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Unit 2, Part 3Unit 2, Part 3

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UNIT 2, Part 3Keeping Freedom Alive

Unit 2, Part 3Unit 2, Part 3Unit 2, Part 3Unit 2, Part 3 MAIN MENUMAIN MENU

Keeping Freedom Alive (pages 483–509)

What I see inLincoln’s Eyes

Click a selection title to go to the corresponding selection menu.

Unit 2, Part 3Unit 2, Part 3 SELECTION MENUSELECTION MENU

Before You Read

Reading the Selection

After You Read

Selection Menu (pages 483–490)

http://www.glencoe.com/

Unit 2, Part 3Unit 2, Part 3 BEFORE YOU READBEFORE YOU READ

Meet Carl Sandburg

Click the picture to learn about the author.



Carl Sandburg honored Abraham Lincoln in a speech before the U.S. Congress in 1959. Before you read, think about the following questions:

• Why might the remembrance of outstanding historical figures be useful to a nation?

• What would cause you to admire a national leader?

Connecting to the Address



The Confederate States of America had formed by the time Abraham Lincoln was sworn in as the nation’s sixteenth president in 1861. In his first inaugural address, Lincoln tried unsuccessfully to bring the South back into the Union. After the bombardment of Fort Sumter, he declared a blockade of Southern ports. After the Civil War began, he called Congress to meet on July 4, 1861, in a special session.

Building Background



Lincoln accepted the fact that only a vigorous war effort would restore the Union. He had a will to win despite enormous battle casualties and political opposition—much of it coming from within his own cabinet. The history of Lincoln’s administration followed the course of the Civil War.

Building Background



As you read, notice how Sandburg relates his impressions of Lincoln to the preservation of freedom and national unity.

Setting Purposes for Reading

Keeping Freedom Alive



Setting Purposes for Reading

BEFORE YOU READBEFORE YOU READ

A quotation is a passage taken from another author’s text and inserted word for word into a speech or work of literature. The use of quotations can provide insights about a writer’s character or message. As you read the speech, notice how Sandburg incorporates Lincoln’s words into his own, original text.

Quotation



A fact is a statement that can be proven true beyond a reasonable doubt. An opinion is a personal interpretation or belief. Determining whether what you read is rooted in fact or opinion can help you evaluate an author’s message and purpose.

Distinguishing Fact and Opinion



Reading Tip: Identifying Facts and Opinions Use a chart to list facts and opinions as you read.




turbulent n. causing unrest, violent action, or disturbance (p. 486) Turbulent seas caused the captain to seek calmer waters.

paradox n. a statement that seems contradictory and yet may be true (p. 485) They were puzzled by the paradox in the song lyrics.

imperative adj. expressing a command or order (p. 486) Their mother said it was imperative to come straight home after school.

Click a vocabulary term to listen to the definition.



emancipation n. the process of becoming free from control or the power of another (p. 486) After their emancipation, the former slaves were no longer considered property.

valor n. courageous spirit; personal bravery (p. 486) The soldiers showed valor when they did not flee fro the enemy’s gunfire.




Distinguishing Fact and Opinion Read the text highlighted in blue on page 485. Does the phrase “powers of a dictator” reflect an opinion or a fact about Lincoln’s presidency?

READING THE SELECTIONREADING THE SELECTION

Reading Strategy



Answer: You should draw on your prior knowledge that the U.S. Constitution does not grant the president the “powers of a dictator.” You may note that the phrase reflects Sandburg’s personal opinion about Lincoln’s use of power.


Reading Strategy


Unit 2, Part 3Unit 2, Part 3 READING THE SELECTIONREADING THE SELECTION

Look at the painting on page 485. What qualities of Abraham Lincoln does this picture emphasize?

Answer: You may note Lincoln’s uniqueness, dignity, and grace. You may also note that although he stands above most of the crowd, he is on an equal level with some of it. Lincoln is an extraordinary man, but he maintains a close connection with the people.

Viewing the Art



Keeping Freedom Alive Read the text highlighted in tan on page 486. What does this statement reveal about Lincoln’s character and values?


Answer: You should conclude that Lincoln was decisive—he was willing to overturn a three-hundred-year-old tradition in order to do what was right.



Quotation Read the text highlighted in purple on page 486. How do the quotations in this paragraph help the reader understand Lincoln?

Literary Element


Answer: You may suggest that Lincoln’s own words support the points that Sandburg is trying to make—that Lincoln is honest, compassionate, and humble.



Distinguishing Fact and Opinion Read the text highlighted in blue on page 486. What in this statement is factual? What cannot be proved?

Reading Strategy




Answer: It is factual that Lincoln occasionally expressed intense emotional behavior, such as weeping. However, the statement that his weeping “made weeping appropriate, decent, [and] majestic” cannot be proven and thus is an opinion.

Reading Strategy




Quotation Read the text highlighted in purple on page 487. What does Sandburg hope to accomplish by quoting Mark Van Doren here?

Literary Element


Answer: You should conclude that this quotation acts as a second opinion, showing that Sandburg is not alone in his conclusions about Lincoln. It also supplies yet another vivid description of Lincoln.



Look at the painting on page 487. Does the mood of this painting reflect the mood of Lincoln’s mourners?

Answer: The mood of the painting is somber, respectful, and mournful, much like that of Lincoln’s supporters after his death.

Viewing the Art


Unit 2, Part 3Unit 2, Part 3 AFTER YOU READAFTER YOU READ

Answer: Answers will vary, but should reference the text.

Responding and Thinking CriticallyRespond

1. How did you react to Sandburg’s claim that “the most enduring monument to Lincoln is invisibly there, today, tomorrow, and for a long time yet to come in the hearts of lovers of liberty”?



Responding and Thinking CriticallyRecall and Interpret

2. (a) According to Sandburg, what makes people everywhere feel that Lincoln is “their own”? (b) What does this comment suggest about how Sandburg viewed the lives of people everywhere?



Answer: (a) Lincoln has qualities that appeal to people around the world: decency, honesty, plain talk, and humor. (b) Sandburg believed life for all people involved struggle.





3. (a) From the quotations, what was Lincoln’s opinion about the way in which he conducted the Civil War? (b) What might these comments reveal about his state of mind and his personal ability?



Answer: (a) Lincoln claimed that he was controlled by events. (b) Lincoln could adjust his policy to the needs of the moment.





4. (a) According to Sandburg, what is the essence of democracy? (b) What might Sandburg mean by saying that democracy is “a mystery that can be lived but never fully spoken in words”?



Answer: (a) Sandburg defined democracy as the people having “say-so” with their leaders. (b) Democracy must be lived to be understood.




Answer: The surprising contrast draws the reader into the text.

Responding and Thinking CriticallyAnalyze and Evaluate

5. In the first paragraph, Sandburg portrays Lincoln in terms of metaphorical contrasts, such as “steel and velvet.” Is this an effective introduction? Explain.




6. Sandburg twice claims that “we do not know” when he speculates about Lincoln’s thoughts. By doing this, does he help or hinder his reader’s understanding of Lincoln? Explain.

Answer: Sandburg’s claim encourages further study.




Answer: It reflects Lincoln’s own struggle for freedom.

7. The speech ends with the phrase “wherever there is freedom there have been those who fought, toiled, and sacrificed for it.” How does this conclusion fit into Sandburg’s discussion of Lincoln?



Answer: Lincoln’s actions resulted in freedom for many.

Responding and Thinking CriticallyConnect

8. Lincoln is often referred to as “the great emancipator.” How does this speech support this view?




Authors use quotation for various purposes. For example, a quotation may provide the reader with greater insight into an author’s or another person’s life or philosophy. Quotations can also make nonfiction texts, which generally do not contain much dialogue, “come alive.”

Quotation



Answer: The quotations emphasize Lincoln’s humanity and help readers grasp his ideas.

1. Why does Sandburg include quotations in his speech?

Quotation



2. Explain how the following Lincoln quotation contributes to Sandburg’s purpose: “Let him have the marble monument along with the well-assured and more enduring one in the hearts of those who love liberty, unselfishly, for all men.”

Quotation



Answer: Lincoln believed that an abstract ideal—liberty—was a more enduring and worthwhile memorial than any marble monument. Some students may say that Lincoln was more concerned with freedom than with recognition.

Quotation



As you learned on pages 444–445, persuasion is a type of writing that attempts to convince readers to think or act in a particular way. Among other techniques, writers of persuasive works appeal to reason or emotion to sway readers.

Review: Persuasion



Partner Activity Pair up with a classmate and discuss Sandburg’s use of persuasion in his speech.

Review: Persuasion



Create a two-column chart similar to the one on the next slide to help you identify the types of appeals used to persuade. Fill in the left-hand column with examples from the text that demonstrate persuasion. In the right-hand column, identify the type of appeal that is used.

Review: Persuasion



In his speech, Sandburg combines fact and opinion in an attempt to make an appeal that is both emotional and logical.




1. Do you think Sandburg succeeds in his attempt to persuade by combining fact and opinion? Explain.

Answer: Answers will vary.




2. To support your opinion, list three details from the speech.




Answer: You might select passages such as: “The casket with his body was carried north and west a thousand miles, and the American people wept as never before”; “In the mixed shame and blame … [he] slept not at all, and on occasions he was seen to weep in a way that made weeping appropriate.”




Practice

Practice with Analogies Choose the word that best completes each of the following analogies.



Practice

1. paradox : contradictory :: lie :

A. mean-spirited

B. accurate

C. dastardly

D. untrue



Practice

2. cowardice : valor :: ignorance :

A. fight

B. test

C. knowledge

D. school



Practice

3. calm : turbulent :: relaxed :

A. fretful

B. hateful

C. terrible

D. peaceful



Practice

4. emancipation : free :: bondage :

A. tight

B. captive

C. freedom

D. monetary



Practice

5. imperative : command :: hopeful :

A. wish

B. fear

C. approximation

D. order



Here are two words from the vocabulary list.

exceed v. to go beyond the speed limit

infer v. to draw a reasonable conclusion; guess; surmise

Academic Vocabulary



1. In what ways does Sandburg’s speech exceed the mere listing of facts about Lincoln?

Academic VocabularyPractice and Apply



Answer: You may note Sandburg’s inclusion of personal opinions, quotations, thoughts on democracy and freedom, and speculation about Lincoln’s thoughts.




2. What can you infer about Sandburg from the speech?




Answer: Sandburg greatly admired Lincoln for his approach to the war and for his personal qualities. Like Lincoln, Sandburg saw life as a struggle and cared deeply about democracy and liberty for all people.




Evaluate Author’s Craft Sandburg uses juxtaposition—the placement of two or more distinct ideas or events side by for the purposes of comparison and contrast—to describe characters and events.

Writing About Literature



Write a brief essay in which you examine Sandburg’s use of juxtaposition. Make sure you include details from the text as well as any personal responses you feel are relevant. Use a graphic organizer like the one on the next slide to help organize your thoughts and support your main points.




After completing your draft, meet with a peer reviewer to evaluate each other’s work and suggest revisions. Then proofread and edit your draft for errors in spelling, grammar, and punctuation.




In a February 14, 1926 review of Abraham Lincoln: The Prairie Years, the New York Times praised the biography and heralded it as innovative.

“A new experience awaits the reader of Carl Sandburg’s book on Lincoln. There has never been biography quite like this before. . . . There is no question here of a new school of biographical writing.

Literary Criticism



The thing Mr. Sandburg has done cannot well be repeated; his achievement is an intensely individual one, suffused by the qualities which are peculiarly his own as a poet. As those who have read him know, they are not qualities of conventional poetry, nor is this new book of his a merely emotional rendering of the Lincoln story. It is as full of facts as Jack Horner’s pie was full of plums.”

Literary Criticism



Meet with a few of your classmates to collaborate on writing five blurbs—short descriptions from reviews that might appear on the front of a magazine containing Sandburg’s speech about Lincoln. As you write your blurbs, take the New York Times reviewer’s comments into consideration, as well as what you have already discussed about Sandburg.

Literary Criticism



Displaying Poetic Style Sandburg creates a poetic tone in “Address on the Anniversary of Lincoln’s Birth” by using vivid imagery and by inverting word order for emphasis and variety. Note his use of imagery and inversion in the following examples:

Sandburg’s Language and Style



Imagery: “Not often in the story of mankind does a man arrive on earth who is both steel and velvet, who is as hard as rock and soft as drifting fog, who holds in his heart and mind the paradox of terrible storm and peace unspeakable and perfect.”




Inversion: “In his blood and bones he carried it.” (A more conventional way to phrase this sentence would be: He carried it in his blood and bones.)




Activity Find examples of Sandburg’s use of imagery and inversion. Use a chart like the one on the next slide to record your examples.




Poetic Style Revise the essay you wrote analyzing Sandburg’s use of juxtaposition to include imagery and inverted word order where appropriate.

Revising Check: Poetic Style



What I See in Lincoln’s Eyes

SELECTION MENUSELECTION MENU

Before You Read


After You Read






In “What I see in Lincoln’s Eyes,” Illinois senator Barack Obama expresses his admiration for President Lincoln.

Preview the Article





1. From what you have already learned about him, what is your perspective on President Lincoln?

2. Skim the first two paragraphs. What can you assume about Obama’s use of language in the article?

Preview the Article




Read to learn about Barack Obama’s opinion of President Lincoln and how it shapes his view of people in the United States.


Set a Purpose for Reading




Analyzing a visual image involves looking at a part of the selection in order to understand the entire selection. When you analyze a visual image, you consider the word pictures a writer uses to evoke an emotional response. Ask yourself, “How does this visual image further the writer’s purpose?” As you read, take notes using a graphic organizer like the one on the next slide.


Analyzing a Visual Image





Analyzing a Visual Image




Keeping Freedom Alive What does emancipate mean?

Answer: “to free from bondage or oppression; to liberate”





Keeping Freedom Alive Why do you think the Emancipation Proclamation is important?

Answer: With the stroke of a pen, Lincoln transformed enslaved people into freed people.





Analyzing a Visual Image Read the text marked R1 on page 492. How does this image reinforce Obama’s argument?

Reading Strategy

Answer: You may say that his skepticism—the idea that views must be “chewed” and sould not be accepted blindly—prevents his essay from being mere hero worship, letting the reader know that he has carefully considered his argument.





Analyzing a Visual Image Read the text marked R2 page 492. What are some of the ways in which Obama describes Lincoln?

Reading Strategy

Answer: splitting rail, trying cases, and struggling with depression and self-doubt





Analyzing a Visual Image How do these images lead to a deeper understanding of Lincoln, the man, and Lincoln, the politician?

Reading Strategy

Answer: They humanize the man and realistically show his political motivations.





1. How did you react to Obama opening the article by describing the portrait Lincoln?

Answer: You will probably agree that it was an effective tool for opening the article.


AFTER YOU READAFTER YOU READ




2. (a) What was Obama’s career background prior to becoming a senator? (b) Do you agree with Obama that his early experiences were similar to President Lincoln’s? Explain.






Answer: (a) He was a community organizer and then served in the Illinois legislature. (b) Most of you will agree that both men began humbly and then entered politics in Illinois.






3. Why does Obama say that he “cannot swallow whole the view of Lincoln as the Great Emancipator”?

Answer: He believes that the Emancipation Proclamation was more a “military document” than a treatise of justice.






4. What qualities does Obama say define “the American character”? Restate them in your own words.



Answer: The abilities to endure, to invent, to act with compassion, and to prevail despite adversity




5. (a) Choose the sentence that best describes the main idea of the reading selection:



i. Lincoln could be “indecisive and morose,” contrary to most people’s perceptions of him.






ii. Barack Obama gives Lincoln direct credit for his political success.

iii. Lincoln remains a profound source of inspiration to many people in the United States, largely due to the story of his success and his actions as president.

Answer: (a) iii




5. (b) Explain why you think that your choice is the best possible answer.



Answer: (b) Options i and ii are too narrow. Option ii also misinterprets Obama’s opinion: He seems to believe that Lincoln “paved the way” for him in a symbolic sense, not necessarily causing his political success.




6. When Obama describes the portrait of Lincoln, he uses specific word choices, including vivid verbs and adjectives, and figurative language. Choose three examples of his specific word choice and explain why each example works well.








Answer: You may mention “frail, almost broken,” “this rough-faced, aging man,” “finely lined as a pressed flower,” or other details. You should note that the precision of these images evokes the complicated emotions Obama feels for his subject.




7. Obama says that Lincoln’s portrait “always asks me questions.” From the topics covered in this article, what might those questions be?



Answer: Questions might include How did Lincoln shape the American spirit? How has he influenced my choices today?




8. Good persuasive writing presents and refutes counterarguments to its thesis. Do you think that Obama’s article is an example of good persuasive writing? Why or why not?






Answer: Some of you may say that Obama effectively points out Lincoln’s flaws. Others may say that Obama seems biased.






9. Obama draws a comparison between his own journey to the U.S. Senate and Lincoln’s path from being “a child born in the backwoods of Kentucky with less than a year of formal education . . . [to] our nation’s greatest President.” In what ways do both of their lives and accomplishments represent the U.S. ideals of the “American Dream”?








Answer: Both men rose from humble beginnings to prestigious positions.


Unit 2, Part 3Unit 2, Part 3 SELECTION MENUSELECTION MENU

Before You Read


After You Read



Meet Toni Morrison

Click the picture to learn about the author.


In her speech, Toni Morrison reminds us to be mindful of everyone we come in contact with as we seek to reach our goals.

Connecting to the Speech


Before you read the speech, think about the following questions:

Connecting to the Speech

• When is a time when you were responsible for others?

• How did you remain concerned about and compassionate towards others as you carried out your duties?


Because of her fame as a writer and prestigious award winner, Toni Morrison was asked to speak at graduation at Barnard College, a women’s college affiliated with Columbia University in New York City.

Building Background


In her speech to the graduating women of Barnard, Morrison uses the well-known fairy tale of Cinderella to make the point that women in positions of power should still look out for their fellow females in the world. Her speech, “Cinderella’s Stepsisters,” uses the Cinderella story to show how women in power sometimes treat women in positions beneath them unfairly.

Building Background


As you read this speech by Toni Morrison, notice how she is able to use a widely known fairy tale to achieve her ultimate goal: taking a stand against cruel and selfish behavior and maintaining freedom for women in the process.

Setting a Purpose for Reading



An author’s purpose is his or her intent in writing a literary work, such as a speech. An author’s purpose is dependent in part on his or her audience. For example, the author may intend to inform, persuade, entertain, tell a story, or express an opinion.

Setting a Purpose for Reading

Author’s Purpose


Text structure is the way a piece of writing is organized. By analyzing the text structure, you can use a text’s organizational pattern to better understand the main ideas or the author’s message.

Analyzing Text Structure


Reading Tip: Finding Examples To determine how the speech is organized, identify the main idea and then look for examples where it is emphasized. Use a web like the one on the next slide.



fetish n. abnormally obsessive preoccupation or attachment; a fixation (p. 496) She has a fetish for books; she buys them constantly.

dominion n. control or the exercise of control (p. 496) The king’s dominion spans the entire country.

deflect v. to cause to turn aside; to bend or deviate (p. 497) The police officer’s vest is able to deflect gunshots directed at him.



abstraction n. theoretical concept isolated from real application (p. 497) An idea is an abstraction, while an action is not.

emanate v. to come or se forth, as from a source (p. 497) The campfire emanated so much heat that we has to move our chairs back.



Author’s Purpose Read the text highlighted in purple on page 496. How does this statement help Morrison engage her audience’s attention?

Literary Element


Answer: Because Morrison is speaking to a graduating college class, this statement helps to clarify to the audience that she will be focusing not only on their present but also on their past.


Taking a Stand Read the text highlighted in tan on page 496. What concerns might Morrison have regarding the freedom of women?


Answer: She is concerned that though women gather together, they may do so to harm rather than help each other.


Analyzing Text Structure Read the text highlighted in blue on page 497. How does Morrison move away from discussing the Cinderella tale here?

Reading Strategy



Reading Strategy


Answer: Morrison began her speech by reinterpreting a traditional fairy tale, but now she tells her listeners that abuse among women is not just an ancient problem. With this statement, she connects that past, fictional story with the present.


Author’s Purpose Read the text highlighted in purple on page 497. How does Morrison make this plea to her audience effective?

Literary Element



Literary Element


Answer: She constructs her plea as a demand, not a question. She strongly admonishes her audience to influence positively the women they may encounter in the workplace and the world outside their college experience.


Taking a Stand Read the text highlighted in tan on page 497. What is Morrison asking the audience to do to protect freedom for themselves and for women in general?



Answer: Morrison asks the women to make the distinction between having the power to oppress and using it. She warns them to keep their power in check. They should strive to treat others fairly and not take advantage of anyone.


1. (a) What do you think are the main points Morrison made in her speech? (b) If you were a Barnard graduate and could have interacted with Morrison afterward, what comments might you have offered in response to her speech?



Answer: (a) That women harm one another instead of nurturing one another. (b) Many of you would have agreed with her. Some of you might have been unaware of this type of behavior.



2. (a) According to Morrison, how do women in power often treat one another? (b) How might this affect the graduates to whom she is speaking?



Answer: (a) They “enslave other women” to gain power and prestige. (b) Because these graduates may eventually wield power, she warns them not to abuse that power.



3. (a) From Morrison’s view, how should those in power treat one another? (b) How should the students’ education distinguish them from others in power?

Answer: (a) With fairness and kindness. (b) They know right from wrong and should act accordingly.



4. (a) What does Morrison mean by saying that women’s rights are “a personal affair”? (b) How might a listener seek to make a difference?



Answer: (a) That women’s rights are not simply a case of “us” but rather are “about me and you.” They become personal because they are about women’s relationships. (b) By being a positive and nurturing example at work and in relationships.



5. (a) How does Morrison persuade her listeners to take action? (b) How does Morrison’s alignment with Cinderella’s stepsisters strengthen or weaken her argument?



Answer: (a) By referring to the enslavement of women, women who stop the promotion of other women, and women who humiliate other women, she persuades her listeners that small positive actions can effect great changes. (b) It strengthens her argument by eliciting an instinctive response that the stepsisters’ cruelty was undeserved and unjust. She connects their behavior to similar oppression taking place today.



6. Is this speech appropriate for men as well as women? Explain your position.

Answer: You should note and cite examples of unjust and cruel behavior by men in the workplace.



7. Morrison claims that women often oppress other women. What evidence does she use to support this statement?

Answer: She says women do professional, competitive, and emotional violence to each other.



8. Morrison takes a stand against women oppressing women in this speech. In what ways do you find her argument to be valid?

Answer: You may agree or disagree with Morrison’s points.

Responding and Thinking CriticallyConnect Keeping Freedom Alive


When Toni Morrison crafted the speech “Cinderella’s Stepsisters,” you can be sure that her purpose was shaped by her audience. She knew that she would be speaking to graduates of a prestigious women’s college, many of whom would likely be going on to high paying positions in the world of business.

Author’s Purpose


In this case, the intended audience had an effect on the topic and purpose of the literary work, because Morrison wished to convey a specific message to this particular group of people.

Author’s Purpose


1. An author’s purpose may be to inform, to entertain, to persuade, to tell a story, or to express an opinion. How would you characterize Morrison’s purpose or purposes in this speech? Explain.

Answer: To persuade. You should refer to textual examples.

Author’s Purpose


2. Morrison says, “I am alarmed by the growing absence of decency on the killing floor of professional women’s worlds.” However, she does not give any examples to back up her observations. Do you think her purpose would be better served by including specific examples of the oppression she abhors? Why or why not?

Author’s Purpose


Answer: Some of you will say that the speech is persuasive without examples, which might affect the flow of the powerful language. Others may feel examples are useful.

Author’s Purpose


As you learned on pages 444–445, an analogy is a comparison that shows the relationship between two things that are otherwise dissimilar. Writers often use an analogy to explain something unfamiliar by comparing it to a familiar concept.

Review: Analogy


Partner Activity With a classmate, discuss how Morrison uses something familiar (the Cinderella story) to make a point to her listeners. Make a web like the one on the next slide to organize your thoughts about the analogy. Then, evaluate whether you think that this analogy is successful and why.

Review: Analogy


Review: Analogy


When writing a speech, authors frequently use an interesting, unconventional or thought-provoking beginning, also called a “hook,” to capture their audience’s attention early on. Consider how the structure of the speech helps get and maintain the audience’s attention.



1. Why does Morrison remind her listeners about the concept of the familiar story?



Answer: Although most listeners are already familiar with the story, they may not recall the characters and specificdetails. By summarizing the story at the beginning, Morrison will not confuse oralienate any listeners.



2. Evaluate how well you think the structure of the speech helped keep your attention.




Answer: Answers will vary. Some of you may suggest that the speech would not have captured the listener’s attention without the Cinderella story, a familiar reference, at the beginning.


Practice with Word Parts Use your knowledge of roots, as well as prefixes and suffixes, to pick the best definition for each of the boldfaced vocabulary words.

Practice


Practice

1. She tried to deflect her friend’s questions.

A. tolerate

B. redirect

C. answer


Practice

2. The powerful speaker held dominion over the mesmerized audience.

A. control

B. discussion

C. necessity


Practice

3. A stench emanates from the garbage cans.

A. ceases

B. increases

C. comes out


Practice

4. She had a fetish for trinkets, which were displayed all over her house.

A. preoccupation

B. dislike

C. sympathy


Practice

5. While world peace seemed like an abstraction, he felt like there were concrete ways to move toward making it a reality.

A. possibility

B. action

C. idea


Here are two words from the vocabulary list.

inhibit v. to prohibit, restrain, forbid

trend n. the general direction in which something tends to move

Academic Vocabulary


Answer: Women can stop other women from being promoted and from succeeding at certain jobs.

1. How do some women inhibit the progress of other women?



Answer: It brings the topic to the attention of those just entering the workforce.

2. How might Morrison’s speech reverse the trend of the oppression of women?



Analyze Genre Elements Morrison’s goal in writing is to persuade her audience to accept her argument that women need to make a conscious effort to support other women. In her speech, Morrison uses several elements common to the genre of persuasive speeches.



To strengthen both her argument and her writing, Morrison relies on parallelism of sentences, repetition of key words, and juxtaposition of ideas to make her speech compelling and ultimately convincing.



Do you think that Morrison does an effective job of persuading her audience? Write a one page response in which you persuade your audience to accept your viewpoint. Use examples from Morrison’s speech as evidence for your argument.



Before you begin writing, create a list of literary devices or genre elements you think Morrison uses effectively. Also identify possible areas of improvement in her speech. Create a chart like the one on the next slide to organize your ideas. Use these ideas to help you write you persuasive essay.



Toni Morrison’s novels offer a unique look into the African American experience. Read Beloved to learn more about slavery and its haunting effects. Additionally, Conversations with Toni Morrison offers interesting insight about her feelings on contemporary black literature.

Reading Further


Connecting to Literature A biographical sketch does not tell a whole life story; instead, it concentrates on an interesting experience in the life of its subject. Whether the sketches are narrated or explained, they contain specific and descriptive details that create interest, support ideas, and supply background information. The rubric on the next slide highlights the goals and strategies for writing a successful biographical sketch.

WRITING WORKSHOPWRITING WORKSHOP

Writing a Biographical Sketch

Biographical Narrative

Unit 2, Part 3Unit 2, Part 3 WRITING WORKSHOPWRITING WORKSHOP



Rubric: Features of Biographical Sketches


Assignment

WRITING WORKSHOPWRITING WORKSHOP


Write a biographical sketch. As you move through the stages of the writing process, keep your audience and purpose in mind.

Audience: classmates and peers

Purpose: to present a brief, focused sketch of a person by narrating selected events or presenting selected main ideas that make the person seem real to your audience.



Analyzing a Professional Model

In the biographical sketch on pages 501–502 of you textbook, Alice Jackson Baughn presents a brief look at the author Eudora Welty. As you read the sketch, notice how Baughn selects just a few important main ideas to tell her audience about Welty, presenting each in a well-developed paragraph. Pay close attention to the comments in the margin. They point out features that you may want to include in your biographical sketch.



Analyzing a Professional Model

Reading-Writing Connection Think about the writing techniques that you have just encountered and try them out in the biographical sketch you write.



Prewriting

Choose Your Subject Make a list of people who interest you. For each one, jot down facts you already know about the person or reasons to choose that person as a subject. Study your list and choose your best idea.


Research and Read Find out more about your subject by using the Internet, library databases, or books. Take notes that paraphrase and summarize the information you find.


Prewriting

Identify Your Main Ideas To bring your character “to life” in a biographical sketch, you will need to make main points about the person and narrate events in the person’s life. Many biographical sketches do both. In a two-column chart, list important events (in the first column) and main ideas about the person (in the second column). Circle ideas that could serve as topics for two to four body paragraphs in your biographical sketch.



Prewriting

Make a Plan There are several ways to make a plan for writing.

► Make a formal outline. A formal outline shows your main points in order as well as the details or subtopics that support or develop the main points.


► Make an informal outline. An informal outline shows your main points in order, as well as prewriting notes related to each main point.

► Make an introduction-body-conclusion map like the one on the next slide.


Prewriting



Prewriting

Discuss Your Ideas Consult your writing plan as you tell a partner about your ideas so far. To develop your writing voice, listen to your own speaking voice as you talk about your subject. Ask your partner to identify words and phrases that convey your enthusiasm, wonder, or other emotions and attitudes toward your subject. Jot down those words and phrases.



Drafting

Creating Unified, Focused Paragraphs As you write, remember that each of your body paragraphs should be about one main idea or event. If the paragraph retells an event, arrange your details in chronological order. Use transition expressions such as first, next, and then to connect ideas.



Drafting

Do not stray from retelling the story of the event. If the paragraph presents a main idea, such as the person’s sense of humor, all details in the paragraph must relate to that topic. You should either present a topic sentence or clearly imply one. To link ideas in a main idea-and-details paragraph, use transition words or phrases such as “for example.”



Analyzing a Workshop Model

Read the final draft of a biographical sketch on pages 504–505 of your text book. Read the sketch and answer the questions in the margin.

Use the answers to these questions to guide you as you write.



Revising

Peer Review Ask a classmate to read your draft and to identify the subject and three main points you make about the subject or events you narrate about the person’s life. If your classmate cannot identify the points or events, revise your work, perhaps by adding topic sentences. As you revise, refer to the traits of strong writing.



Revising

Use the rubric below to help you evaluate your writing.



Using Action Verbs

Action verbs, such as thought, begged, and climbed, are always preferable to state-of-being verbs, such as were, is, and would be. Action verbs show what is happening; they also often make a sentence tighter, or more concise, as well as clearer. Notice how action verbs improve the passage from the Workshop Model on the next slide.



Using Action Verbs

Draft:

While working in a carriage shop, he was not careful and was, as a result, blind for a month. This unfortunate accident is what changed Muir forever and is what made him value his eyesight. When he was able to see again, he was sure that he was a “nature” person.



Using Action Verbs

Revision:


While working in a carriage shop, he injured his eyes 1 and, as a result, blind for a month. This unfortunate accident changed Muir’s outlook forever, making him value 2 his eyesight. When he regained his ability to see, he determined to devote himself to observing nature. 3

1: Shows Action 2: Tightens Sentence

3: Makes Meaning Clearer


Editing and Proofreading

Get It Right When you have completed the final draft of your sketch, proofread it for errors in grammar, usage, mechanics, and spelling. Refer to the Language Handbook, pages R46-R60, as a guide

Correcting Verb Tense

The tense of a verb shows whether the action takes place in the present, the past, or the future. When you edit, always check to see that you have used the correct form of each verb. Also be sure that you have maintained or changed verb tenses to reflect the time of the action.





Problem: The verb ending is missing or incorrect.

He decide to devote himself to observing nature.

Solution A: Use the –ed form of a regular verb for the past tense.

He decided to devote himself to observing nature.




Problem: The tense of the sentence is shifted incorrectly.

Muir discovered glaciers in Alaska and writes articles.

Solution B: Use past tense for two or more events that both occurred and ended in the past.

Muir discovered glaciers in Alaska and wrote articles.




Problem: The tense of the sentence in not shifted to show that events occurred as different times.

Here are a few significant events from his life that I study.

Solution C: Shift from the present to the past to show an event that occurred before the present action.

Here are a few significant events from his life that I studied.


Presenting

Maximum Readability Be sure that you present your work in the most readable way. That means using neat handwriting or a font that can be read easily. It also means double spacing word processed copy, creating one inch margins, and indenting paragraphs five spaces.


Unit 2, Part 3Unit 2, Part 3 SPEAKING, LISTENING, AND VIEWING WORKSHOPSPEAKING, LISTENING, AND VIEWING WORKSHOP

Presenting a Photoessay

Connecting to Literature When authors present life stories, they convey not only facts and observations about lives but also images that help the reader envision the subject.

For example, in “First Impressions,” the reader can visualize de Kooning’s first glimpse of New York City—skyscrapers hidden by thick fog.

Throughout the excerpt, images help show the reader de Kooning’s life and world.

Photoessay


Assignment

Present a photoessay to show the life and world of the subject you wrote about in your biographical sketch.

Presenting a Photoessay

Photoessay


Consider which photoessay form the best lends itself to your biographical subject, the details in your sketch, and your audience’s interests:

• Time Line: The form of an illustrated time line is a good choice for representing a narrative essay with a clear sequence of events.

• Biopic: The form of a biopic, a series of images that tell a life story, is a great choice if you are using technology such as slides or a video.

Planning Your Presentation

Photoessay


• Montage: The form of a montage, a series of images that communicates main ideas about a person, is a good choice for representing an expository essay about a person.

Planning Your Presentation

Photoessay

The illustration below shows part of a montage of the life of John Muir.


Creating Your Visual Media

First, do research to find your images. Consider these options:

Photoessay

• Concentrate on the general category of images you need, such as nature, construction, a particular sport or hobby, or government. Look for general-interest books on these topics for possible photos.

• Search the Internet for free downloadable images of your subject or your subject’s world.


Creating Your Visual Media

Next, prepare and assemble the images. You may want to mount them on the same color poster board or digitize them for a slide presentation. Consider ways to group, label, and organize the images that will show the main ideas or events most effectively.

Photoessay


Coordinating Your Words and Images

Photographs do not speak for themselves. It is up to you to create the narrative that links the images and tells the story.

Photoessay

In part, you can tell the story through labels you attach to your images. You want to go beyond that, however, to introduce your subject, create interest, and provide important background information that the images may not convey. Most of all, you want your listeners and viewers to see and appreciate what you find in the images. Plan a narrative with a clear introduction, main ideas or events and details, and a conclusion.


Coordinating Your Words and Images

Photoessay

Techniques for Presenting a Photoessay


What does freedom mean to you?

Unit 2, Part 3Unit 2, Part 3 BELLRINGERBELLRINGER


What lesson do you think the Cinderella story teaches women today?

Unit 2, Part 3Unit 2, Part 3 BELLRINGERBELLRINGER


0%

0%

0%

0%A. undertook very few actions to prevent

the coming warB. assumed the powers of a dictator

C. relied on the system of democracy

D. considered resigning from the presidency

What does Sandburg say Lincoln did during his first three months in office?

CHECKPOINT QUESTIONSCHECKPOINT QUESTIONS


0%

0%

0%

0%A. New York City, New York

B. Hodgenville, Kentucky

C. Springfield, Illinois

D. Gettysburg, Pennsylvania

Where did Lincoln’s railroad burial car end its journey?



0%

0%

0%

0% A. He thought Lincoln was a sad, disappointed character.

B. He believed Lincoln was the greatest political writer in history.

C. He thought Lincoln was is some ways the most interesting man who ever lived.

D. He called Lincoln one of the greatest military presidents in history.

What did American poet Mark Van Doren think about Lincoln?



0%

0%

0%

0%A. in the lights and shadows of America

B. on the consecrated grounds of Gettysburg

C. in the minds of future generations

D. in the hearts of lovers of liberty

According to Sandburg, where might the most enduring memorial to Lincoln be found?



0%

0%

0%

0%A. It makes Lincoln look fragile.

B. It makes Lincoln appear much younger.

C. It changes sorrow to joy.

D. It alters tragedy into grace.

What is the effect of the smile on Lincoln’s face in Obama’s favorite portrait of Lincoln?




0%

0%

0%

0%A. People can constantly remake

themselves to fit their larger dreams.B. People from different social

backgrounds can become President.C. Equality for everyone is the greatest

American ideal.D. The strength of the American character

will always triumph.

What enduring belief of American life does Lincoln bring to Obama’s mind?




0%

0%

0%

0%A. Lincoln’s steady decisiveness

B. Lincoln’s imperfections

C. Lincoln’s sense of humor

D. Lincoln’s compassion

According to Obama, what makes Lincoln such a compelling person?




0%

0%

0%

0%A. to appreciate the American dream

B. to build the American character

C. to bring world peace

D. to show compassion for one another

According to Obama, what is Lincoln still calling Americans to do?




0%

0%

0%

0%A. anger

B. urgency

C. pride

D. disgust

What feeling does the character Cinderella cause Toni Morrison to experience?



0%

0%

0%

0%A. economic and social status, as well as

powerB. humility, intelligence, and greed

C. perseverance, wealth, and luck

D. compassion, ambition, and common sense

What qualities does Morrison say the graduates of Barnard will share with Cinderella’s stepsisters?



0%

0%

0%

0%A. their dreams

B. their financial power

C. their ambition

D. their career

What else should women pay much attention to besides their “nurturing sensibilities” or caring abilities?



0%

0%

0%

0%A. Don’t make choices based only on security

and safety.B. Don’t overlook opportunities for advancement

and wealth.C. Don’t let the desire for power overshadow the

need to learn.D. Don’t allow the opinions of others to become

obstacles.

What advice does Morrison offer on realizing personal goals?



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Unit 2, Part 3Unit 2, Part 3 REFERENCEREFERENCE

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