Have one group argue that moral humor like Hawthorne's is superior to the often amoral humor of the folk tale and gossip tradition. Have the other group argue that Hawthorne's style of humor pales in comparison to that provided by humorists like Harris and Twain. Conclude this lesson by asking students to translate a passage from Hawthorne's story into dialect. In the process of recasting Hawthorne's prose, they will likely discover that he is a more artful stylist than they might at first suppose, and discover too, as Mark Twain discovered, that an equal measure of art is required to achieve such effects in the easy-going accents of a storyteller. Students interested in learning more about the humor of the Old Southwest will find a rich repository of texts in the Library of Southern Literature, Beginning to 1920 collection at the Documenting the American South website.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiencees for a variety of purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.