel Allende lecture • BEFORE Reading: Background • In the 1980s Latin American women writers claimed an international audience, too. Latin America already had several well-known women authors. In the 1980s a feminist literary movement began to develop that its chief proponent, Chilean writer Isabel Allende, said was unified by a common "dimension of emotion, passion, obsession, and dream." Allende, an exemplar of the style of "magic realism," became internationally famous with her best-selling first novel, House of the Spirits (1982; tr. 1985). • This selection, "Two Words," is one of Allende's short stories.

  6. “Two Words” By Isabel Allende lecture • About the Author • Isabel Allende (b. 1942), is a Chilean novelist, short story writer, and author of nonfiction who, with Mexico's Laura Esquivel, has helped create an international audience for Latin America's women writers. • Allende was born in Lima, Peru, and grew up in Chile. As a young woman, she worked as a journalist, married, and had two children. When she was 31, her uncle, Salvador Allende, who was president of Chile, was assassinated in a military takeover of the government. Allende and her family were forced to flee to Venezuela.

  7. “Two Words” By Isabel Allende lecture • About the Author • A painful divorce as well as the illness and death of her grandfather prompted her to write her first novel, House of the Spirits (1982; tr. 1985), which became an international best seller and a film. Allende moved to San Francisco in 1987 with her second husband. Her other novels include Of Love and Shadows (1984; tr. 1987), Eva Luna (1987; tr. 1988), The Stories of Eva Luna (1989; tr. 1991), and the U..S.-based The Infinite Plan (1991; tr. 1993). Her first nonfiction work, Paula (1994; tr. 1995), was a series of letters to her dying daughter. She also wrote Aphrodite: A Memoir of the Senses (1997; tr. 1998). In 1999 two new books appeared: a novel called Daughter of Fortune (1999; tr. 1999) and Conversations with Isabel Allende (1998; tr. 1999), a collection of essays and interviews with the author.

  8. “Two Words” By Isabel Allende lecture • About the Author: • Allende's work is written in a style called "magic realism," which links myth and fantasy with realistic portrayals of life and often with politics. Previous writers of magic realism include Asturias and Garcia Márquez. Writers of magic realism view Latin America as a many-layered culture in which everyday activities and events are colored by powerful underlying forces, such as religion, superstition, passion, myth, and magic. As Allende's heroine Eva explains it, "reality is not only what we see on the surface; it has a magical dimension as well, and, if we so desire, it is legitimate to enhance it and color it to make our journey through life less trying." • In the Foreword to Conversations with Isabel Allende, the author writes that "Most of my writing is an attempt to bring an illusory order to the natural chaos of life, to decode the mysteries of memory, to search for my own identity."

  9. “Two Words” By Isabel Allende • Read the story • Complete the questions and vocabulary

  10. “Two Words” By Isabel Allende Journal Question: • What do you think the author's goals and ideas were when she wrote this story? What are her main themes? Defend your answer.

  11. Two words • Assignment: Write an analysis of the power of language through a demand writing activity. You will be given a quote from the text as a prompt. This is a 60 minute timed assignment. • HANDOUT

  12. Faulkner on Hemingway: "[Hemingway] has never been known to use a word that might send a reader to the dictionary."
 • Hemingway on Faulkner: "Poor Faulkner. Does he really think big emotions come from big words?" A Rose for Emily By William Faulkner

  13. “A Rose for Emily”Before Reading • Read introductory notes before the story. • “Aristocracy”: The aristocracy are people considered to be in the highest social class. • "A Rose for Emily" is a five-part short story narrated by the townspeople of Jefferson, Mississippi. • "A Rose for Emily" is a short story by American author William Faulkner first published in the April 30, 1930 issue of Forum. This story takes place in Faulkner's fictional city, Jefferson, in his fictional county of Yoknapatawpha County, Mississippi. It was Faulkner's first short story published in a national magazine.

  14. Who is William Faulkner? • 1897 – 1962 • American author of the 20th century • The majority of his works are based in his native state of Mississippi. • Faulkner is considered one of the most important writers of Southern literature along with Mark Twain,, Truman Capote, and Tennessee Williams. • His work was published as early as 1919 and was largely published during the 1920s and 1930s.

  15. Who is William Faulkner? • Faulkner was relatively unknown until receiving the 1949 Nobel Prize in Literature. • Faulkner has often been cited as one of the most important writers in the history of American literature. • Heavily influenced by the south. • Mississippi marked his sense of humor, his sense of the tragic position of racism, his characterization of Southern characters and timeless themes, including fiercely intelligent people dwelling behind façades.

  16. “A Rose for Emily”Before Reading Vocabulary deprecation tableau cabal impervious acrid thwart august cuckold • remit • mote • gilt • pallid • hue • temerity • teeming • diffident

  17. “A Rose for Emily”After Reading Characters:Identify each of the following characters by writing a brief description of each. • Emily Grierson • Colonel Sartoris • Tobe • Judge Stevens • Homer Barron

  18. “A Rose for Emily”After Reading 1. What metaphor is used to describe Miss Emily in the first paragraph? 2. How is the house personified in the second paragraph? 3. How does Faulkner describe Miss Emily in the sixth paragraph? 4. What did Miss Emily tell her visitors the day after her father’s death? 5. Why did the townspeople not think she was crazy for this? 6. What does Miss Emily do that makes the townspeople think that she and her boyfriend have wed? 7. How do the townspeople know what they know about Miss Emily’s life? What is the source of their information? 8. What is the horrible revelation about Miss Emily that the story ends with? How is this related to the overall meaning of the story?

  19. The Rose as a Symbol of Love--After Reading Roses, in literature and the general daily experience, usually represent love. Roses are given as tokens of affection, as a sign of devotion to the individual to whom they are given. When viewed in this light, the rose seems an odd choice for the title of this story: Emily’s story is disturbing, the tale of a woman obsessed with her own heritage who never understood the true meaning of love. This makes the title ironic, which seems to be Faulkner’s entire point. By using the classic symbol of love to introduce the narrative, he is leading the reader to a consideration of what the components of true love are. Love is not the distorted narcissism that is Emily’s perception; it is a selfless act of giving that builds relationships, not destroys them like in the story.

  20. The Rose as a Tribute Another way to look at the rose in the title “A Rose for Emily” is as a token, a tribute. The narrator tells her story, the kind of person Emily was and the personal actions that led to her demise. Again, Faulkner’s irony is apparent. Tributes are usually something positive, a way for onlookers and observers to understand a person or event as it relates to their own lives. The story of Emily is anything but positive; it is disgusting, repulsive. So why a tribute? Perhaps it is to serve as a reminder of the ugliness of self-absorption, of the consequences of a life lived without love. The rose is given as a tribute to a hideous person that the reader might be reminded of the importance of self-giving and true devotion.

  21. The Rose as a Symbol of Memory Roses are also often used as memories, as a way to preserve a moment in time or to keep a person close to one’s heart. They are dried and kept, not only because they are beautiful, but usually because it is a way to retain a precious time in one’s life. So why would Faulkner use such a symbol of beauty and memory to present the horrific narrative of “A Rose for Emily”? Firstly, the story is written in the form of a memory, the narrator speaking in the first person about events that to him and the community were very real. Secondly, however terrible the tale may be, it serves as a reminder to the reader that some integral things in a person’s life should never be forgotten: love, devotion, and selflessness. By presenting a woman who possessed none of these attributes, Faulkner calls on his readers to remember the things that make life beautiful, especially love. Hence the rose can be seen as a call to memory.

  22. A Rose for EmilyConclusions Drawn As a symbol of love, as a tribute, or as a representative of memory, the rose in the title “A Rose for Emily” presents a variety of interpretations. Faulkner is not an author that can be definitively defined by one theory. His writings are able to be analyzed on multiple levels, because this calls the reader to consider all aspects of the information provided and draw one’s own conclusion. His choice of the rose is testimony to this, as there is no one way to interpret its use. The reader must decide Faulkner’s intention.

  23. “A Rose for Emily”After Reading • MLA DIDLS Analysis Essay • HANDOUT

  24. Tapka by David Bezmozgis

  25. Tapka by David Bezmozgis • David Bezmozgis (born 1973) is a Canadian writer and filmmaker. • Born in Riga, Latvia, he came to Canada with his family when he was six. He graduated with a B.A. in English literature from McGill University. Bezmozgis received an M.F.A. from the University of Southern California's School of Cinema-Television. In 1999, his first documentary, a 25-minute film called L.A. Mohel, won a major award for student filmmakers. His first published book is Natasha and Other Stories (2004). Stories from that collection first appeared in The New Yorker, Harper's and Zoetrope All-Story. Natasha and Other Stories was chosen for inclusion in Canada Reads 2007. Bezmozgis is among The New Yorker magazine's 2010 top 20 fiction writers under the age of 40.

  26. Tapka by David Bezmozgis 1. How does Bezmozgis describe Goldfinch? 2. What do you notice right away about the language of this text? How does the author arrange the sentences? Does it seem conventional? 3. When does this story take place? 4. The narrator says that he would return from school “bearing the germs of a new vocabulary”. What does this mean and why is it significant? (3) 5. What does he mean by “linguistic bounty”? (3) 6. Describe the Nahumovsky’s. 7. Because the title of the story is “Tapka” we know that when the narrator discusses the dog on page 5 that it is a very important description. Paraphrase the information about Tapka’s immigration to Canada and Rita’s devotion for the dog.

  27. Tapka by David Bezmozgis 8. What about lunchtime excites Mark? Why does he not relate to other students in school (“effectively friendless” page 8)? 9. Choose a passage that best describes Mark’s love for the dog. 10. Describe Bezmozgis’s use of dialogue. What do you notice about the format and why do you think he does this? 11. What is significant about the line “television taught me to say…” (9)? 12. What details does Mark relate about the accident? (12) 13. What is significant about Jana saying, “Mark, get Clonchik” (13)? 14. Reread the passage where Rita, in desperation, attempts to communicate with the doctor. What story does this remind you of (that we’ve read in class) and why? Explain your answer with evidence. 15. Explain the ending of this story. How does Mark first try to rationalize what happened and then quickly succumb to guilt? (18)

  28. Tapka by David Bezmozgis • Demand Writing 3 activity. • HANDOUT

  29. “Great Rock and Roll Pauses by Alison Blake” Story by Jennifer Egan [excerpt from A Visit from the Goon Squad].

  30. Excerpt: Great Rock and Roll Pauses • Alison Blake is a 12-year-old American. She lives on the edge of the desert in the near-future. Her brother, Lincoln, is autistic and obsessed with the pauses in famous rock songs. In this book, kids of the future don't write diaries in the normal way but record what's happening in their lives in PowerPoint slides.

  31. Great Rock and Roll Pauses 1. Do you think it works to write a story in PowerPoint? Why? Respond in paragraph form with examples. 2. In a recent interview Egan said, “I think anyone who’s writing satirically about the future of America and life often looks prophetic. . . . I think we’re all part of a zeitgeist [general trend of thought or feeling characteristic of a particular period of time] and we’re all listening to and absorbing the same things, consciously or unconsciously….” Considering current social trends and political realities, including fears of war and environmental devastation, evaluate the future Egan envisions in “Great Rock and Roll Pauses.” 3. The novel is about the passage of time. Why is music the way to describe this theme?

  32. Great Rock and Roll Pauses Discussion: Egan was inspired by reading in the NY Times that the Obama campaign had been turned around when someone on staff made a PowerPoint presentation explaining where they were going wrong. She realized “a PowerPoint” had become a genre, a recognizable mode of thought and representation. So just as she might write a chapter in the form of a magazine article, why not as a PowerPoint? The novel is about time. Why was music the way to describe her theme? Music lets us look at change, nostalgia. http://www.youtube.com/watch?v=pZGXILewUSQ

  33. Great Rock and Roll Pauses • The second demand writing task for this unit. • A 60 minute, timed discussion of theme. You can use the text and must show a seamless use of quotes to support your analysis.

  34. Mood and Madness Edgar Allen Poe

  35. Edgar Allen Poe Essay Analysis • Your Task: Using the DIDLS model for essay analysis, analyze Poe’s writing style through DIDLS. What devices does he use to create setting and atmosphere? • Prompt: Prove that Poem is the master of creating atmosphere. • Think about the author’s use of narrative technique, description and diction, and find examples from the text. • Requirements: • 800 word MLA Essay • Due: October _____ 2012

  36. READ: • The Raven • The Pit and the Pendulum • The Fall of the House of Usher

  37. What is Mood? • Mood is the atmosphere created by the setting, and actions of people and characters in it. It also relates to how the reader emotionally responds to these elements like sadness for a tragedy.

  38. What ways can an author establish mood?

  39. Why is it important to understand the mood when analyzing literature?

  40. What’s the Mood…? • http://www.youtube.com/watch?v=W4s9V8aQu4c • Tell Tale Heart

  41. What’s the Mood…? • http://www.yourenglishclass.com/the-simpsons-raven/

  42. Madness in Literature • The prevalence of depictions of madness in nineteenth-century literature paralleled the growth of the scientific and medical study of insanity. Increasingly in the nineteenth century, madness was seen more as a social and medical problem, compared to the eighteenth century, when madness was feared as the absence of reason, and therefore, evil.

  43. Madness in Literature • Some authors attempted to portray mental "aberrations" in a realistic manner, while others sensationalized the symptoms of and reaction to a character's insanity. Such sensation fiction often portrayed characters who were wrongfully accused of insanity. The multitude of ways insanity was treated in literature reflects nineteenth-century society's fascinationbordering on obsessionwith madness.

  44. Madness in Literature • In fiction, there were two basic trends in the way madness was represented: authors strove either for psychological realism, or they sensationalized madness, using it as a tool to bring about a certain effect on characterization or plot.

  45. Madness in Literature • Edgar Allan Poe's depictions of madness are well known. "The Fall of the House of Usher" (1840), focuses in particular on the way in which Poe uses the language and imagery of enclosure to follow the narrator on his journey from reason to insanity.

  46. Madness in LiteratureJournal • How does Poe establish Mood? • How does the theme of Madness come into play with Poe’s stories? • Why are people fascinated by madness?

  47. The Raven

  48. The Raven • Read Aloud the Poem. • Pay attention to mood and the diction Poe uses to reinforce this: Dreary; Bleak; Ghost; Lost; Sorrow; Terrors; Darkness; Melancholy; Stern; Dirges; Grave; Stillness.

  49. The Raven • Pick out some of the other word(s) in the poem that reinforce the feelings of bleakness and hopelessness.

  50. The Raven 1.What does Poe want the reader to believe has happened to the narrator before events in the poem? 2. Why does Poe use a raven instead of another bird as the major symbol of this work? 3. The universal appeal of the poem comes from its expression of the feeling of loneliness we are all subject to at some time in our lives due to separation from loved ones. The narrator is feeling that his situation is inescapable and hopeless. IS there any feeling of hope at the conclusion of this narrative? 4. What devices does Poe utilize in order to create suspense? Think of the repetition and rhyme. Is this effective? Explain. BONUS: Recreate your own version of The Raven. You must use the same rhyme scheme, meter, and mood as Poe.

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