Choose one of the slave narratives from the Federal Writers’ Project* and one poem (Bennet, Walcott, or Morejón)
For your analysis, choose one of the slave narratives from the Federal Writers’ Project* and one poem (Bennet, Walcott, or Morejón). Do a SOAPSTone analysis for each of them separately and submit them on the same Word/PDF file. Remember to identity yourself and the texts you are analyzing.
*See PDF file called “WPA Narrative Exercise” under Read > “Born in Slavery: Slave Narratives from the Federal Writers’ Project, 1936-1938”.
Poem Chosen- Morejon Mujer negra English.pdf (xochitl.net)
If link does not work see extra attachment Poem titled Black woman
Slave narrative chosen-See attachment called WPA NARRATIVE
SPEAKER – STEP 1: DETERMINE THE SPEAKER.
Identify who is telling the story or giving the information. Is it an omniscient narrator, a character in the story, or the actual author? Why do you think the author chose that person to be the speaker? What details about this person are important to know?
Students should identify and analyze the Speaker’s background, credibility, and perspective. Students should go beyond merely identifying the Speaker by name (occasionally, none will be given. They should be able to apply outside knowledge to Speaker (i.e., do some research using a search engine or a similar resource), or infer traits from the text itself.
OCCASION – STEP 2: RECOGNIZE THE OCCASION (Not the same as reason or motive).
The occasion refers to the time and place of the story, written document, video, or song. When and where do the events take place? From what geographical and chronological context is the speaker thinking and acting? How does the time and place affect and inform the text? What details are given about the occasion (time and place) in the text itself?
Students should identify and analyze thoroughly the historical, cultural, and contextual factors surrounding the text/video/music’s creation/production. Students should contextualize historical events or the “environment of ideas” that led to a text/video/music being produced.
AUDIENCE – STEP 3: DESCRIBE THE AUDIENCE.
Consider the primary, secondary, and even tertiary audiences of the text/video/music. Who was the text/video/music written/produced for? Why was it written/produced for them? What characteristics do you know about the audience and how do you know that the text/video/music was written with them in mind? If possible, provide some evidence from the analyzed piece to support your hypothesis.
Students should identify and analyze the target audience(s), considering their characteristics, needs, and expectations. There may be multiple audiences, and the audience(s) may need to be discovered through student’s inference of the level of discourse in the text/video/music, the diction, the connotation of chosen words, and the traits of the Speaker.
PURPOSE – STEP 4: ESTABLISH THE PURPOSE.
Why would the author write this particular text or produce this particular video/music for the audience(s) you noted above? Determine the meaning and message underlying the text/video/music and ask yourself: what value does this give to my audience(s)? What does the author think or hope the audience(s) will think about or do as a result of the text/video/music? How does the author effectively (or ineffectively) make his or her purpose clear and realize the purpose’s goals?
Students should articulate clearly and analyze deeply the author’s intent and the text/video/music’s intended impact on the audience(s). Students should apply social, cultural, historical, etc. perspectives to the text/video/music to discover what the author/Speaker is attempting to reveal about those perspectives. They should be able to examine the logic of the argument and/or the themes and interpretations being presented.
SUBJECT – STEP 5: INVESTIGATE THE SUBJECT.
Knowing the audience and purpose of the analyzed material, in conjunction with the occasion and speaker allows you to better understand the subject or topic of the text. What are the main topics being addressed/discussed/analyzed by the author/speaker of the text/video/music? What underlies the story being told or the topics being discussed in the text/video/music, possibly providing a deeper meaning? What does the author reveal (or not reveal) when addressing the subject/topic?
Students should identify and analyze the main ideas, themes, and arguments presented in the text/video/music, demonstrating a nuanced understanding of the analyzed piece.
TONE – STEP 6: DISSECT THE TONE.
Evaluate the word choice, organization, and rhetorical/persuasion patterns in the text/video/music. How do the textual and/or audiovisual elements make the audience feel? How does the author feel about the subject/topic? Is the message heavy-handed, or is it subtle? How to you know that (Provide some evidence from the analyzed piece to support your hypothesis)? What can you say about the syntactical construction and structure of the text/video/music in regards to tone?
Students should identify and analyze the tone by considering the author’s attitude, along with their rhetorical choices such as diction, syntax, connotation, and imagery, to ascertain the conveyed attitude. Whenever possible, provide examples to support your statements.
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