Close Reading of Creative Nonfiction

Close Reading of Creative Nonfiction

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Multiple Choice

Which of the following best defines close reading?

• A. A quick review of the text’s main ideas and summary.

• B. A reading strategy that skips difficult passages to maintain fluency.

• C. A method of reading that only identifies literary devices without interpretation.

• D. A detailed, analytical reading that focuses on language, structure, and deeper meaning.

Multiple Choice

What is the primary purpose of close reading in creative nonfiction?

• A. To quickly identify the main idea and summarize the narrative.

• B. To memorize key details without interpreting their significance.

• C. To analyze the text deeply, examining its structure, language, and meaning to understand the author's intent.

• D. To read for entertainment without focusing on deeper themes or stylistic choices.

Multiple Select

Which of the following are steps in close reading? (Select all that apply.)

• A. Read the text multiple times to ensure overall understanding.

• B. Take notes actively, either in a notebook, on the text, or on a photocopy.

• C. Read quickly without pausing to maintain fluency.

• D. Summarize the text without focusing on specific passages.

• 
  E. Use the details in the text to develop a deeper interpretation. Pause to reflect on details and impressions while reading.

How to Begin a Close Reading

1. Read the text!

Make sure that you understand its plot, who the characters are, etc. For more difficult texts, it may take more than one read to do this. That is normal. The better your overall understanding of the text, the easier it will be to focus on its details and/or the details of your chosen passage.

How to Begin a Close Reading

2. When you are ready to begin your close reading, take your time!

Read the text actively. Take notes. You may write on a separate sheet of paper, directly in your book, or you may even choose to make a photocopy of the text or passage and take notes on that. Choose the method which works best for you.

How to Begin a Close Reading

2. When you are ready to begin your close reading, take your time!

Read the text actively. Take notes. You may write on a separate sheet of paper, directly in your book, or you may even choose to make a photocopy of the text or passage and take notes on that. Choose the method which works best for you.

How to Begin a Close Reading

3. Do not be afraid to pause to think over what you read as you read!

​Do not hesitate to read and re-read sentences or sections several times before moving on. Take note not only of the details in the text, but also of the impressions which those details create in you as a reader. The purpose of a close reading is to squeeze the details from your chosen text and use those details to formulate an interpretation of a deeper meaning or impression present in the text.

Multiple Choice

What is the primary reason a close reading should not be the first reading of a text?

• A. A close reading requires prior knowledge of the text's themes.

• B. The first reading is only for entertainment and should not involve analysis.

• C. A close reading should only be done after memorizing key passages.

• D. Without an initial understanding of the overall text, analyzing details becomes ineffective.

Multiple Choice

Which of the following best describes an active reading approach during a close reading?

• A. Skimming the text quickly to identify major plot points.

• B. Reading aloud to enhance comprehension without taking notes.

• C. Engaging with the text by annotating, taking notes, and pausing for reflection.

• D. Writing a summary after finishing the entire text without revisiting specific sections.

Multiple Choice

When analyzing a passage through close reading, why is it important to note the impressions it creates?

• A. Because impressions help determine whether the passage is well-written.

• B. Because impressions help uncover deeper meanings beyond the literal words.

• C. Because impressions are necessary to compare the passage with other literary works.

• D. Because impressions help identify the author's intent without needing textual evidence.

Multiple Choice

What is the best strategy for handling difficult passages in a close reading?

• A. Skipping over them to maintain reading flow.

• B. Reading them once without stopping to avoid overanalyzing.

• C. Re-reading them multiple times and taking notes to identify significant details.

• D. Searching for a summary online to quickly understand the meaning.

Some Details to Consider When Reading Closely

Fill in the Blank

________ Matter! Always take a moment to consider it of your chosen text and

its relationship to the content. The author has chosen it carefully to

represent the text as a whole. Often, it may point to important symbols or

images which you might then focus on more closely in your reading.

 Titles Matter!

Always take a moment to consider the title of your chosen text and its relationship to the content. The author has chosen the title carefully to represent the text as a whole. Often, titles may point to important symbols or images which you might then focus on more closely in your reading.

Fill in the Blank

____________ may help to contextualize some of

the text’s details. It helps determine why certain words, arguments, or examples are used, providing deeper insight into the text’s overall meaning.

Fill in the Blank

_______ refers to the specific group of people the author intends to reach. This can be identified based on the text’s tone, language, and subject matter. For example, a scientific article may target scholars and researchers, while a children's book is designed for young readers. Understanding the audience helps readers interpret the language and content appropriately.

Fill in the Blank

_____ is the reason why the text was written. Common examples include to inform, persuade, entertain, or express an opinion. For example, a news article aims to inform, while an advertisement seeks to persuade. Recognizing the it allows readers to evaluate the text's effectiveness and credibility.

Multiple Choice

"A balanced diet and regular exercise are essential for maintaining a healthy lifestyle. Doctors recommend at least 30 minutes of exercise daily."

• Who is the intended audience?

• a) Athletes

• b) General public

• c) Scientists

• d) Historians

Multiple Choice

"A balanced diet and regular exercise are essential for maintaining a healthy lifestyle. Doctors recommend at least 30 minutes of exercise daily."

• What is the purpose of the passage?

• a) To entertain

• b) To inform

• c) To persuade

• d) To describe

Multiple Choice

"Sign up today for our exclusive rewards program and earn points with every purchase! Members get early access to new products and discounts."

• Who is the intended audience?

• a) Teachers

• b) Scientists

• c) Students

• d) Shoppers

Multiple Choice

"Sign up today for our exclusive rewards program and earn points with every purchase! Members get early access to new products and discounts."

• What is the purpose of the passage?

• a) To narrate

• b) To entertain

• c) To persuade

• d) To inform

Audience and Purpose.

Who is the intended audience of the text or passage?

What is its purpose? Audience and purpose may help to contextualize some of the text’s details.

Multiple Choice

Which literary element determines how the story is told and from whose perspective the reader experiences the events?

• A. Setting

• B. Conflict

• C. Theme

• D. Narrative Point of View

3. Narrative Point of View.

The narrator is the voice through which the reader experiences the text. That means that all of the information a reader receives is colored by the narrator’s perspective.

Dissecting this perspective may help to inform your understanding of how the

text relates its information and how that dynamic influences or constructs

meaning within the text.

Narrative Point of View.

Is the text or passage narrated in 1st, 2nd, or 3rd person? Is the narrator omniscient (does he or she know all of the characters’ thoughts and actions)? Is the narrator’s perspective limited to one character’s experiences and thoughts? Is the narrator an impartial observer, a fly on the wall who simply relates the events of the text or passage without giving insight into characters’ thoughts and

feelings?

Does the narrator seem to make any judgments regarding the characters or events of the text? Is the narrator completely reliable? If the narrator may be biased, how does that influence the text? What biases might the narrator possess? Is he or she possibly insane, lying, or mistaken?

Narrative Point of View.

• There are three main types of narration in literature:

  1. First-Person Narration – The narrator is a character in the story, using "I" or "we" to tell the story from their personal perspective. This type of narration provides insight into the character’s thoughts and emotions but may be limited to their knowledge and experiences.

     • Example: "I walked into the room, unsure of what I would find."

  2. Second-Person Narration – The narrator addresses the reader directly using "you", making the reader feel like they are part of the story. This style is less common but is often used in instructional writing or experimental literature.

     • Example: "You open the door and step into the unknown."

Narrative Point of View.

• 3. Third-Person Narration – The narrator is an outsider looking in and uses "he," "she," "they," or character names to tell the story. There are three subtypes:

  • Omniscient – The narrator knows everything about all characters, including their thoughts and feelings.

  • Limited – The narrator only knows the thoughts and feelings of one character.

  • Objective – The narrator reports events without revealing any character’s internal thoughts or emotions.

  • Example: "She hesitated before entering the room, her heart pounding."

Narrative Point of View.

1. "I walked down the empty street, my heart pounding in my chest."
   Answer: _________

2. "You open the book and begin to read, unaware of the adventure ahead."
   Answer: _________

3. "He watched as the waves crashed against the shore, lost in thought."
   Answer: _________

Narrative Point of View.

4. "I never imagined I would find myself in this situation, yet here I am."
   Answer: _________

5. "You take a deep breath and step forward, determined to face the challenge."
   Answer: _________

6. "Maria sat quietly, staring at the letter in her hands, unsure of what to do next. Meanwhile, her mother, in the next room, wondered if she had made the right decision."
   Answer: _________

Multiple Choice

Which literary device appeals to the senses by creating vivid descriptions that help readers visualize, hear, smell, taste, or feel elements of a text?

• a) Symbolism

• b) Imagery

• c) Theme

• d) Characterization

4. Imagery and Symbols. 

Often, a work of literature will emphasize a particular image. Images appeal to our senses, so a text may include visual images, auditory images, images which involve smell, images which involve taste, and images which involve touch. What images do you find in the text or passage? Are there any images which appear to be emphasized more than others? Why? How does that affect the meaning of the text or passage?

Some images may function as symbols in the text: images which have metaphorical meanings beyond their literal meanings. Are there any symbols present in the text? What metaphorical meanings might those symbols carry? If we accept those meanings, how does that influence our reading of the text?

Fill in the Blank

"Beneath the looming storm clouds, the lone oak tree stood defiant, its gnarled roots gripping the earth as if refusing to surrender. Lightning streaked the sky, illuminating its twisted branches, each scarred by time yet unyielding against the howling wind."

• Dominant Imagery: _________________

  Symbolism of the Oak Tree: _______________________

:

:

,

,

Multiple Choice

Which literary element refers to the way an author develops and presents characters in a story, including their traits, motivations, and roles in the plot?

• a) Plot

• b) Setting

• c) Characterization

• d) Symbolism

5. Characterization. 

Who are the characters? Is there one protagonist (main character), in the text? Is there an antagonist (a character or force which opposes the protagonist)? If so, how does the conflict influence the text? Which characters are focused on and which characters are treated as secondary? How do we learn about the characters? Does the narrator tell us about them explicitly through description? This is called direct characterization. Do we learn about the characters through their actions and dialogue? This is called indirect characterization. How does the characterization influence the meaning of the text or passage?

Fill in the Blank

"Jonathan was a quiet and intelligent young man, always lost in his books. He rarely spoke unless necessary, preferring the company of literature over people."

• Type of Characterization: _______________________

Fill in the Blank

"Sarah clenched her fists as her face turned red. 'I don’t care what you think,' she snapped, slamming the door behind her. The room fell silent, save for the sound of her heavy breathing."

Type of Characterization: _______________________

Multiple Choice

Which literary element refers to the way time is structured and presented in a text, including whether events occur in a linear or non-linear sequence?

• a) Foreshadowing

• b) Flashback

• c) Chronology

• d) Tone

6. Chronology 

How is time treated in the text? Is it linear, a-linear? What span of

time does it cover? Does it focus on a period of minutes, hours, days, years?

How do the choices about representing time influence or construct meaning in the text?

Fill in the Blank

"The morning sun had barely risen when Eleanor set out on her journey. Hours passed as she walked through the endless fields, the sky shifting from gold to deep blue. By the time she reached the village, the stars had begun to emerge, twinkling softly above her."

• How is time treated in this passage? _______________________

• What effect does this treatment of time have on the meaning of the text?

;

.

Fill in the Blank

"He stood in the old house, running his fingers over the dust-covered piano keys. Suddenly, he was ten years old again, hearing his mother’s laughter as she played. The notes filled the air, warm and full of life. In an instant, he was back in the present, alone in the silent room."

• How is time treated in this passage? _______________________

• What effect does this treatment of time have on the meaning of the text?

-

;

.

Multiple Choice

Which literary element refers to the physical structure of a text, including line breaks, paragraph spacing, and visual arrangement on the page?

• a) Theme

• b) Form

• c) Tone

• d) Point of View

7. Form

The literal form of a text can influence the reader’s experience of it. Some details related to form might include line and paragraph breaks, the physical position of the text on the page, the font style, or even something as simple as spacing.

7. Form

1. Line and Paragraph Breaks

• Effect: Line and paragraph breaks help organize ideas, create emphasis, and control the pacing of the text. Short paragraphs can create a sense of urgency, while longer ones can develop ideas in detail.

• Example:

  • In poetry, line breaks can create rhythm and meaning:

    "I saw a bird,
    Perched on the edge of morning,
    Watching the world wake."

    • Here, the line breaks encourage the reader to pause and reflect, emphasizing the imagery

7. Form

2. Physical Position of Text on the Page

• Effect: The way text is arranged on a page can impact its meaning and engagement. Some texts experiment with form to convey emotions or movement.

7. Form

• Example:

  • In concrete poetry, the shape of the poem reinforces its meaning. A poem about a tree may be arranged in the shape of a tree.

  • E. E. Cummings often used unconventional formatting:

    "l(a
    le
    af
    fa
    ll
    s)
    one
    liness"

    • The fragmentation visually represents a falling leaf and loneliness.

7. Form

3. Font Style and Size

• Effect: Different fonts and sizes create different emotional responses and readability levels.

• Example:

  • Bold and italicized text can indicate emphasis or tone:

    "This is important. Do not ignore it!"

  • Gothic or calligraphy fonts might be used in fantasy novels to create an old-fashioned or magical feel.

  • Sans-serif fonts are often used for modern and minimalistic texts, making them easier to read online.

7. Form

4. Spacing and Margins

• Effect: The amount of space between words, lines, and paragraphs affects readability and emotional impact.

• Example:

  • Dense text with little spacing can be overwhelming:

    "Thedarkforestwasdenseandfilledwithunknownsounds."

  • Generous spacing makes reading easier and can emphasize isolation or emptiness:

    "She walked alone.
    No sound.
    Just the echo of her steps."

  • Marginal notes or annotations in books add depth by providing commentary or additional information.

Fill in the Blank

"I can't breathe.
The walls are closing in—
tight, suffocating, unrelenting.
Darkness swallows me whole."

• How does the form of this text affect the reader’s experience?

:

,

,

'

.

Fill in the Blank

"The advertisement read in bold, red letters:
LIMITED TIME ONLY!
GET 50% OFF—TODAY ONLY!
Click here to claim your deal!"

• How does the visual form of the text influence the reader?

:

,

,

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.

Multiple Choice

Which aspect of a text focuses on word choice, sentence structure, and punctuation, influencing tone and meaning?

• a) Plot Development

• b) Characterization

• c) Symbolism

• d) Sentence Level: Diction, Syntax, and Punctuation

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

“Diction” refers to word choice. What types of words are used in the text or passage? Are the words formal or informal, simple or complex, monosyllabic (short) or polysyllabic (long)? What do the words physically sound like? Do the words carry any other connotations beyond their literal meanings which may be relevant to your reading of the text?

Tip: Dictionaries such as the Oxford English Dictionary (OED) are useful resources in determining a particular word’s history and connotations. What do the sentences themselves look like? Are they simple or complex, long or short? Hemingway is often praised for his simple, short sentences. How does the sentence structure influence your reading of the text? What kinds of punctuation does the writer use?

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

“Diction” refers to word choice. What types of words are used in the text or passage? Are the words formal or informal, simple or complex, monosyllabic (short) or polysyllabic (long)? What do the words physically sound like? Do the words carry any other connotations beyond their literal meanings which may be relevant to your reading of the text?

Tip: Dictionaries such as the Oxford English Dictionary (OED) are useful resources in determining a particular word’s history and connotations. What do the sentences themselves look like? Are they simple or complex, long or short? Hemingway is often praised for his simple, short sentences. How does the sentence structure influence your reading of the text? What kinds of punctuation does the writer use?

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

1. Formal vs. Informal Diction

• Formal: “The research findings indicate a significant correlation between socioeconomic status and educational attainment.”

• Informal: “Kids from wealthier families usually do better in school.”

Comparison: The formal version sounds academic and precise, while the informal version is more conversational and straightforward.

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

2. Simple vs. Complex Words

• Simple: “She ran fast and won the race.”

• Complex: “She accelerated with remarkable agility, securing her victory.”

Comparison: The simple version is direct and easy to understand, while the complex version adds sophistication and detail.

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

3. Monosyllabic vs. Polysyllabic Words

• Monosyllabic: “The sun set. The night came.”

• Polysyllabic: “As the golden horizon descended, twilight enveloped the land.”

Comparison: The monosyllabic version is blunt and fast-paced, while the polysyllabic version is more poetic and descriptive.

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

4. Sound of Words (Phonetics)

• Soft sounds (sibilance): “The whispering sea sang a silent song.”

• Harsh sounds (cacophony): “The cracked glass shattered with a sharp snap.”

Comparison: The soft version feels soothing and lyrical, while the harsh version creates tension and urgency.

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

5. Connotations Beyond Literal Meanings

• Neutral/Literal: “He returned to his house.”

• Connotative/Emotional: “He returned to his home.”

Comparison: “House” is just a building, while “home” suggests warmth, comfort, and belonging.

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

6. Short vs. Long Sentences

• Short: “He ran. He fell. He gasped.”

• Long: “As he sprinted through the dense forest, his breath came in ragged gasps, his heart hammering against his ribs with each desperate step.”

Comparison: The short version is urgent and dramatic, while the long version builds suspense and vivid imagery.

8. Sentence Level: Diction (connotations), Syntax, and Punctuation.

7. Punctuation Choices

• With periods: “She waited. The door opened. A figure appeared.”

• With commas: “She waited, watching as the door creaked open, revealing a shadowed figure.”

• With ellipses: “She waited… the door creaked open… a figure appeared in the darkness.”

Comparison: The first version is sharp and suspenseful, the second flows smoothly, and the third adds mystery and hesitation.

Multiple Choice

1. Formal vs. Informal Diction

• Sentence A: “The examination results illustrate a strong correlation between study habits and academic performance.”

• Sentence B: “Test scores show that students who study more get better grades.”

Question:
a) Which sentence uses formal diction?

• Sentence A

• Sentence B

Multiple Choice

2. Simple vs. Complex Words

• Sentence A: “The teacher gave a simple explanation.”

• Sentence B: “The instructor provided a comprehensive and detailed clarification.”

Question:
a) Which sentence uses simpler language?

• Sentence A

• Sentence B

Multiple Choice

3. Monosyllabic vs. Polysyllabic Words

• Sentence A: “The sun set. The sky turned dark.”

• Sentence B: “As the horizon descended, twilight enveloped the landscape in a dim glow.”

Questions:
a) Which sentence has more monosyllabic words?

• Sentence A

• Sentence B

Multiple Choice

4. Sentence Length and Structure

• Sentence A: “He ran. He fell. He gasped.”

• Sentence B: “As he sprinted across the rocky path, he lost his footing and collapsed, gasping for breath.”

• Sentence B

• Sentence A

Multiple Choice

5. Punctuation and Emphasis

• Sentence A: “She waited. The door opened. A shadow appeared.”

• Sentence B: “She waited… the door creaked open… a shadow emerged in the darkness.”

Questions:
a) Which sentence builds more suspense?

• Sentence B

• Sentence A

Multiple Choice

Which aspect of a text focuses on recurring structures, rhythms, or motifs that contribute to its meaning?

• a) Patterns

• b) Setting

• c) Perspective

• d) Sentence Level: Diction, Syntax, and Punctuation

9. Patterns

What patterns are present in the text? Consider the significance of the

pattern itself.

Is the pattern established in the text ever interrupted? Interruptions or breaks in firmly established textual patterns are usually particularly significant. Remember that the author has gone to a lot of trouble to establish this pattern in the text. If he or she is choosing to disrupt it, there is probably a very good reason.

9. Patterns

Analyzing Patterns in a Text

Patterns in a text can appear in different ways, such as through sentence structure, diction, imagery, repetition, or rhythm. Recognizing these patterns helps in understanding the author’s intent and how changes in the pattern affect meaning or tone.

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1. Types of Patterns in a Text

✅ Repetition of Words or Phrases

• Example: “I have a dream…” (Martin Luther King Jr.)

• Significance: The repeated phrase emphasizes hope and vision for the future.

9. Patterns

✅ Sentence Length and Structure

• Example: A story may use short, choppy sentences to build tension, then switch to longer sentences to slow down the pace.

• Significance: This shift can reflect a change in mood or action.

✅ Parallelism (Similar Sentence Structures)

• Example: “Like father, like son.”

• Significance: Reinforces an idea through a rhythmic and balanced structure.

9. Patterns

✅ Imagery or Symbolism

• Example: A novel may consistently use light and darkness to represent good and evil.

• Significance: A break in this pattern (e.g., a "dark" character being shown in light) can symbolize a shift in character development.

✅ Punctuation and Formatting Choices

• Example: A poem using strict rhyme and meter suddenly switches to free verse.

• Significance: This can signal an emotional shift or an important thematic change.

9. Patterns

2. Significance of Pattern Interruptions

When a pattern is broken, it often signals an important shift in the text. This can be a turning point in the plot, a change in tone, or an emphasis on a new idea.

🔹 Example 1: Breaking a Repetitive Structure

• If a speech repeatedly uses “We will fight,” but suddenly shifts to “But we must also seek peace,” it forces the audience to reconsider the message.

9. Patterns

🔹 Example 2: Changing Sentence Length

• A novel may use long, descriptive sentences throughout, then suddenly use a short, blunt sentence like: “Then he died.”

• This abrupt shift creates a dramatic impact.

🔹 Example 3: Disrupting Symbolism

• A story that consistently describes a character wearing white (purity) suddenly has them wearing black.

• This could signal moral corruption or a change in their role.

Multiple Choice

1. Identifying Repetition

In Martin Luther King Jr.'s speech, "I have a dream that one day... I have a dream that one day..." the repeated phrase "I have a dream" serves to:

• a) Confuse the audience with too much repetition

• b) Emphasize his vision and create a rhythmic, memorable speech

• c) Change the topic of the speech each time it is repeated

• d) Make the speech shorter and easier to deliver

Multiple Choice

2. Breaking a Pattern for Effect

A story describes a peaceful village with long, flowing sentences. Suddenly, a short sentence appears: "Then the storm hit." What is the likely reason for this sudden change?

• a) The author forgot to finish the sentence

• b) Short sentences are easier to read

• c) The break in the pattern builds tension and shocks the reader

• d) The sentence length does not matter in storytelling

Multiple Choice

3. Symbolism and Pattern Disruptions

In a novel, a character always wears white to symbolize innocence. One day, they show up in black. What does this likely represent?

• a) A shift in their personality or role in the story

• b) The author ran out of descriptions for white clothing

• c) Black is a more fashionable choice

• d) The sentence length does not matter in storytellingd) The weather got colder, so they wore darker clothes

Multiple Choice

Which aspect of a text focuses on breaks in logic, unreliable narration, or conflicting perspectives within the story?

• a) Chronology

• b) Imagery

• c) Contradictions/Inconsistencies

• d) Form

10. Contradictions/Inconsistencies.

Like breaks in patterns, inconsistencies or contradictions in the text are also particularly worthy of attention. What inconsistencies or contradictions can you identify? What are the sources of these contradictions?

Is there an unreliable narrator? What is unreliable about this person? Are

different characters’ perspectives the source of the contradiction? What is the effect or utility of reinforcing the differing perspectives of these characters? Does the text seem to be purposely confusing or contradictory? What might the significance of that be?

10. Contradictions/Inconsistencies.

1. Unreliable Narrators

An unreliable narrator is one whose credibility is questionable due to bias, limited knowledge, or intentional deception.

✅ Example: The Tell-Tale Heart (Edgar Allan Poe)

• The narrator insists he is not mad, yet his obsessive behavior and nervous speech suggest otherwise.

• Effect: The contradiction makes readers question what is real versus what is imagined.

10. Contradictions/Inconsistencies.

2. Conflicting Character Perspectives

Characters may experience the same event differently, leading to contradictions.

✅ Example: Rashomon (Akira Kurosawa, inspired by Ryūnosuke Akutagawa’s stories)

• Different characters recount the same crime with conflicting details.

• Effect: The story highlights subjectivity and the unreliability of memory or personal bias.

10. Contradictions/Inconsistencies.

3. Purposeful Confusion or Contradiction

Some texts intentionally create inconsistencies to challenge the reader’s perception.

✅ Example: 1984 (George Orwell)

• The government manipulates history, making "truth" flexible (e.g., War is Peace, Freedom is Slavery).

• Effect: Forces readers to reflect on propaganda, power, and control over reality.

10. Contradictions/Inconsistencies.

Significance of Contradictions

📌 Builds tension and mystery – Keeps readers engaged in decoding the truth.
📌 Develops deeper themes – Explores memory, perception, and reality.
📌 Encourages critical thinking – Challenges the reader to question narratives.

Multiple Choice

1. Identifying an Unreliable Narrator

In Edgar Allan Poe’s The Tell-Tale Heart, the narrator repeatedly insists that he is not mad, yet he also:

• a) Hears things that others cannot hear and behaves irrationally

• b) Is praised by others for being completely logical

• c) Never contradicts himself in the story

• d) Provides a completely factual and unbiased account

Multiple Choice

2. Conflicting Character Perspectives

In a story, one character claims they saw a crime take place at midnight, but another insists it happened at sunrise. What does this contradiction suggest?

• a) One of them might be lying or misremembering the event

• b) The author made a mistake in writing the story

• c) It doesn’t matter because time has no impact on a story

• d) The characters have perfect memories and are both correct

Multiple Choice

3. Purposeful Contradictions in a Text

In George Orwell’s 1984, the phrase "War is Peace, Freedom is Slavery" is an example of:

• a) A clear and logical statement

• b) A contradiction used to confuse and manipulate people

• c) A simple mistake in translation

• d) A historical fact that is always true

Multiple Choice

Which literary device involves references to other literary works, historical events, or cultural knowledge outside the text?

• a) Patterns

• b) Allusions

• c) Sentence Level

• d) Characterization

11. Allusions

Allusions are references to knowledge or events outside of the text itself, often other literary works, but sometimes current events or politics. Are there any allusions present in the text or passage? To what do they refer?

If the text establishes a connection to another text through an allusion, then how does a reading of the second text influence your understanding of the first text? In western literature, direct allusions to biblical stories can be common.

However, some allusions are very subtle and even unexpected.

11. Allusions

An allusion is an indirect reference to a well-known person, event, text, or idea. Writers use allusions to add depth to their work, relying on readers' prior knowledge to understand the reference.

Allusions can be:

• Literary (references to other books, poems, or plays)

• Biblical (references to the Bible or religious stories)

• Mythological (references to myths, gods, or legendary heroes)

• Historical/Political (references to real-world events or figures)

• Pop Culture (references to movies, songs, or modern media)

11. Allusions

1. Literary Allusions

📖 The Fault in Our Stars (2012) – John Green

• Allusion to Shakespeare’s Julius Caesar (1599)

  • The title comes from Cassius’ line:
    “The fault, dear Brutus, is not in our stars, but in ourselves, that we are underlings.”

  • This suggests that fate is not to blame for suffering, reinforcing the novel’s themes of love, illness, and destiny.

11. Allusions

📖 Harry Potter Series (1997–2007) – J.K. Rowling

• Allusions to Classical Literature

  • The character Argus Filch is named after Argus Panoptes, a Greek mythological giant with many eyes, fitting Filch’s role as a watchful caretaker.

  • The spell “Lumos” alludes to Latin (meaning light), connecting to literary and linguistic traditions.

11. Allusions

2. Biblical Allusions

📖 Hamlet (1603) – William Shakespeare

• Cain and Abel’s Murder in the Play

  • Claudius killing King Hamlet parallels Cain murdering Abel out of jealousy.

  • The ghost even says:

    "The primal eldest curse upon’t, a brother’s murder."

  • This biblical allusion reinforces the theme of betrayal and divine justice, showing Claudius as a cursed murderer.

11. Allusions

2. Biblical Allusions

📖 Frankenstein (1818) – Mary Shelley

• Allusion to Adam’s Creation

  • Victor Frankenstein, in creating life, is often compared to God creating Adam.

  • The creature himself recognizes this parallel, saying:

    "I ought to be thy Adam, but I am rather the fallen angel."

  • This reference highlights the tragedy of creation and abandonment, drawing from the Biblical idea of mankind’s fall from grace.

11. Allusions

3. Mythological Allusions

📖 Percy Jackson & the Olympians (2005–2009) – Rick Riordan

• Greek Mythology References

  • The entire series is built on allusions to Greek myths, featuring gods like Zeus and Poseidon.

  • Percy’s name itself alludes to Perseus, a Greek hero, setting up themes of heroism and fate.

11. Allusions

3. Mythological Allusions

📖 Divergent (2011) – Veronica Roth

• Allusions to the Phoenix and Mythological Trials

  • The main character, Tris, undergoes intense transformation, symbolizing the phoenix (a mythical bird that burns and is reborn from its ashes).

  • The initiation process in the Dauntless faction mirrors trials from Greek mythology, where heroes must prove their worth.

11. Allusions

4. Historical and Political Allusions

📖 1984 (1949) – George Orwell

• Allusions to Stalinist Russia

  • Big Brother represents totalitarian control, much like Joseph Stalin.

  • Newspeak (the government’s restrictive language) alludes to propaganda and censorship, which existed in real-world dictatorships.

11. Allusions

4. Historical and Political Allusions

📖 The Hunger Games (2008) – Suzanne Collins

• Allusion to Roman Gladiators

  • The idea of children forced to fight in an arena alludes to ancient Roman gladiator games, where people were forced to entertain the public through combat.

  • The Capitol resembles Rome, with its excess wealth and control over districts.

11. Allusions

5. Pop Culture Allusions

📖 Ready Player One (2011) – Ernest Cline

• Allusions to 1980s Video Games and Movies

  • The book is packed with references to classic games (Pac-Man, Dungeons & Dragons) and films (Back to the Future (1985)).

  • This allusion builds nostalgia and connects modern readers to past pop culture.

11. Allusions

5. Pop Culture Allusions

📖 The Perks of Being a Wallflower (1999) – Stephen Chbosky

• Allusion to The Catcher in the Rye (1951) – J.D. Salinger

  • The protagonist, Charlie, resembles Holden Caulfield, a lonely teenager searching for identity.

  • The book mirrors themes of isolation, growing up, and mental health.

11. Allusions

Allusions:
✔ Enrich a text by connecting it to past works, history, or culture
✔ Create deeper meanings that go beyond the surface level
✔ Require readers to recognize the reference to fully understand the message

Multiple Choice

1. In The Hunger Games, the event where children are chosen to fight to the death resembles the gladiator battles of ancient Rome.

What type of allusion is this, and what does it allude to?

• a) Literary – 1984

• b) Mythological – The Minotaur and the Labyrinth

• c) Historical – Roman Gladiator Games

• d) Biblical – The Trial of Job

Multiple Choice

2. In East of Eden, the rivalry between Charles and Adam mirrors the story of two biblical brothers, one of whom is favored while the other grows jealous. What type of allusion is this, and what does it allude to?

• a) Literary – Hamlet

• b) Biblical – Cain and Abel

• c) Historical – The American Civil War

• d) Mythological – Romulus and Remus

Multiple Choice

3. In Harry Potter and the Sorcerer’s Stone, the three-headed dog “Fluffy” guards a secret, just like the Greek monster Cerberus.

What type of allusion is this, and what does it allude to?

• a) Literary – The Chronicles of Narnia

• b) Biblical – The Beast of Revelation

• c) Mythological – Cerberus, the three-headed dog guarding the Underworld

• d) Pop Culture – Sci-fi films featuring mutated animals

Multiple Choice

4. A TV series follows a brilliant detective with unconventional methods and a sharp mind, much like a famous literary character known for solving mysteries.

What type of allusion is this, and what does it allude to?

• a) Pop Culture – House M.D., inspired by a classic detective

• b) Mythological – Odysseus, who used intelligence to solve problems

• c) Historical – Auguste Dupin, an early detective from the 19th century

• d) Literary – Sherlock Holmes in A Study in Scarlet by Arthur Conan Doyle

Multiple Choice

5. A superhero film features a villain who believes that wiping out half of the universe will restore balance, resembling an idea found in older philosophical or religious texts.

What type of allusion is this, and what does it allude to?

• a) Pop Culture – Avengers: Infinity War (2018), where Thanos pursues "balance"

• b) Literary – Big Brother in 1984 by George Orwell, who controls society

• c) Mythological – Thanatos, the Greek god of death

• d) Historical – The Malthusian Theory of population control

Multiple Choice

5. In Macbeth, Lady Macbeth says, “Out, damned spot!” while obsessively washing her hands, similar to Pontius Pilate.

What type of allusion is this, and what does it allude to5.?

• a) Historical – The Black Plague

• b) Biblical – Pontius Pilate washing his hands before Jesus’ crucifixion

• c) Mythological – The River Styx and purification

• d) Literary – Hamlet and its themes of guilt

Multiple Choice

7. A popular music video features a scene where a singer is surrounded by snakes, representing betrayal, similar to an ancient and widely recognized symbol.

• a) Literary – The deception in Macbeth by William Shakespeare

• b) Pop Culture – Taylor Swift’s "Look What You Made Me Do" (2017) referencing public betrayals

• c) Biblical – The serpent in Genesis from the Bible, symbolizing temptation

• d) Mythological – Medusa, who turned people to stone with her gaze

Multiple Choice

What is the best approach when encountering an unfamiliar word, reference, or concept in a text?

• a) Skip over it and keep reading

• b) Guess its meaning without checking

• c) Research it online or ask a tutor/professor

• d) Ignore it unless it appears multiple times

12. Research Anything Unfamiliar!

A quick online search (or inquiry to your tutor or professor!) for anything unfamiliar in the text or passage can point you to allusions or other connections which you would not have made.

Example: In reading the poem “My Papa’s Waltz,” you may not have known that a waltz is a three beat dance. However, by doing a small bit of research on “waltz,” one of the key words in the poem’s title, you might find this information. Then, you might realize the connection between the dance and the meter of the poem itself.

12. Research Anything Unfamiliar!

Some questions you might want to ask

1) Who is speaking? Who is being spoken to? What is the reader assumed to

know/not know? (University essays aren't written for an interested aunt or

friend on a different course, but for an audience familiar with the themes

and readings under discussion. Students are writing for an audience of

engaged and interested peers. This means that the writer can assume that

their reader knows the text and doesn't need extensive plot summary in

the introduction or start of the essay. This frees up space for analysis and

the laying out of each section's claims. It also helps to develop an

authoritative voice: you are an expert speaking to other experts.)

12. Research Anything Unfamiliar!

2) What is the point of the details included in the passage (e.g. if mundane

things are mentioned, why is that; if there are elements of description that

don‘t seem to contribute to the plot what do they do instead)?

12. Research Anything Unfamiliar!

3) What generic clues are here (what kinds of writing are hinted at)?

12. Research Anything Unfamiliar!

4) Are there words or phrases which are ambiguous (could mean more than

one thing)? If so, are we directed to privilege one reading over the other or

do we keep both in play? Does one meaning open up an alternative

story/history/narrative? What are the connotations of the words that are

chosen? Do any of them open up new or different contexts?

12. Research Anything Unfamiliar!

5) Are there patterns which emerge in the language (the repetition of words

or of certain kinds of words? Repeated phrases? Rhymes or half-rhymes?

Metrical patterns?). What effects do they create?

12. Research Anything Unfamiliar!

6) Is there any movement in the passage you are reading? Are there any

shapes or dominant metaphors?

12. Research Anything Unfamiliar!

7) What kind of rhythm does the passage have? What is its cadence?

12. Research Anything Unfamiliar!

8) Is there anything that troubles you about the passage or that you‘re not

sure you fully understand?

What is a Critique?

A critique is a careful analysis of an argument to determine what is said, how well the points are made, what assumptions underlie the argument, what issues are overlooked, and what implications are drawn from such observations. It is a systematic, yet personal response and evaluation of what you have read.

Guide in Writing a Critique

Fill in the Blank

A ____________ explains a work of fiction, poetry or drama by

means of interpretations. The goal of this analysis (as with any other

analysis) is to broaden and deepen your understanding of a work of

literature.

Fill in the Blank

How do you prove your interpretation?

You prove your interpretation by finding a _________ of examples in the

literature that support your idea. You find this in the literary

elements, such as plot, point of view, character, setting, symbols, tone,

and style. In poetry, the uses of language (rime, meter and metaphors) are

also patterns that can support your interpretation.

Fill in the Blank

How do you develop an interpretation?

Interpretations are developed by an in-depth examination of a text. An

interpretation often will be the ________ of your paper.

Fill in the Blank

How do you conduct an "in-depth" examination of a text?

a) Before reading the work, make sure to examine the ________ carefully. Often

the it is a clue to an important idea in the work.

How do you conduct an "in-depth" examination of a text?

c) After reading the work the first time, ask yourself the following

questions:

▪ What is the geographical, historical and social setting? How does this affect the story or poem?

▪ Who is (are) the main character(s)?

▪ Who are the secondary characters, and how are they linked to the main characters?

▪ Does the main character change? If so, how and why? If not, why not?

▪ What is the conflict? Can you trace the development and resolution of the conflict?

▪ Who is telling the story? How does this influence the story or poem?

▪ In poetry, can you find a pattern of rime and meter?

How do you conduct an "in-depth" examination of a text?

d) As you re-read the work, make sure you can answer these questions.

Then ask yourself the following questions, which may help you to discover deeper meanings that will lead you to an interpretation.

▪ Can you summarize the author's meaning in one paragraph?

▪ Can you state a theme of the work in one sentence?

▪ Can you identify any symbols or metaphors? What do they

mean?

Fill in the Blank

7. Where do you find evidence to support your interpretation?

In a literary analysis evidence is found mainly from the _______ you are

discussing. Secondary sources (published critical analyses) may support

your point of view as well.

Fill in the Blank

How do you conduct an "in-depth" examination of a text?

a) Before reading the work, make sure to examine the ________ carefully. Often

the title is a clue to an important idea in the work.

Fill in the Blank

If interpretations are an individual response, are all interpretations

valid?

Because an interpretation must be supported, the strength or weakness of

your interpretation rests on the strength or ________ of your argument. In

other words, you must organize a discussion that convinces the reader

that your point of view is astute.

If interpretations are an individual response, are all interpretations valid?

Because an interpretation must be supported, the strength or weakness of

your interpretation rests on the strength or weakness of your argument. In

other words, you must organize a discussion that convinces the reader

that your point of view is astute.

Fill in the Blank

9. What should be documented in a critical analysis?

Any _______ must, of course, be documented. Also, direct

quotes should be documented. Unlike secondary sources, a summary of a

literary scene or event does not need documentation. Typically, MLA style

documentation is used.