Comparing Texts BECAUSE OF LIBRARIES WE CAN SAY

Comparing Texts “BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS” AND “FOR THE LOVE OF BOOKS” Conyers Middle School 8 th Grade Language Arts-4. 5 Assessment Final Practice Created by Ms. Walker

What Will I Learn? q. How to make quick annotations q. How to identify and analyze theme/thematic elements q. How to identify and analyze tone q. How to identify and analyze diction q. How to identify and analyze author’s purpose q. How to identify and analyze perceptions q. How to draw conclusions and make inferences q. How to answer constructed response questions

Day 1 ANNOTATING THE TEXT “BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS”

Instructions q. Get into four even groups. q. As a class, read the poem, “Because of Libraries We can Say These Things” by Naomi Shihab Nye (3 minutes). q. In your groups, read the poem again. Then quickly write what you think each stanza is about (10 minutes, 3 minutes to discuss stanza meanings). q. Quick annotations and mini activities: I will demonstrate what quick annotations look like with the first two stanzas (20 minutes). q. In your groups, continue annotating the text using what you learned about quick annotations (15 minutes).

Quick Annotations You have already been introduced to the steps in annotating a text, so you’re off to a great start. But what do you do when you are responsible for taking a timed assessment? It is quite impossible to follow the full list of annotation steps. There is a quicker way to annotate that is beneficial in preparing to answer constructed response and extended response questions. So what do you do when you need to annotate during a timed assessment?

Quick Annotations cont. Step 1: Read the text (stanza-by-stanza or paragraph-by-paragraph) Step 2: Stop at the end of each stanza or paragraph and quickly summarize what you’ve read Step 3: While reading, if you happen to notice any patterns, jot them down immediately Step 4: Identify the CLDs (Common Literary Devices) q q q q q Theme Diction Tone Mood Author’s Purpose Allusion (there may not always be one, but remember that it is a reference to a famous person, place, event, saying, etc. ) Metaphor Syntax Symbol/Symbolism Point of View

Tone Words qaccusatory-charging of wrong doing qapathetic-indifferent due to lack of energy or concern qawe-solemn wonder qbitter-exhibiting strong animosity as a result of pain or grief qcynical-questions the basic sincerity and goodness of people q contemptuous-showing or feeling that something is worthless or lacks respect q caustic-intense use of sarcasm; stinging, biting q conventional-lacking spontaneity, originality, and individuality q disdainful-scornful q didactic-author attempts to educate or instruct the reader qcondescension; condescending-a feeling of superiority q derisive-ridiculing, mocking qcallous-unfeeling, insensitive to feelings of others q earnest-intense, a sincere state of mind qcontemplative-studying, thinking, reflecting on an issue q erudite-learned, polished, scholarly qcritical-finding fault q fanciful-using the imagination qcholeric-hot-tempered, easily angered q forthright-directly frank without hesitation

Tone Words cont. qgloomy-darkness, sadness, rejection qhaughty-proud and vain to the point of arrogance qindignant-marked by anger aroused by injustice qintimate-very familiar qjudgmental-authoritative and often having critical opinions qjovial-happy q malicious-purposely hurtful q objective-an unbiased view-able to leave personal judgments aside q optimistic-hopeful, cheerful q obsequious-polite and obedient in order to gain something q patronizing-air of condescension qlyrical-expressing a poet’s inner feelings; emotional; full of q pessimistic-seeing the worst side of things; no hope images; song-like qmatter-of-fact--accepting of conditions; not fanciful or emotional qmocking-treating with contempt or ridicule qmorose-gloomy, sullen, surly, despondent q quizzical-odd, eccentric, amusing q ribald-offensive in speech or gesture q reverent-treating a subject with honor and respect q ridiculing-slightly contemptuous banter; making fun of

Tone Words cont. qreflective-illustrating innermost thoughts and emotions qsarcastic-sneering, caustic qsardonic-scornfully and bitterly sarcastic qsatiric-ridiculing to show weakness in order to make a point, teach qsincere-without deceit or pretense; genuine qsolemn-deeply earnest, tending toward sad reflection qsanguineous -optimistic, cheerful qwhimsical-odd, strange, fantastic; fun

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye She is holding the book close to her body, carrying it home on the cracked sidewalk, down the tangled hill. If a dog runs at her again, she will use the book as a shield.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye She looked hard among the long lines of books to find this one. When they start talking about money, when the day contains such long and hot places, she will go inside.

The last line is The first three lines are written in present continuous tense, meaning written in future the speaker is talk. ING about events that are actually happen. ING now. continuous tense, This normally happens by add. ING “ING” to the verb. because the line references what the girl will be doing “if a dog runs The book is obviously The first line reveals that at her again. ” important because this poem is a narrative libraries is in the title. poem, because it sounds Quick Annotations Model like an introduction to a story. the t a s th nce. m r i nf nifica se to o c so sig e clo s al has a thing hat th i h T t e. k boo ng som a sign luable is va di Hol r body ing” is you meth “so “the cracked sidewalk” and “the tanged hill” are metaphors for the girl’s life. A cracked sidewalk is damaged, tainted, and possibly unstable. A tangled hill is full of complicated obstacles that are difficult to travel. She is holding the book close to her body, carrying it home on the cracked sidewalk, down the tangled hill. If a dog runs at her again, she will use the book as a shield. While this is an external conflict that the girl experiences while walking home from the library, it could also be a metaphor of the real turmoil in the girl’s life. Using the book as a shield is literal and figurative. The book could indeed protect her from the dog, but the book also shields her from her reality by allowing her to escape.

The first line is written in simple past tense, because it discusses the finished actions that happened in the past. The last three lines are written in future continuous tense, because the line references what the girl will be doing “when they start talking about money. ” Quick Annotations Model Cont. The girl took her time when choosing her book. She wanted to ensure that she picked the perfect book to escape into when things in her family were rocky. She couldn’t just pick any ol’ book. “They” must be the girl’s parents, because “she will go inside” the book when they start “talking. ” The second line makes it seem like the speaker is finally showing us the book the girl picked, but we cannot see the book and we know nothing about the book. The word “this” also appears to be present tense. She looked hard among the long lines You know she doesn’t really mean “talking, ” right? What parents of books to find this one. actually just “talk” about money? When they start talking about money, when the day contains such long and hot places, she will go inside. Any long and hot place makes us want to escape, but what the girl is talking about are uncomfortable situations.

CLDs Theme: Although these are only the first two stanzas, we can begin to determine theme with the evidence we have so far. Possible theme: When life is hard, escape in a book. Can you think of another one? She is holding the book close to her body, carrying it home on the cracked sidewalk, down the tangled hill. If a dog runs at her again, she will use the book as a shield. She looked hard among the long lines of books to find this one. When they start talking about money, when the day contains such long and hot places, she will go inside. Diction is the author’s word choice. When writing, authors strategically choose words that will help them fulfill their purpose for writing, including creating mood within the reader. Diction can be colloquial (Slang), informal (Conversational), formal (Professional, Serious), connotative (Suggestive meaning), Concrete (Specific) Abstract (General or Conceptual), Euphonious (Pleasant Sounding), Cacophonous (Harsh sounding), Monosyllabic (One syllable), Polysyllabic (More than one syllable). What I can say about diction so far: Nye utilizes connotative and abstract diction throughout the poem to reveal the necessity for escape. For instance, Nye uses words such as “shield” (4) and “inside” (9) to connote, or suggest an escape from the subject’s reality. The author also conceptualizes escape by choosing abstract language—or metaphors— that signify a need for the escape. A “cracked sidewalk” (2) and a “tangled hill (3) reveal the subject’s lack of stability and difficult life. Syntax: You kind of can’t talk about diction without talking about syntax. Syntax is the actual way in which words and sentences are placed together in the writing. While diction refers to the choice of words, syntax determines how the chosen words are used to form a sentence; basically, it's all about sentence structure—how words and phrases relate to each other. Most often than not, adopting a complex diction means a complex syntactic structure of sentences and vice versa. In combination, syntax and diction help writers develop tone, mood and atmosphere in a text along with evoking interest of the readers. So, does this poem use short and concise phrases or sentences? Long and contemplative sentences? What about emphasis? Are words inverted? Talk about it!

CLDs Tone: Go back to slides 7 -9 to view the tone words. Choose two tone words that are appropriate for this text. Fill in the blanks: The tone represented in this poem is both ______ and ______ because of its_________________ language. It seems the author may have a personal connection to the poem since the poem creates a ___________________________________________ mood within the reader. Point of view the manner in which a story is narrated or depicted and who it is that tells the story. Simply put, the point of view determines the angle and perception of the story unfolding, and thus influences the tone in which the story takes place. The point of view is instrumental in manipulating the reader’s understanding of the narrative. In a way, the point of view can allow or withhold the reader’s access into the greater reaches of the story. Two of the most common point of view techniques are first person, wherein the story is told by the narrator from his or her standpoint and third person, wherein the narrator does not figure in the events of the story and tells the story by referring to all characters and places in third person with third person pronouns and proper nouns. So what’s the point of view and how do you know? Author’s purpose: The purpose of this poem is to reveal the common and rather sad reasons one uses a book to escape. The purpose is also to provide the reader with multiple uses for a book that go deeper than simply reading it. LET’S ASSUME THIS IS A QUESTION ON THE TEST. I’VE ALREADY PROVIDED MY OPINION, BUT IT’S MISSING SOMETHING…TEXTUAL EVIDENCE! THIS IS WHERE YOU’D PROVIDE DIRECT QUOTES OR PARAPHRASES TO BACK UP YOUR THOUGHTS ON THE AUTHOR’S TEXT. WHAT EVIDENCE COULD I USE TO SUPPORT MY OPINION? ___________________________________________________________ Symbolism: Now this part is easy! A symbol is a person, place, or thing that comes to represent an abstract idea or concept—it is anything that stands for something beyond itself. So…symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense. What are the symbols in the first two stanzas?

Your Turn…. We will add your annotations to the next few slides.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye An orange bed is waiting. Story without corners. She will have two families. They will eat at different hours.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye She is carrying a book past the fire station and the five and dime.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye What this town has not given her the book will provide; a sheep, a wilderness of new solutions. The book has already lived through its troubles. The book has a calm cover, a straight spine.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye When the step returns to itself, as the best place for sitting, and the old men up and down the street are latching their clippers,

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye she will not be alone. She will have a book to open and open. Her life starts here.

Day 2 ANALYZING TEXT “BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS”

Instructions q. Get back into your groups. q. Read the poem as a class (5 minutes). q. Review what we’ve learned (10 minutes). q. Practice citing explicit textual evidence (40 minutes)

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye She is holding the book close to her body, carrying it home on the cracked sidewalk, down the tangled hill. If a dog runs at her again, she will use the book as a shield.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye She looked hard among the long lines of books to find this one. When they start talking about money, when the day contains such long and hot places, she will go inside.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye An orange bed is waiting. Story without corners. She will have two families. They will eat at different hours.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye She is carrying a book past the fire station and the five and dime.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye What this town has not given her the book will provide; a sheep, a wilderness of new solutions. The book has already lived through its troubles. The book has a calm cover, a straight spine.

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye When the step returns to itself, as the best place for sitting, and the old men up and down the street are latching their clippers,

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye she will not be alone. She will have a book to open and open. Her life starts here.

Examples of Explicit Textual Evidence OPTION 1: You could combine steps 1 and 2 in one sentence, then add a second sentence for step 3. OR OPTION 2: You could simple create three sentences—one for each step. You decide… Examples on next slides.

Question Why does the subject escape through books?

Examples of Explicit Textual Evidence Example 1: Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects when the subject needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.

Examples of Explicit Textual Evidence Example 1: Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects when the subject needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life. I stated my idea. I directly cited the part of the text that led me to my idea that the author clearly exposes the truth about dysfunctional families and the effects. I explained the evidence that I chose to support my idea.

Examples of Explicit Textual Evidence Example 2: Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects it has on individual family members. The subject of the poem feels she needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.

Examples of Explicit Textual Evidence I stated my idea. Example 2: Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects it has on individual family members. The subject of the poem feels she needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life. part e h t ited ed me c y l t l c I dire text that the t e of th y idea tha poses to m learly ex or c h about s h t u a lie rut the t nal fami nctio ffects. u f s y d he e and t I explained the evidence that I chose to support my idea.

Let’s Try it Together… (10 minutes) Question: Based on the details in the poem, what experiences has the subject had?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Now try it in your groups… (15 minutes) Question: What does the girl understand about how reading a book can enhance her life?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Now try it on your own… (15 minutes) Question: Based on details in the poem, what can you infer about the young girl’s neighborhood?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Day 3 ANNOTATING THE TEXT “FOR THE LOVE OF BOOKS”

Instructions q. Get into four even groups. q. As a class, read the essay, “For the Love of Books” by Rita Dove (6 minutes). q. In your groups, read the essay again. Then quickly write what you think each paragraph is about (14 minutes). q. Quick annotations and mini activities: I will demonstrate what quick annotations look like with the first two paragraphs (10 minutes). q. In your groups, continue annotating the text using what you’ve learned about quick annotations (25 minutes).

Quick Annotations cont. Step 1: Read the text (stanza-by-stanza or paragraph-by-paragraph) Step 2: Stop at the end of each stanza or paragraph and quickly summarize what you’ve read Step 3: While reading, if you happen to notice any patterns, jot them down immediately Step 4: Identify the CLDs (Common Literary Devices) q q q q q Theme Diction Tone Mood Author’s Purpose Allusion (there may not always be one, but remember that it is a reference to a famous person, place, event, saying, etc. ) Metaphor Syntax Symbol/Symbolism Point of View

Tone Words qaccusatory-charging of wrong doing qapathetic-indifferent due to lack of energy or concern qawe-solemn wonder qbitter-exhibiting strong animosity as a result of pain or grief qcynical-questions the basic sincerity and goodness of people q contemptuous-showing or feeling that something is worthless or lacks respect q caustic-intense use of sarcasm; stinging, biting q conventional-lacking spontaneity, originality, and individuality q disdainful-scornful q didactic-author attempts to educate or instruct the reader qcondescension; condescending-a feeling of superiority q derisive-ridiculing, mocking qcallous-unfeeling, insensitive to feelings of others q earnest-intense, a sincere state of mind qcontemplative-studying, thinking, reflecting on an issue q erudite-learned, polished, scholarly qcritical-finding fault q fanciful-using the imagination qcholeric-hot-tempered, easily angered q forthright-directly frank without hesitation

Tone Words cont. qgloomy-darkness, sadness, rejection qhaughty-proud and vain to the point of arrogance qindignant-marked by anger aroused by injustice qintimate-very familiar qjudgmental-authoritative and often having critical opinions qjovial-happy q malicious-purposely hurtful q objective-an unbiased view-able to leave personal judgments aside q optimistic-hopeful, cheerful q obsequious-polite and obedient in order to gain something q patronizing-air of condescension qlyrical-expressing a poet’s inner feelings; emotional; full of q pessimistic-seeing the worst side of things; no hope images; song-like qmatter-of-fact--accepting of conditions; not fanciful or emotional qmocking-treating with contempt or ridicule qmorose-gloomy, sullen, surly, despondent q quizzical-odd, eccentric, amusing q ribald-offensive in speech or gesture q reverent-treating a subject with honor and respect q ridiculing-slightly contemptuous banter; making fun of

Tone Words cont. qreflective-illustrating innermost thoughts and emotions qsarcastic-sneering, caustic qsardonic-scornfully and bitterly sarcastic qsatiric-ridiculing to show weakness in order to make a point, teach qsincere-without deceit or pretense; genuine qsolemn-deeply earnest, tending toward sad reflection qsanguineous -optimistic, cheerful qwhimsical-odd, strange, fantastic; fun

“For the Love of Books” by Rita Dove

Quick Annotations Model You can immediately tell that the author is reflecting on her experiences with books. The author creates a vivid picture of her experiences with books through the picturesque imagery. Imagery is visually descriptive language. Heft is the weight of something. The author had a relationship with books. She knew every detail (intimacy) about the ones she chose. Books that had leather binding were usually longer which required a more sturdy binding to hold the pages together. Allusion: A Thousand One Nights—a collection of West and South Asian folk tales including “Aladdin’s Wonderful Lamp. ” The author predicted what she thought the books were going to be about. The author could escape to worlds she never knew existed— until she flipped through the pages of the book. Her satisfaction was in knowing that she could take a huge stack of books home for free from the library.

Quick Annotations Model It seems like the author spent most of her time reading. She even read in the summer, which is normally people’s vacation time. She got excited when new additions made their way to the shelves of her sunroom. She used to judge a book by its cover; that is, until she had no other books to choose from. Then she realized the cover didn’t even matter, because the story could still be great! The author creates a vivid picture of her experiences with books through the picturesque imagery. Imagery is visually descriptive language. When she finally read the unappealing book of poetry, she discovered a variety of enjoyable poetry that appealed to her emotions and intellect. The author creates an image of her world as she lists a number of texts she’d read.

The mood created through the author’s tone is that of nostalgia. Reading the text makes one remember the former days when books took the reader on magic journeys, meeting whimsical creatures and unrealistic characters. CLDs Symbolism is represented when the author refers to the experience of guessing what the book would be like to that of a genie in a bottle. So, the genie in the bottle is a symbol of surprise just as the closed book is. The book is also a symbol of escape for the author. The genie/book reference is also a simile. The point of view is first person point of view. This text is an essay and they are traditionally written by the author in first person. The purpose of this text is to teach (didactic) the audience that books can be advantageous and fascinating parts of a person’s life. The theme of the text so far could be: allow a book to take you on a journey. The author loves books, but it wasn’t until she gave them all a chance that she realized their true wonders. The tone of the text is contemplative and didactic. The author reminisces on her times with books while teaching the audience the benefits of giving all books a chance. The syntax employed by the author is a variety of simple and complex sentences. The shorter, more abrupt sentences help the author take the audience on a playful yet quick journey through her experiences with books. On the other hand, the longer, more complex syntax creates a subtle, contemplative and thoughtprovoking experience for the reader. Remember that the mood created is up to you, but it must make sense with theme. I can say that the mood created for me is nostalgia, because the author’s tone is reflective. The metaphor used in this text is that books are vehicles to unknown lands. Whenever talking about syntax, think of ways the sentence structure relates to the purpose, tone, and mood of the text.

Your Turn…. We will add your annotations to the next few slides.

“For the Love of Books” by Rita Dove

Day 4 ANALYZING THE TEXT “FOR THE LOVE OF BOOKS”

Instructions q. Get back into your groups. q. Read the essay as a class (5 minutes). q. Review what we’ve learned (10 minutes). q. Practice citing explicit textual evidence (40 minutes)

“For the Love of Books” by Rita Dove

Examples of Explicit Textual Evidence OPTION 1: You could combine steps 1 and 2 in one sentence, then add a second sentence for step 3. OR OPTION 2: You could simple create three sentences—one for each step. You decide… Examples on next slides.

Question For the author, what traits did an unopened book and a genie's lamp share?

Examples of Explicit Textual Evidence Example 1: When comparing the “closed book” to the “genie’s lamp, ” Dove uses vivid language which creates the image of endless “possibilities” as she would “gaze” and “daydream”—much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.

Examples of Explicit Textual Evidence Example 1: I stated my idea. When comparing the “closed book” to the “genie’s lamp, ” Dove uses vivid language which creates the image of endless “possibilities” as she would “gaze” and “daydream”—much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character. I explained the evidence that I chose to support my idea. I directly cited the part of the text that led me to my idea that the author uses vivid language which creates the image of the endless possibilities a book has.

Examples of Explicit Textual Evidence Example 2 When comparing the book to the genie, Dove uses vivid language which creates an imaginative and fanciful image that comes to life in the mind of the reader. The endless “possibilities” a “closed book” has as she would “gaze” while she would “daydream” is much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.

Examples of Explicit Textual Evidence Example 2 I stated my idea. When comparing the book to the genie, Dove uses vivid language which creates an imaginative and fanciful image that comes to life in the mind of the reader. The endless “possibilities” a “closed book” has as she would “gaze” while she would “daydream” is much like the endless wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character. d cite y l t ec the I dir art of d p the t that le ea tex my id to me at the s th use e r o auth anguag dl tes vivi h crea f c o whi image s the endles a the ilities sib pos ok has. bo I explained the evidence that I chose to support my idea.

Let’s Try it Together… (10 minutes) Question: What point is the author making about the imaginative life of a child through this catalog of her favorite literature?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Now try it in your groups… (15 minutes) Question: Which experience made the author realize that she could be a "real" writer?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Now try it on your own… (15 minutes) Question: When the author started reading Shakespeare, she did not know that it "was supposed to be difficult" and so she loved it. What does this statement suggest about our expectations when approaching challenges?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Day 5 COMPARING THE TEXTS “BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS” “FOR THE LOVE OF BOOKS”

Instructions q. Get into your groups. q. Choose between a Venn Diagram and Comparison and Contrast Chart (2 sheets of butcher paper is needed) q. Discuss the similarities and differences of the texts (5 minutes) q. Answer simple questions to compare the texts (10 minutes) q. Answer complex questions to compare and contrast the texts (40 minutes, 8 minutes per question)

Choose from the following: 1. A 2 -circle Venn Diagram 2. A Comparison and Contrast Chart

What’s different about the two texts? Write your answers on your chosen graphic organizer.

What’s the same about the two texts? Write your answers on your chosen graphic organizer.

Let’s begin comparing by answering simple questions first…. .

Question 1 What’s the main difference between “Because of Libraries We Can Say These Things” and “For the Love of Books”?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Question 2 What’s the main similarity between “Because of Libraries We Can Say These Things” and “For the Love of Books”?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Now here comes what you think is hard, but I believe you already know how to do! TAKE A DEEP BREATH AND ANSWER THESE QUESTIONS LIKE A BOSS!

Question 1 Besides knowing that each text is about escape, in what other specific way do these texts connect thematically?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Question 2 What are the attitudes presented in each text? Evaluate the similarities and differences.

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Question 3 Which text does a better job depicting the journey of the escape?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Question 4 Based on the diction of each text, what perceptions of escape does each author help to create?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step

Question 5 What can you conclude about the speakers’ feelings in regards to whether or not they believe books are made for more than reading?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences— one for each step