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Composition and Literature

Composition and Literature

A Handbook and Anthology

James Sexton and Derek Soles

B C C A M P U S

V I C TO R I A , B .C .

Composition and Literature by James Sexton and Derek Soles is licensed under a Creative Commons Attribution 4.0

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© 2019 James Sexton and Derek Soles

The CC licence permits you to retain, reuse, copy, redistribute, and revise this book—in whole or in part—for free providing the author is attributed as follows:

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Contents

Accessibility Statement ix

Exceptions to the CC BY Licence xi

About BCcampus Open Education xiv

Preface xv

Part I. The Writing Process

1. Access and Acquire Knowledge 2

2. Find Your Thesis 5

3. Make a Plan 8

4. Write Your First Draft 10

5. Revise and Edit 14

6. Cite Your Sources 17

Part II. Common Writing Assignments

7. The Narrative Essay 24

8. The Examples Essay 30

9. The Extended Definition Essay 33

10. The Process (“How to”) Essay 37

11. The Cause/Effect Essay 40

12. The Compare/Contrast Essay 43

13. The Argument Essay 46

14. Further Reading 52

Part III. Poetry

15. “I Wandered Lonely as a Cloud” by William Wordsworth (Regular Verse) 56

16. “Birches” by Robert Frost (Blank Verse) 62

17. “The Negro Speaks of Rivers” by Langston Hughes (Free Verse) 66

18. “How Do I Love Thee?” by Elizabeth Barrett Browning (Sonnet) 69

19. “The Cremation of Sam McGee” by Robert Service (Ballad) 74

20. “Ode to a Nightingale” by John Keats (Ode) 81

21. “My Last Duchess” by Robert Browning (Dramatic Monologue) 88

22. “One Art” by Elizabeth Bishop (Villanelle) 94

23. “To an Athlete Dying Young” by A.E. Housman (Elegy) 98

24. “Eastern Guard Tower” by Etheridge Knight (Haiku) 103

25. An Anthology of Poems for Further Study 106

Part IV. Short Stories

26. Nathaniel Hawthorne (1804–1864) 273

27. Edgar Allan Poe (1809–1849) 283

28. Kate Chopin (1850–1904) 289

29. Charles G.D. Roberts (1860–1943) 298

30. E. Pauline Johnson (Tekahionwake) (1861–1913) 306

31. O. Henry (1862–1910) 319

32. Edith Wharton (1862–1937) 325

33. Hector Hugh Munro (Saki) (1870–1916) 335

34. Stephen Crane (1871–1900) 340

35. Willa Cather (1873–1947) 360

36. James Joyce (1882–1941) 374

37. D. H. Lawrence (1885-1930) 397

38. Ring Lardner (1885–1933) 420

39. Katherine Mansfield (1888–1923) 441

40. William Faulkner (1897–1962) 458

41. Ernest Hemingway (1899–1961) 464

42. Eudora Alice Welty (1909–2001) 478

43. Roald Dahl (1916–1990) 482

44. Flannery O’Connor (1925–1964) 485

45. Fay Weldon (1931–) 490

46. Beryl Bainbridge (1932–2010) 494

47. William Dempsey Valgardson (1939–) 497

48. Alice Walker (1944–) 519

49. Leslie Marmon Silko (1948–) 523

50. Andrea Levy (1956–2019) 527

Part V. The Novella

51. Turn of the Screw by Henry James (1843-1916) 532

52. The Awakening by Kate Chopin (1850–1904) 606

Part VI. The Novel

53. The Great Gatsby by F. Scott Fitzgerald (1896–1940) 713

Part VII. Drama

54. Twelfth Night: Act 1 William Shakespeare

804

55. Twelfth Night: Act 2 William Shakespeare

834

56. Twelfth Night: Act 3 William Shakespeare

863

57. Twelfth Night: Act 4 William Shakespeare

896

58. Twelfth Night: Act 5 William Shakespeare

908

59. Twelfth Night: Study Guide 927

60. Hamlet: Act 1 William Shakespeare

937

61. Hamlet: Act 2 William Shakespeare

976

62. Hamlet: Act 3 William Shakespeare

1005

63. Hamlet: Act 4 William Shakespeare

1045

64. Hamlet: Act 5 William Shakespeare

1078

65. Hamlet: Study Guide 1108

66. The Importance of Being Earnest by Oscar Wilde (1854-1900) 1120

67. The Importance of Being Earnest: Study Guide 1122

68. Major Barbara by Bernard Shaw (1856-1950) 1125

69. Major Barbara: Study Guide 1128

Appendix A: Glossary of English Rhetoric, Grammar, and Usage 1130

Appendix B: Glossary of Literary Terms 1207

Appendix C: Writing an Analysis of a Poem, Story, or Play 1214

Appendix D: Brave New World Casebook 1218

Appendix E: The Turn of the Screw Casebook 1230

Appendix F: Exercises and Tutorials on Grammar and MLA/APA Documentation 1233

About the Authors 1234

List of Links by Chapter for Print Users 1236

Versioning History 1252

Accessibility Statement

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Accessibility features of the web version of this resource

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If you are using a print copy of this textbook, websites linked to in this text will be underlined. You can find the web addresses for all websites mentioned in this book in the back matter in the chapter called “List of Links by Chapter for Print Users.”

Known accessibility issues and areas for improvement

This textbooks contains links to a number of external websites that may not conform to accessibility guidelines. This includes links to literature pieces that are still under copyright and as such could not be reproduced in this book. The following linked resources are inaccessible:

ix

Inaccessible resources included in this book

Resource Title Chapter Issue

Yellow Woman Leslie Marmon Silko (1948-) A scanned PDF

If you have a more accessible version of any of the above resources, please let us know by contacting BCcampus Support.

Let us know if you are having problems accessing this book

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You can contact us one of the following ways:

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This statement was last updated on August 19, 2019.

x James Sexton and Derek Soles

Exceptions to the CC BY Licence

Composition and Literature: A Handbook and Anthology by James Sexton and Derek Soles is under a Creative Commons Attribution 4.0 International Licence, except where otherwise noted. The following materials have been included in this text but are under licences with additional restrictions.

All rights reserved

Permission to include All Rights Reserved pieces has been granted for non-commercial purposes in this open textbook by the copyright holders. If you plan to adapt any content including these pieces, please reconfirm permission with the copyright holders or remove them from your version.

• Bernard Shaw Biography © Cary Mazer. (Chapter: Major Barbara by Bernard Shaw (1856-1950))

• Dictionary Entry photo © Military Writer’s Handbook, Royal Military College. (Chapter: Appendix A)

• Essay Topics for Oscar Wilde’s The Importance of Being Earnest © Philip V. Allingham on the Victorian Web. Adapted by James Sexton. (Chapter: The Importance of Being Earnest: Study Guide) Used with permission for educational purposes.

• Eudoro Alice Welty painting © National Portrait Gallery. (Chapter: Eudora Alice Welty (1909-2001)) See NPG Rights and Reproductions.

• James Joyce Biography © James Joyce Centre. Adapted by James Sexton. (Chapter: James Joyce (1882-1941))

• Oscar Wilde Biography © Philip V. Allingham on the Victorian Web. (Chapter The Importance of Being Earnest by Oscar Wilde (1854-1900)). Used with permission for educational purposes.

• Robert Browning Biography © poets.org. (Chapter: “My Last Duchess” by Robert Browning (Dramatic Monologue))

• Why Our Kids Need to Learn About Residential Schools (including images) by Bonnie Schiedel. © Today’s Parent magazine (Chapter: The Argument Essay)

• William Dempsey Valgardson photo © University of Victoria Archives, Historical Photo Collection, Acc#2008-007-6.5.1. (Chapter: William Dempsey Valgardson (1939- ))

CC BY-NC-ND

• Bloodflowers © William Dempsey Valgardson, Oberon Press. (Chapter: William Dempsey Valgardson (1939-))

xi

• Granite Point © William Dempsey Valgardson, Oberon Press. (Chapter: William Dempsey Valgardson (1939-))

• Henry James Biography © Anthony Domestico. (Chapter: Turn of the Screw by Henry James (1843-1916))

• John Keats © William Hilton, after Joseph Severn. National Portrait Gallery, London. (Chapter: “Ode to a Nightingale” by John Keats (Ode))

• Katherine Mansfield Biography © Petri Liukkonen (Authors’ Calendar). (Chapter: Katherine Mansfield (1888–1923))

CC BY-SA

• Alice Walker photo © Virginia DeBolt. (Chapter: Alice Walker (1944- ))

• Andrea Levy Biography © Wikipedia. Adapted by James Sexton. (Chapter: Andrea Levy (1956–2019))

• Beryl Bainbridge Biography © Wikipedia. Adapted by James Sexton. (Chapter: Beryl Bainbridge (1932–2010))

• D. H. Lawrence Biography. © Wikipedia. Adapted by James Sexton. (Chapter D. H. Lawrence (1885-1930))

• Ernest Hemingway Biography © University System of Georgia. Adapted by James Sexton. (Chapter: Ernest Hemingway (1899-1961))

• Fay Weldon Biography © Wikipedia. Adapted by James Sexton. (Chapter: Fay Weldon (1931–))

• Fay Weldon photo © Mogens Engelund. (Chapter: Fay Weldon (1931–))

• Flannery O’Connor © University System of Georgia. Adapted by James Sexton. (Chapter: Flannery O’Connor (1925-1964))

• Flannery O’Connor 1947 photo © Cmacaule. (Chapter: Flannery O’Connor (1925-1964))

• Kate Chopin Biography © University System of Georgia. Adapted by James Sexton. (Chapter: Kate Chopin (1805-1904))

• Leslie Marmon Silko at the banquet reading © Uche Ogbuji. (Chapter: Leslie Marmon Silko (1948–))

• Nathaniel Hawthorne Biography © Wikipedia. Adapted by James Sexton. (Chapter: Nathaniel Hawthorne (1804-1864))

• O. Henry Biography © Wikipedia. Adapted by James Sexton. (Chapter: Nathaniel Hawthorne (1804-1864))

• Ring Lardner Biography © Wikipedia. Adapted by James Sexton. (Chapter: Ring Lardner (1885-1933))

• Roald Dahl Biography © Wikipedia. Adapted by James Sexton. (Chapter: Roald Dahl (1916–1990))

xii James Sexton and Derek Soles

• Stephen Crane Biography © University System of Georgia. Adapted by James Sexton. (Chapter: Stephen Crane (1871-1900))

• W.D. Valgardson Biography © Wikipedia. Adapted by James Sexton. (Chapter: William Dempsey Valgardson (1939- ))

• William Faulkner Biography © University System of Georgia. Adapted by James Sexton. (Chapter: William Faulkner (1897-1962))

Public domain

This text includes many pieces of literature that are in the public domain in Canada, which is 50 years (soon to be 70 years) after the death of the author. Those using this book outside of Canada should review public domain legislation in their country before redistributing this book.

Composition and Literature xiii

About BCcampus Open Education

Composition and Literature: A Handbook and Anthology by James Sexton and Derek Soles was funded by BCcampus Open Education.

BCcampus Open Education began in 2012 as the B.C. Open Textbook Project with the goal of making post-secondary education in British Columbia more accessible by reducing student costs through the use of openly licenced textbooks and other OER. BCcampus supports the post-secondary institutions of British Columbia as they adapt and evolve their teaching and learning practices to enable powerful learning opportunities for the students of B.C. BCcampus Open Education is funded by the British Columbia Ministry of Advanced Education, Skills & Training, and the Hewlett Foundation.

Open textbooks are open educational resources (OER) created and shared in ways so that more people have access to them. This is a different model than traditionally copyrighted materials. OER are defined as teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.

1

Our open textbooks are openly licensed using a Creative Commons licence, and are offered in various e-book formats free of charge, or as printed books that are available at cost. For more information about open education in British Columbia, please visit the BCcampus Open Education website. If you are an instructor who is using this book for a course, please fill out our Adoption of an Open Textbook form.

1. "Open Educational Resources," Hewlett Foundation, https://hewlett.org/strategy/open-educational-resources/ (accessed September 27,

2018).

xiv

Preface

The purpose of this book is to help students achieve the learning objectives of their English 12 course. English 12 teaches students how to

• Write intelligently, clearly, and fluently;

• Understand and employ effectively the conventions of various forms of school and college writing assignments;

• Read actively and critically;

• Understand and appreciate diverse and inclusive works of imaginative literature; and

• Think critically, creatively, and reflectively.

By achieving these goals, English 12 helps students find success in all the academic courses they take, whether they complete high school or earn their Adult Graduation Diploma. This course also helps prepare students for further work at the post-secondary level if they choose to continue their formal education and for successful employment if they choose to enter the workforce after they have earned their Graduation Diploma.

Organization of this book

Composition and Literature: A Handbook and Anthology is divided into seven chapters. The first two chapters are a Composition Handbook designed to help Grade 12 students write clearly and effectively:

• “Chapter One: The Writing Process” reviews, explains, and presents the components of the process of completing writing assignments successfully at the Grade 12 level. It covers how to generate ideas, research a topic, compose a thesis, make a plan, write a draft, revise the draft, edit the draft, provide a source list. It includes questions for study and discussion and suggestions for small group activities.

• “Chapter Two: Common Writing Assignments” provides instruction and models of writing assignments commonly used in Grade 12 English: the narrative essay, examples essay, process essay, compare/contrast essay, cause/effect essay, and argumentative essay. The models are annotated to explain why they are successful representatives of their genre. The chapter includes questions for study and discussion and suggestions for small group activities.

The last five chapters are an Anthology of Literature, designed to help students read actively, analyze, understand, enjoy, and appreciate stories, poems, and plays by a diverse and inclusive group of exceptional writers:

• Chapter Three introduces students to the study of poetry. It contains many poems and links to other poems that are not in the public domain. It contains brief biographies of the authors, an

xv

authoritatively edited text of the poems, appropriate footnotes, questions for study and discussion, suggestions for small group activities, and links that provide additional relevant information.

• Chapters Four, Five, and Six introduce students to the study of fiction: short stories, novellas, and novels. It contains many works of fiction and links to other works that are not in the public domain. It contains brief biographies of the authors, an authoritatively edited text of the stories, appropriate footnotes, questions for study and discussion, suggestions for small group activities, links to video productions of about half of the stories anthologized, and other relevant links.

• Chapter Seven introduces students to the study of drama. It contains plays and links to plays that are not in the public domain. It contains brief biographies of the authors, an authoritatively edited text of the plays, appropriate footnotes, questions for study and discussion, suggestions for small group activities, links to video productions of about half of the plays in the anthology, and other relevant links.

This book also contains appendices: a glossary of literary terms, a handbook of English grammar and usage, and an appendix on writing about literature.

xvi James Sexton and Derek Soles

I

The Writing Process

To achieve success, students must learn how to write effectively. Your teachers will assess your progress in most of the courses you take partially based on writing assignments they will require you to complete. In the future, your college instructors and even your employers will also assess the quality of your work based, in part, upon your ability to communicate in writing clearly and intelligently.

There is a process to follow to complete most school writing assignments successfully and effectively. You must access and acquire the knowledge you will need to give substance to your work; compose a thesis, which will provide readers the main or controlling idea you wish to express; shape the knowledge, the content you have accessed and acquired into an outline, to make certain your readers will follow your train of thought, as you develop your thesis; write a first draft; revise that draft, usually more than once; and edit the draft, carefully correcting errors in sentence grammar, sentence structure, punctuation, and spelling. If you have used information you took from books, articles, and internet sources in your assignment, you must check to make certain you have acknowledged those sources carefully and accurately.

The way in which the writing process is described above may make it seem straightforward and linear. Note carefully that it is usually not. You may refine your thesis after you have written a draft. You may acquire a new research source halfway through the process and refine the content of your essay as a result. You will revise and edit your work as you are writing, even if you apply the finishing touches to your work just before you hand it in. Writing is much more of a recursive than a linear process.

In this chapter, the components of the writing process are explained and illustrated in that linear order—from knowledge to thesis to plan to draft to revision to editing—but remember that good writers usually mix up that process.

1

1.

Access and Acquire Knowledge

Research Your Topic

Many of the writing assignments you undertake will require research. You will need to read and take notes on print and internet sources—books, articles, websites—that contain information that will help you develop the thesis of your essay. While you do so, keep in mind these guidelines for effective research:

1. Make certain your sources are valid and reliable. There is so much information readily available on any topic, and not all of it will be authentic. Some of it might even be so inaccurate it will undermine rather than support your thesis. Online encyclopedias are uneven: the content of some articles is excellent, but the content of others might be riddled with errors. Articles, online or in print, from academic journals are usually good sources, as are articles from established and respected magazines and newspapers. Internet sources with a URL ending in .edu (for education) or .gov (for government) are usually valid and reliable.

1

Be wary of using information from blogs and Facebook posts. Internet sources with a URL ending in .org (for organization) might be biased if the organization represents a certain social or political cause or point of view.

2. Make certain your sources are directly relevant to your topic. In this information age, it is usually possible to find good print and, especially, internet sources that will provide you with just the information you need to complete an assignment successfully. Some topics require current information. If, for example, you were writing an essay about treating the flu or recombinant DNA or the progress of global warming, sources written even just a couple of years ago may be outdated.

3. Refine your search terms, which are those keywords that you enter into database search boxes. For example, “Global warming” as a Google search term (without quotation marks) could yield about 444 million results; “causes of global warming” about 364 million; “the effects of global warming on hurricane intensity” about 37,000; and “the effects of global warming on hurricane intensity in Florida in 2017” about 12,000. This last number is still a lot, but it would be possible now to skim through the first twenty or so results to find the best sources. Another good way to refine your search and to have confidence in the sources it yields is by using a digitized database, such as JSTOR, EBSCO, or ProQuest, if your school has a subscription.

4. Write down all of the bibliographical information about your source, so you won’t have to access it again online or, worse, find a book again that you have already returned to the library. Record the full names of all of the authors; the full title of the book or article; the

1. Note that these domains are American.

2

exact date of publication: the year, and, for articles, the month and the day; the issue number and volume number for an article in an academic journal; the edition number, if it is other than the first edition or if it is a revised edition; the URL and, if available, the DOI (digital object identifier).

5. Consult your school librarian. Librarians can direct you to sources you might not otherwise have known about; help you identify the best, most reliable and valid sources; and help you refine your search terms so they yield the best results.

Exercise One

Select a topic of interest to you. Carefully following the guidelines presented above, find three articles that will be good sources of information for the topic you have selected.

In small groups, share and discuss the process you went through to find your sources and explain why you believe they are good sources. Share constructive advice on the source lists group members have put together.

Your teacher might ask you to hand in your articles.

Generate Ideas

All academic writing assignments require knowledge, but some do not require research. Both a narrative essay about a significant personal experience and an in-class or examination essay, which tests your knowledge of course content, do not require—in fact, preclude—the use of secondary sources. Even so, there are some techniques you can try to help you discover or access knowledge you can use to develop the ideas in a narrative or examination essay.

1. Focus in on your topic and then, for ten minutes or so, write out quickly and without regard to the rules of grammar and sentence structure ideas about your topic as they come randomly into your head. This is a technique known as freewriting, and it can be an effective way of generating ideas and content you can use.

2. Write out the keywords from your topic in the centre of a blank sheet of paper. Circle the keywords. Then, around the keywords, write out other points as they occur to you, points that are relevant to and could develop the main idea the keywords express. Then circle these points and draw lines linking together related ideas. This technique, known as webbing, can not only reveal ways of developing your thesis, but also help you begin to establish the organizational structure of your writing assignment.

3. Write out the questions that you will need to answer as you work your way through the process of completing your assignment successfully. Try to answer these questions, to the best of your ability, with the knowledge you already possess. This is a technique journalists use to file a full story. They ask who is involved; what happened; where did it happen; when did it happen; why did it happen; how did it happen? It is sometimes referred to as the W5 method or the pentad, though the “how” question does add a sixth dimension.

Access and Acquire Knowledge 3

Exercise Two

Select one of the following broad topics: hockey, hip-hop music, vacations, designer handbags, reality television programs, weddings, lipstick. Working quickly, use the methods for generating ideas explained above to generate ideas about the topic you selected.

Remember this is often a good method for refining a broad topic into a workable thesis. See if any potential thesis statements emerge from this exercise.

In small groups, share your experience using these methods for generating ideas, stressing the extent to which you found them useful or ineffective.

4 The Writing Process

2.

Find Your Thesis

An essay’s thesis or thesis statement is its central or controlling idea, its essence, its main idea. It is the focal point for your topic. It is usually expressed as an opinion or an assertion, usually in a single sentence, which the rest of the essay supports and augments. It is typically the last sentence of the opening paragraph (when you are using paragraphs in a longer essay), though it can also be effectively placed elsewhere.

If, for example, your topic is on the search for life on other planets, your thesis, among the many possibilities, might be:

• Recent research into the topography of Mars increases the odds that Earth is not the only planet in our solar system that harbours life.

• While the search for extraterrestrial intelligence is an important function of the SETI Institute, the Institute also provides resources for students and educators in all aspects of astronomy and keeps the public informed about current issues in the field.

• Among the scores of movies about extraterrestrial intelligence, Arrival and Close Encounters of the Third Kind are the most thought-provoking.

• The Drake Equation provides no hard evidence of the existence of intelligent life elsewhere in the universe, but it does suggest that the odds are in its favour.

• No official government investigation or serious scientific study has confirmed the existence of UFOs.

A good essay will develop the thesis in a series of paragraphs that provide some combination of examples, details, definitions, anecdotes, comparisons, contrasts, causes, and effects so that readers feel satisfied that the writer has established the validity of the thesis.

Keep in mind that your thesis might evolve and change as you work your way through the process of composing your essay. While revising your first or second draft, you may realize that some of the content of your essay does not quite relate to your thesis, which you may then have to refine.

A Blueprint Thesis

A blueprint thesis provides readers with not only the essay’s controlling idea, but also the reasons and arguments in phrase or even word form in support of the controlling idea. A simple blueprint thesis for a short essay about the popularity of jeans might be:

Jeans are so popular because they are comfortable, durable, and stylish.

For a longer essay, the thesis would add more supporting points:

5

Jeans are so popular

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