Unit 1.pdf - Southwest High School
Unit 1.pdf - Southwest High School Unit 1.pdf - Southwest High School
Activity 1.9 continued Another Perspective on the World Grammar & Usage A b o u t t h e A u t h o r Good writing includes variety in sentence length. A series of sentences of more or less the same length becomes monotonous and boring. Such sentences may also lack clarity, failing to show relationships and the progression from one idea to the next. Notice the difference in length between the last two sentences in the Prologue to Invisible Man. Consider also the way Ellison conveys relationships among the ideas within the longer sentence (a compoundcomplex sentence) as well as between the two sentences. Though Ralph Ellison’s (1914–1994) novelistic output was small, its influence was huge. Ellison is best known for his novel Invisible Man (1952). In his masterpiece, an unnamed narrator struggles against racism and urban alienation to find an identity. Ellison employs an all-embracing style—combining elements of African- American folklore, Native American mythology, and classical allusions—which he likened to a jazz musician’s improvisation on traditional themes. Though Ellison detested being labeled a black writer, he accepted the label minority writer, because, as he put it, “the individual is a minority.” Sketch Images: Review the sketches you made to capture the images and/or ideas in Ellison’s Prologue. Refine and arrange them to capture the essence of Ellison’s Prologue in the space below or on separate paper.
Activity 1.9 continued Using the following model of the structure of Ellison’s Prologue, describe your perception of yourself. I am . No, I am not ; nor am I . I am , and –and I might even be said to . Quickwrite: Elaborate on the self-perception you presented above, explaining it to your readers.
- Page 1 and 2: Unit 1 Perception Is Everything E
- Page 3 and 4: Learning Focus: Perspective and Cul
- Page 5 and 6: Previewing the Unit Activity 1.1 SU
- Page 7 and 8: Importance of Perspective Activity
- Page 9 and 10: Different Ways of Seeing the World
- Page 11 and 12: Different Ways of Reading the Text
- Page 13 and 14: Activity 1.6 continued In the Readi
- Page 15 and 16: Applying Reader Response Criticism
- Page 17 and 18: P o e t r y Activity 1.7 continued
- Page 19 and 20: Seeing the World from My Perspectiv
- Page 21 and 22: Activity 1.8 continued Analyzing Ev
- Page 23: Another Perspective on the World Ac
- Page 27 and 28: Activity 1.9 continued SYNTAX: the
- Page 29 and 30: A Symbolic Perception of Self Activ
- Page 31 and 32: Exploring Perspectives in Visual Ar
- Page 33 and 34: Activity 1.11 continued Working in
- Page 35 and 36: Activity Digging for Deeper Meaning
- Page 37 and 38: Activity 1.13 continued © 2011 Col
- Page 39 and 40: Creating a Photo Essay SUGGESTED Le
- Page 41 and 42: Embedded Assessment 1 continued Pla
- Page 43 and 44: Embedded Assessment 1 continued Sco
- Page 45 and 46: What Is Cultural Criticism Activity
- Page 47 and 48: Activity 1.14 continued One time, M
- Page 49 and 50: Activity 1.15 continued In order to
- Page 51 and 52: P o e t r y Activity 1.15 continued
- Page 53 and 54: Activity 1.15 continued Questions f
- Page 55 and 56: S o n g Activity 1.16 continued by
- Page 57 and 58: Reading with a Cultural Criticism L
- Page 59 and 60: Activity 1.17 continued © 2011 Col
- Page 61 and 62: Activity 1.17 continued © 2011 Col
- Page 63 and 64: Activity 1.17 continued © 2011 Col
- Page 65 and 66: Being a Stranger Activity 1.18 SUGG
- Page 67 and 68: N o v e l Activity 1.19 continued b
- Page 69 and 70: Understanding the Stranger’s Perc
- Page 71 and 72: Activity 1.20 continued © 2011 Col
- Page 73 and 74: Activity 1.20 continued © 2011 Col
Activity 1.9<br />
continued<br />
Another Perspective on the World<br />
Grammar<br />
&<br />
Usage A b o u t t h e A u t h o r<br />
Good writing includes<br />
variety in sentence length.<br />
A series of sentences<br />
of more or less the<br />
same length becomes<br />
monotonous and boring.<br />
Such sentences may also<br />
lack clarity, failing to<br />
show relationships and<br />
the progression from<br />
one idea to the next.<br />
Notice the difference in<br />
length between the last<br />
two sentences in the<br />
Prologue to Invisible<br />
Man. Consider also the<br />
way Ellison conveys<br />
relationships among the<br />
ideas within the longer<br />
sentence (a compoundcomplex<br />
sentence) as<br />
well as between the two<br />
sentences.<br />
Though Ralph Ellison’s (1914–1994) novelistic output<br />
was small, its influence was huge. Ellison is best known<br />
for his novel Invisible Man (1952). In his masterpiece,<br />
an unnamed narrator struggles against racism and<br />
urban alienation to find an identity. Ellison employs an<br />
all-embracing style—combining elements of African-<br />
American folklore, Native American mythology, and<br />
classical allusions—which he likened to a jazz musician’s<br />
improvisation on traditional themes. Though Ellison<br />
detested being labeled a black writer, he accepted the<br />
label minority writer, because, as he put it, “the individual<br />
is a minority.”<br />
Sketch Images: Review the sketches you made to capture the images<br />
and/or ideas in Ellison’s Prologue. Refine and arrange them to capture<br />
the essence of Ellison’s Prologue in the space below or on separate<br />
paper.