v© Pearson Education, Inc., or its affiliates. All rights reserved.essential question: What does it take to survive?Practice
As a group, complete this chart to analyze the arguments that Brooks and
Kermode make.essential question: How do our attitudes toward the past and future shape our actions?seleCtion CentRal iDeas suPPoRtinG eViDenCe
from The Naked Babe and
the Cloak of Manliness
by Cleanth Brooksfrom Macbeth
by Frank KermodeAnalyze Craft and Structure
Analyze Arguments Literary criticism presents a writer’s carefully reasoned
analysis of one or more texts. The critic presents a central idea or claim,
and develops it through a careful, supported explanation. The central
idea must be thoroughly backed up by effective and relevant supporting
evidence, which can include quotations from the original texts and detailed
considerations of the language and themes, as well as references to the work
of other literary critics or experts.
To identify central ideas, look for topics that receive significant attention
in an essay. The title often points you toward an idea that is fundamental
to the writer’s analysis. For example, in “The Naked Babe and the Cloak of
Manliness,” one of Brooks’s central ideas relates to the many ways in which
one can interpret the image of the “naked babe” in Macbeth.PROCESS
When your group identifies
a central idea, look for at
least two different kinds of
supporting evidence that
back it up. You might have
each group member analyze
how one idea is developed
and supported. Then, share
your analyses in a group
discussion.Notebook Answer the questions.- Do you find Brooks’s support for his central idea convincing? Why or why not?
- (a) In your own words, explain Kermode’s idea that the language of Macbeth
is rich in a “peculiar ambiguous, doubling manner.” (b) Do you find his
support for this idea convincing? Explain.
from The Naked Babe and the Cloak of Manliness • from Macbeth 397LIT17_SE12_U03_B2_SG_app.indd 397 3/21/16 9:06 PMFORMATIVE ASSESSMENT
Analyze Craft and Structure
If students are not able to analyze the arguments,
then have them analyze the argument in a single
paragraph of one or both essays. For Reteach
and Practice, see Analyze Craft and Structure:
Analyze Arguments. (RP)Analyze Craft and Structure
Analyze Arguments Suggest that students will
never encounter a piece of literary nonfiction that
is entirely objective. Simply by virtue of choosing
some details and omitting others, a writer’s
language reflects personal bias and reflection.
Emphasize that these two categories of literary
nonfiction represent two ends of a spectrum,
not an either/or classification. For more support,
see Analyze Craft and Structure: Analyze
Arguments.
See possible responses in chart on
student page.
Student responses will vary.- Student responses will vary but should be
supported with evidence from the text. - (a) Kermode says that the language in the
play provides false choices, paradoxes, and
equivocations. (b) Students may find the support
convincing, as Kermode includes many references
from the play.
PERSONALIZE FOR LEARNING
English Language Support
Titles Remind students that titles are often useful
when analyzing an author’s main idea or central
argument. This is certainly the case with Brooks’s
essay; however, it is not the case with Kermode’s.
Invite students to write new titles for the secondessay, ones that illuminate the author’s point of
view and main idea. Have students read their
titles aloud and invite groups to vote for the most
accurate or appropriate titles. All levelsThe naked babe
represents an
uncontrollable
future. Plants
symbolize growth and
development.Macbeth learns that he was not
of woman born. Birnam Wood
does come to Dunsinane.The rhythm of Macbeth
alternates between
opposing elements.
Paradoxes dominate
Macbeth.Predictions that seem impossible
come true. “Fair is foul, and foul
is fair.”Small-Group Learning 397
LIT17_TE12_U03_B2_SG_app.indd 397 16-04-11 9:47 AM