I also remind them with this sort of book and project they are writing about real people who experienced unimaginable suffering and circumstances. Then, I have them write out the rest of the chapter using each of the style examples we did in class: questions, ellipses, parallel structure, and short sentences with a detached tone. Usually I have them read it in class with a print out of the text just to be sure they don’t go ahead. At that spot in the text, I make sure the students stop and do not see what happens next. I have my students read right up to the point where Elie and his father are deciding if they will stay in the hospital or be evacuated. I did not take my eyes off the doctor”(Wiesel, 79). How I longed for an order to run! The military march. I like for the students to think about and discuss the purpose of using this style with the topic he is covering. Part of this detached style is his use of very short sentences that are quick and to the point. Style: Sentence Structure and ToneĮlie Wiesel often writes in a detached tone when describing some of the horrors he witnessed or even endured. Hundreds of men were crawling with him, scraping their bodies with his on the stones” (Wiesel, 59). “Hundreds of eyes were watching his every move. “No more bell, no more roll call, no more work” (Wiesel, 78). Usually at least one student catches on even though it’s often difficult for them to put it into words. Style: Parallel Structureįor this section, I list out half-a-dozen examples of parallel structure and ask the students to try to determine the definition of parallel structure based on what they notice from the examples. A poor emaciated Jew questioned him anxiously, his voice trembling: Style: EllipsesĮllipses can be scarce in some of the texts we read, but Wiesel frequently uses them in his text to show uncertainty or hesitancy when the characters are speaking. The students are instructed to use questions to show this internal conflict of whether they will leave or stay. Elie and his father are trying to decide if they should stay in the hospital or evacuate with the rest of the camp. When the students are writing their own ending to chapter five (which I have them do as a final assessment for this assignment) I encourage them to include internal conflict through use of questions as well. Whole paragraphs are full of this sort of questioning which emphasizes his internal conflict with his faith and God. How do You compare to this stricken mass gathered to affirm to You their faith, their anger, their defiance?” (Wiesel, 66). “What are You, my God? I thought angrily. I like to focus on the purpose behind Wiesel’s use of questions at the start of chapter five. I’ve also included a link ( click here) to my TeachersPayTeachers store where I have a worksheet I created that I use with my students. *I’ve included an affiliate link to the specific text I use since different editions have different page numbers and sometimes even different wording. This is why I always include a lesson or two about writing and author’s style when reading this book with my students. The content itself is critical, but his writing is what sets it apart from other historical accounts. Wiesel’s amazing ability to so eloquently describe the horrific circumstances he endured and witnessed as a Holocaust survivor. “Night” is a staple in most high school English classes because of Mr.
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