Transcript Conquering the Comma

ENGLISH 090
October 2, 2013
 “Salvation”
 Vocabulary (continued)
Langston Hughes
Langston Hughes was an
American poet, novelist, and
playwright whose AfricanAmerican themes made him a
primary contributor to the Harlem
Renaissance of the 1920s.
Hoyt W. Fuller commented that Hughes "chose to identify with plain black
people—not because it required less effort and sophistication, but precisely
because he saw more truth and profound significance in doing so. Perhaps in this
he was inversely influenced by his father—who, frustrated by being the object of
scorn in his native land, rejected his own people. Perhaps the poet's reaction to
his father's flight from the American racial reality drove him to embrace it with
extra fervor."
Salvation
1. Hughes varies the length and structure of his sentences throughout the essay. How
does this variety capture and reinforce the rhythms and drama of the evening’s
events? Explain.
2. What would be gained or lost if the essay began with the first two sentences combined
as follows: “I was saved from sin when I was going on thirteen, but I was not really
saved”?
3. How does Hughes’s choice of words, or diction, help to establish a realistic atmosphere
for a religious revival meeting?
4. What is salvation? Is it important to young Hughes that he be saved? Why does he
expect to be saved at the revival meeting?
5. Why does Hughes cry on the night of his being saved? What makes the story of his
being saved so ironic?
6. What is Hughes’ main purpose in this narrative? Why do you think this event was
important in his life?
7. How does Hughes create the scene in the revival meeting? Which sensory details of
sight and sound are particularly effective in helping the reader feel present at the
church?
8. What does Hughes’ use of dialogue add to his story? Which people speak directly and
how do their words help the reader understand Hughes’ emotional state?
Vocabulary: Root Words
Vocabulary: Root Words
Independent Reading Project
Background: Label a sheet of paper as “Background”
and address the questions below.
• Look over your text. What does the cover art tell you
about the book? What does the back and inside
covers reveal?
• Look up the author on the Internet and provide a
brief background—include who he/she is, their
education/experiences, why they wrote the book if
available.
• Find TWO reviews from book critics. Summarize their
opinion of the book.
Independent Reading Project
Vocabulary: Label a sheet of paper as “Vocabulary”
and address the sections below for every 25 pages.
• Identify no fewer than 10 words that you either
don’t know or with which you aren’t that familiar.
Write them down, the page number where you
found them, and a brief dictionary definition.
• Identify no fewer than 10 STRONG words that you
felt were compelling and that added to the overall
text. Write them down, the page number where you
found them, and a brief dictionary definition and
WHY you found the word to be STRONG.
Independent Reading Project
Reading Summary: Label a sheet of paper as
“Summary” and address the section below for every
25 pages.
• Write a brief summary of your reading. Your
response to clearly identify characters, setting, and
actions and how they contribute to the overall
story/plot. Summaries should include enough detail
to be approximately one-two paragraphs in length.
Independent Reading Project
Reader-Response: Label a sheet of paper as “ReaderResponse” and address the sections below for every 25
pages.
• Divide a sheet of paper in half. On one side write a
phrase or passage (you do not need to include the
entire passage, just the first few words and
chapter/page number) you found compelling. On
the other side, write a response to the passage as to
why you found it compelling.