HUCKLEBERRY FINN FINAL: Review GUIDE

KNOW ALL OF THESE:

1) Define realism, satire, dialect, antihero, unreliable narrator, irony (situational, dramatic, and verbal), episodic plot, romanticism, dramatic foils, hyperbole, motif, picaresque novel, parable, sarcasm, simile, metaphor, oxymoron, allegory, euphemism, bildungroman
2) Pick out examples of symbols, irony and dialect
3) Example the meaning of at least one major symbol
4) Discuss how Huck is both an unreliable narrator and an antihero
5) Discuss how Huckleberry Finn, the novel, fits both a bildungsroman and picaresque novel
6) Give examples of and discuss the following motifs in the book: superstition, parodies of previous literature (romantic novels and Shakespeare), the adopting of personas (or reinventing self), childhood games, religion, lies and cons, death, and perhaps one or two others that I will bring up in class
7) Be out to pick out and example five – ten allusions
8) Outline the plot according to the six elements
9) Break up the book into three sections or three movements (and briefly explain each movement)
10) Break up the book into 9 episodes
11) Give a list of characters in the book with a brief description of each and their general purpose in the novel
12) Compare and Contrast Huck Finn and Tom Sawyer
13) Discuss the idea of and the historical reference of Family Feuds
14) Discuss the different types of conflict found in Huckleberry Finn
15) Discuss how Mark Twain uses allusions to back up his major themes and develop his characters
16) Keep a list of Huckleberry Finns stories and pranks
17) Discuss how Huckleberry Finn is honest in dishonest world
18) Briefly explain the following themes: Racism and Slavery, Intellectual and Moral Education, The hypocrisy of society (appearance vs. reality), conflict between the individual and society, the quest for freedom (both freedom away from society and freedom within society), superstition vs religion, death and rebirth, coming of age and the hero’s journey, the concept of family, the role of the outsider, the nature and the significance of the following traits: gullibility, ignorance, and naivety, tolerance vs. prejudice.


SAMPLE SHORT ANSWER QUESTIONS:

1) Give at least three examples of scenes that fit the THEME: the individual vs. society.
2) List 9 episodes and give three events for each.
3) For the following characters list what they did or why they are important in the novel.

King (the late Dauphin)


Duke of Bridgewater (or Bilgewater)


Ben Rogers


Judith Loftus


Colonel Sherburn


Harvey Wilks

4) List three literary allusions in Huck Finn (please don’t use an author more than once) and discuss what the allusions reinforce (think main ideas or themes).

5-8) Name the speaker of the following quotes and briefly discuss the significance of the quote:


“Here was this nigger, which I had as good as helped run away, coming right out flat-footed and saying he would steal his children—children that belonged to a man I didn’t even know; a man that hadn’t ever done me no harm”

SPEAKER:
SIGNIFICANCE:


“Is a cat a man? Well den, dey ain’t no sense in a cat talkin’ like a man. Is a cow a man? Is a cow a cat? Well den she ain’t got no business to talk like either one… Is a Frenchman a man? Well den! Dad blame it, why doan’ he talk like a man?”

SPEAKER:
SIGNIFCANCE”

“I’d been selling an article that takes the tartar off the teeth—an it does take it off, too, and generly the enamel along with it.”


SPEAKER:
SIGNIFICANCE:


“They call this a govment that can’t sell a free nigger till he’s been in the state six months… Here’s a govment that calls itself a govment, and lets on to be a govment and thinks it is a govment, and yet’s got to set stock-still for six whole months before it can take a-hold of a prowling, thieving, infernal, white-shirted free nigger.”


SPEAKER:
SIGNIFICANCE:
9. Discuss how Huckleberry Finn is both an unreliable narrator and an antihero.
10. Give an example of dramatic foil in the novel and discuss the significance of this dramatic foil. What idea(s) does this foil reinforce?
11. What is the major symbol of the novel? Discuss how it is used? What scenes or moments reinforce this idea? What is Twain saying with this symbol about society?


SAMPLE MULTIPLE CHOICE QUESTIONS

1: At the beginning of the novel, why does Huck quit Tom Sawyer's gang?

a. He has no parent to ransom.

b. He feels guilty about robbing people.

c. The gang's adventures are imaginary.

d. The Widow forces him to quit.



2: When Huck sees Pap's boot print in the snow, what does he do?

a. He tells Miss Watson.

b. He quits school.

c. He tries to get Tom's gang to search for Pap.

d. He sells his fortune to Judge Thatcher.



3: How does Huck cover up his escape from Pap's cabin?

a. He makes it look as if a robber killed him.

b. He leaves a note explaining his disappearance.

c. He doesn't; he just escapes.

d. He leaves evidence indicating that Jim was at fault.



4: Who, in addition to Huck, is hiding on Jackson's Island?

a. Jim

b. Tom Sawyer

c. Miss Watson

d. The Duke and the King



5: Who is Sarah Williams from Hookerville?

a. Tom Sawyer's cousin

b. Jim's new owner

c. Miss Watson's niece

d. Huck in disguise



6: What are the Grangerfords and the Shepherdsons feuding about?

a. The theft of cattle

b. The death of an infant

c. Nobody really remembers.

d. A land dispute



7: Where does Huck hide the money he steals from the Duke and the King?

a. In the mattress of his bed

b. In the wigwam on the raft

c. In a well

d. In the coffin



8: Whom do the Phelpses mistake Huck for?

a. Tom Sawyer

b. Sid Sawyer

c. Judge Thatcher

d. Jim



9: At the end of the novel, after Huck leaves them in search of Jim, what happens to the Duke and the King?

a. Huck never finds out.

b. They get tarred and feathered and driven out of town.

c. They have another successful Royal Nonesuch.

d. They take a steamboat up the Mississippi River.



10: Who has the logical plan of escape to free Jim from the Phelps' farm?

a. Jim

b. Tom Sawyer

c. Huck

d. The Duke



11: According to Tom Sawyer, why must Jim's escape be so elaborate?

a. That is the way it is done in romance novels.

b. To fool the ignorant villagers

c. To ensure success

d. To throw off suspicion



12: Who gets shot during Jim's escape?

a. Jim

b. Huck

c. Uncle Silas

d. Tom Sawyer



13: Who says the following: "Doan' hurt me — don't! I hain't ever done no harm to a ghos'. I awluz l
iked dead people, en done all I could for 'em."

a. Huck

b. The Duke

c. Jim

d. Tom Sawyer



14: Who says the following: "I say orgies, not because it's the common term, because it ain't – obsequies bein' the
common term – but because orgies is the right term. Obsequies ain't used in England no more, now – it's gone out."

a. Tom Sawyer

b. The King

c. Uncle Silas

d. Judge Thatcher



15: Who says the following: "You don't know about me without you have read a book by the name of
The Adventures of Tom Sawyer; but that ain't no matter."

a. Jim

b. Huck

c. Uncle Silas

d. Tom Sawyer

Notes:

How to break apart Huck Finn:

Three Movements:

Movement 1 - Chapters 1-11: St. Petersburg (land)
The introduction to society and the escape from it.


Episodic Structure:
Episode 1: Tom's Gang (chapters 1-4)

Episode 2: Huck and Pap (chapters 5-7)

Episode 3: Jackson Islands (chapters 8-11)

Traditional Plot:

Inciting Event: Huck fakes his death (or could you argue that it's when Huck's Pap returns?)


Huck Finn Personas: Sarah Mary Williams, George Peters.

Huck's stories (his family is dead or sick and he is seeking help)

Motifs: Death, Snakes.

Literary Terms for Huckleberry Finn

Picarsque Novel: Usually a satirical novel which depicts in realistic detail the adventures of a roguish hero of low social class who survives by his or her wits in a corrupt society.

Bildungsroman: A novel whose principal subject is the moral, psychological and intellectual development of a youthful main character.

Episodic Plot: A structure that features distinct episodes or a series of stories linked together by the same character. Huck Finn can be broken up into 8 or 9 episodes.

Romanticism:
Work of literature that deal with imagination, that represent ideals of life, these works often include fantastic adventure stories, spiritual connections with nature, gothic stories of the fantastic. Authors include: Sir Walter Scott, Fenimore Cooper, Poe.

Realism:
Works of literature that depict life and people as they really appear. Hence Realistic.
Themes include corruption of society as a whole, racism.

Anithero:
A protagonist who doesn't fit the traditional description of a hero.

Persona:
An assumed identity or character.

Satire:
A work of literature that uses irony and hyperbole to attack and mock some aspect of society as a way to promote social change.

Thesis Statements and Order of Development

Due today: Thesis statement and order of development.

A couple websites that could help you: Writing Thesis Statements
or how to write a literary analysis

Themes

Go here

Nature vs. Human Law
Nature of Evil
Sin vs. Forgiveness or Punishment vs. Forgiveness
Individual vs. Society
Exile
Public Guilt vs. Private Guilt
Civilization vs. Wilderness or Town vs. Woods
Good vs. Evil

Practice Essay Question

2010. Palestinian American literary theorist and cultural critic Edward Said has written that “Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted.” Yet Said has also said that exile can become “a potent, even enriching” experience. Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from “home,” whether that home is the character’s birthplace, family, homeland, or other special place. Then write an essay in which you analyze how the character’s experience with exile is both alienating and enriching, and how this experience illuminates the meaning of the work as a whole. Do not merely summarize the plot.

New Vocabulary Words

Opaque
Propensity
Esoteric
Vitiated
Magnate
Malleable
Dearth
Florid
Evanescent
Veneration

Presentations for Tuesday

Chapter 2 - Helen and Amanda
Chapter 7 - Rori, Danny and Mapi
Chapter 10 - Jayce and Anna
Chapter 12 Lisa and Camilla

We will go in chapter order.

SAT Vocabulary

Advocate
Acclaim
Affinity
Aberration
Aesthetic
Aggrandizement
Abstinence
Admonish
Abstract
Acquiesce

Scarlet Letter Notes

Hester Prynne
Hester: Hestier in Greek mythology, Zeus’s sister, a woman of beauty
hestier (hasty)
Prynne: prurient
prune: purify her sin
pry: probe into the interior of one’s heart

Arthur Dimmesdale
Arthur: Adam, adultery
Dimmesdale: dim + dale: dim interior (to hide one’s sin )

Roger Chillingworth
Roger: rogue (revenge)
Chillingworth: chilly (cruel, inhumane)
+ worth (induce Arthur to speak out his own sin)

Pearl: good, pure and precious


Scarlet: Definition

Function: adjective
1 of the color scarlet
2 a : grossly and glaringly offensive
Function: noun
Middle English scarlat, scarlet, from Anglo-French escarlet, from Medieval Latin scarlata, from Persian saqalAt, a kind of rich cloth
1 : scarlet cloth or clothes
2 : any of various bright reds
Main Entry: scarlet letter
Function: noun: a scarlet A worn as a punitive mark of adultery

Study Questions Chapter 1 - THE SCARLET LETTER

Chapter 1 “The Prison Door”









What colony is the setting for the novel?

Where in the colony does the opening chapter take place?

For what 2 “practical necessities” did the new colony set aside land?

Who is Anne Hutchinson? How does Hawthorne feel about her?

What 2 possible symbols does the rose have for the reader?

New Vocabulary

Reticent
Rigor
Alacrity
Timorous
Obtuse
Adroit
Deleterious
Brevity
Adulation
Histrionic
Hypochondriac

Mayflower Compact

IN THE name of God, Amen.

We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland king, defender of the faith, etc., having undertaken, for the glory of God, and advancement of the Christian faith, and honor of our king and country, a voyage to plant the first colony in the Northern parts of Virginia, do by these presents solemnly and mutually in the presence of God, and one of another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute, and frame such just and equal laws, ordinances, acts, constitutions, and offices, from time to time, as shall be thought most meet and convenient for the general good of the colony, unto which we promise all due submission and obedience.

In witness whereof we have hereunder subscribed our names at Cape-Cod the 11 of November, in the year of the reign of our sovereign lord, King James, of England, France, and Ireland the eighteenth, and of Scotland the fifty-fourth. Anno Domine 1620.

English 11 Syllabus

English 11
Course Syllabus: 2010-2011
Instructor: Mr. Fielding
Phone: 983-3604
Email: fieldingkent@hotmail.com

Course Description: American Literature

Emphasis: The accelerated development of critical literary skills and devices to use in the analysis of works of fiction, poetry, and non-fiction. The writing of formal essays, research papers, and creative fiction and poetry.

The primary purpose of English 11 is to provide an opportunity for students to expand their critical thinking and writing skills by focusing on some of the challenging material of American Literature. The course is similar to English 10 in the dissection of literature in the pursuit of analysis but the class will cover more material and the expectation of the student’s performance is much higher. We will also look at the history of American Literature and explore themes that are unique to the American Experience such as The American Dream and the creation of the American Character. Reading in this class will correspond with the U.S. History class.

We will build on the foundation established in English 10 for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

In other words the class will dissect literature (and literary genres) at the roots—for the roots beneath the tree are extensive and only by understanding those roots can one understand the entire tree. We will look at literature as an investigation, an exploration, an adventure. We will examine genres and themes and we will share our ideas, interests and findings by discussion and writing essays, poetry, and fiction and by doing research to find out more.

Texts: The Great Gatsby, Huckleberry Finn, The Scarlet Letter, Death of a Salesman, The Grapes of Wrath, The Red Badge of Courage, poetry and short story selections from Literature and Language Arts Textbook, and selections from Walden.

JOURNALS/BLOGS

Students will be required to keep a blog throughout the year. This blog will be your journal writing for the year. In this blog/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytic writing.

NOTE: I read every journal entry and you will lose points for skipping entries or not following directions. If you do not understand an assignment please ask.

GRADES:

Tests – 25% of overall grade
Papers—25% of overall grade
Projects—20% of overall grade
Quizzes, class work, homework—20% of overall grade
Journals/Blogs—10% of overall grade

Scale:

100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F

Late Work: Mark down 10% per day. You are expected to turn in work on the deadlines due.

Required Materials:

1 Spiral Notebook (use as a journal)
1 Pocket Folders (to keep handouts, note guides, returned work)
1 Binder with loose paper

General Guidelines:

1. Be prepared when class begins. It is imperative that all pencils are sharpened and materials are ready when the bell rings.
2. Class discussions should be conducted in an orderly and respectful fashion.
3. Do not talk when I am talking.
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.
Respect others and their property. This respect extends to remaining quiet during announcements, directions, lectures, and presentations. If you are talking someone else might not be able to hear.

Welcome to Skagway's English 11

So you will be posting homework to your blog very soon!