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Unit 10 The Wonderful Lousy Poems

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Contents Pre-reading questions Pre-reading questions Background information Background information Structural analysis of the text Structural analysis of the text Comprehensive questions Comprehensive questions Language Points Language Points Sentence highlights Sentence highlights Language appreciation Language appreciation Grammar points Grammar points Comprehensive questions of Text II Comprehensive questions of Text II

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Background information About the author and the text About the author and the text Budd Schulberg, American novelist, short story writer, screen writer, and contributor to major national magazines, is the author of What Makes Sammy Run (1941), The Disenchanted (1950), and On the Waterfront (1954). The son of a Hollywood tycoon, Schulberg invest the above auto- biographical account with the drama of film community life in the 1920s, even as he finds in a childhood crisis the sources of the creative process. Budd Schulberg, American novelist, short story writer, screen writer, and contributor to major national magazines, is the author of What Makes Sammy Run (1941), The Disenchanted (1950), and On the Waterfront (1954). The son of a Hollywood tycoon, Schulberg invest the above auto- biographical account with the drama of film community life in the 1920s, even as he finds in a childhood crisis the sources of the creative process.

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Pre-reading questions Have you ever tried to write a poem? Have you ever tried to write a poem? How different is your father from your mother in their methods when they try to give you proper education? How different is your father from your mother in their methods when they try to give you proper education?

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Structure analysis of the Text The story is narrated from the author s point of view, in the tone of recollections of the past. Hence vividness and truthfulness are created. Written in a chronological order, the narration is interspersed with comments. While narrating his past experience, the author presents to the reader a portrait of his father in work, and toward the end of the text, he makes a comment of two kinds of forces in love: the father s force and the mother s force, both of which he later realizes are important to his growth..

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Part I: Introduction (Paragraphs 1-6) Part I: Introduction (Paragraphs 1-6) Budd wrote his first poem, which is highly praised by his mother, and he was expecting his father s arrival in excitement, feeling sure he would appreciate it more than his mother. Budd wrote his first poem, which is highly praised by his mother, and he was expecting his father s arrival in excitement, feeling sure he would appreciate it more than his mother.

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Part II: Main Body (Paragraphs 7-20) Part II: Main Body (Paragraphs 7-20) Budd s father came home, and beyond his expectation, the poem was denounced as lousy Budd s father came home, and beyond his expectation, the poem was denounced as lousy Part III: Conclusion (Paragraph 21-24) Part III: Conclusion (Paragraph 21-24) The author makes a comparison between the father s love and the mother s love. Although conflicting, they are complementary and in fact, both are indispensable to his growth. The author makes a comparison between the father s love and the mother s love. Although conflicting, they are complementary and in fact, both are indispensable to his growth.

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Questions for comprehension 1. How did his mother respond to Budd s first poem? 1. How did his mother respond to Budd s first poem? His mother s response was positive and affirmative. She poured out her welcome praise and cried that she had not expected that her son had such a talent for poetry writing. She encouraged the son to keep on writing. His mother s response was positive and affirmative. She poured out her welcome praise and cried that she had not expected that her son had such a talent for poetry writing. She encouraged the son to keep on writing.

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2. Why did Budd look forward to his father s arrival? 2. Why did Budd look forward to his father s arrival? His father was a Hollywood tycoon and began his career as a writer. Budd believed that his father would be able to discover his talent and appreciate his poem more than his mother did. His father was a Hollywood tycoon and began his career as a writer. Budd believed that his father would be able to discover his talent and appreciate his poem more than his mother did.

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3. How did his father respond to the poem? 3. How did his father respond to the poem? Quite beyond his expectation, his father at first ignored his poem and then, when he did notice it and read it, he dropped the poem back and declared that it is lousy, which hurt Budd severely. Quite beyond his expectation, his father at first ignored his poem and then, when he did notice it and read it, he dropped the poem back and declared that it is lousy, which hurt Budd severely.

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4. Which kind of love was important to Budd s growth, the mother s love or the father s love? 4. Which kind of love was important to Budd s growth, the mother s love or the father s love? Both were important to Budd s growth. The mother s love was encouraging and inspiring. She encouraged Budd to keep on writing. The father s love was strict and stern. His principle in the education of the son was to Watch. Listen. Review. Improve. These two kinds of love were indispensable in Budd s development. I try to navigate my little craft so as not to capsize before either. That is to say, both his mother s affirmation and his father s doubt were in the name of love, and Budd followed the course between them. Both were important to Budd s growth. The mother s love was encouraging and inspiring. She encouraged Budd to keep on writing. The father s love was strict and stern. His principle in the education of the son was to Watch. Listen. Review. Improve. These two kinds of love were indispensable in Budd s development. I try to navigate my little craft so as not to capsize before either. That is to say, both his mother s affirmation and his father s doubt were in the name of love, and Budd followed the course between them.

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Language points 1.exuberant 1.exuberant (1)of people and their behavior overflowing with life and cheerful excitement (1)of people and their behavior overflowing with life and cheerful excitement His paintings were full of exuberant color His paintings were full of exuberant color (2)(of plants) growing strongly and plentifully (2)(of plants) growing strongly and plentifully the exuberant growth of a tropical rain forest the exuberant growth of a tropical rain forest

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2. nothing short of (used to add force to a statement) nothing less than 2. nothing short of (used to add force to a statement) nothing less than The closure of the factory will be nothing short of a disaster of disastrous for the people in the area The closure of the factory will be nothing short of a disaster of disastrous for the people in the area

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3.glow (1) to give out heat and or soft light without flames or smoke 3.glow (1) to give out heat and or soft light without flames or smoke The iron bar was heated until it glowed The iron bar was heated until it glowed The cat s eyes glowed in the darkness. The cat s eyes glowed in the darkness. (2)(+with) to show redness and heat especially in the face e g after hard work or because of strong feelings (2)(+with) to show redness and heat especially in the face e g after hard work or because of strong feelings She was glowing with health and happiness She was glowing with health and happiness She glowed with pride at her son s achievements She glowed with pride at her son s achievements

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4.elaborate:adj. full of detail; careful worked out and with a large number of parts 4.elaborate:adj. full of detail; careful worked out and with a large number of parts She made elaborate preparations for the party, and then no one came. She made elaborate preparations for the party, and then no one came. The curtains had an elaborate pattern of flowers. The curtains had an elaborate pattern of flowers.

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5. do justice to: to treat adequately, fairly, or with full appreciation 5. do justice to: to treat adequately, fairly, or with full appreciation She cooked a delicious dinner, but we couldn t really do it justice(=eat enough of it) because we d eaten too much already. She cooked a delicious dinner, but we couldn t really do it justice(=eat enough of it) because we d eaten too much already. She didn t do herself justice in the exam (=did not answer the questions as well as she could have). She didn t do herself justice in the exam (=did not answer the questions as well as she could have).

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6. oath 6. oath (1)(words used in making) a solemn promise to do something or solemn declaration that something is true (usually appealing to God etc as a witness) (1)(words used in making) a solemn promise to do something or solemn declaration that something is true (usually appealing to God etc as a witness) There is a standard form of oath used in law courts There is a standard form of oath used in law courts (2)casual and improper use of the name of God etc to express anger surprise etc; swear-word (2)casual and improper use of the name of God etc to express anger surprise etc; swear-word He hurled a few oaths at his wife and walked out slamming the door He hurled a few oaths at his wife and walked out slamming the door

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7.glamorous: a. attractive, charming, exciting 7.glamorous: a. attractive, charming, exciting the glamour of film stars the glamour of film stars glamor: n. attractive or exciting quality which somebody/something has, and which seems out of reach to others. glamor: n. attractive or exciting quality which somebody/something has, and which seems out of reach to others. hopeful young actors and actresses dazzled by the glamor of Hollywood. hopeful young actors and actresses dazzled by the glamor of Hollywood. Now that she s an air hostess, foreign travel has lost its glamor for her. Now that she s an air hostess, foreign travel has lost its glamor for her.

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8.rant: v. to speak loudly, violently or theatrically 8.rant: v. to speak loudly, violently or theatrically He ranted (on) at me about my mistakes. He ranted (on) at me about my mistakes.

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9.wheel 9.wheel (1)to push or pull (a vehicle with wheels) (1)to push or pull (a vehicle with wheels) wheel a barrow( along the street) wheel a barrow( along the street) (2)to move in a curve or circle (2)to move in a curve or circle birds wheeling about in the sky above us birds wheeling about in the sky above us Left Right wheel Left Right wheel

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10.glare: 10.glare: n (1)strong unpleasant dazzling light n (1)strong unpleasant dazzling light avoid the glare of the sun of car headlights etc avoid the glare of the sun of car headlights etc (2)angry or fierce look fixed look (2)angry or fierce look fixed look give somebody a hostile glare give somebody a hostile glare v (1)to shine with a dazzling unpleasant fight v (1)to shine with a dazzling unpleasant fight The searchlight glared illuminating the prison yard The searchlight glared illuminating the prison yard (2)to stare angrily or fiercely at somebody something) (2)to stare angrily or fiercely at somebody something) He didn t shout or swear but just glared silently at me. He didn t shout or swear but just glared silently at me.

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11.hold one s ground: 11.hold one s ground: To maintain one s claim, intension, argument, etc; not to yield or give way To maintain one s claim, intension, argument, etc; not to yield or give way The speaker calmly held his ground in the face of angry opposition. The speaker calmly held his ground in the face of angry opposition. She held her ground in spite of all the counter- arguments She held her ground in spite of all the counter- arguments

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12.crush (1)to press or squeeze (somebody something) so hard that it breaks or is damaged 12.crush (1)to press or squeeze (somebody something) so hard that it breaks or is damaged Several people were crushed to death by the falling rocks Several people were crushed to death by the falling rocks (2)to break something hard into small pieces or into powder by pressing (2)to break something hard into small pieces or into powder by pressing Huge hammers crush (up) the rocks Huge hammers crush (up) the rocks (3)to defeat (somebody something) completely to subdue (3)to defeat (somebody something) completely to subdue The rebellion was crushed by government forces The rebellion was crushed by government forces He felt completely crushed by her last remark He felt completely crushed by her last remark

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13.dawn on: to gradually become clear to one s mind; to become evident to somebody 13.dawn on: to gradually become clear to one s mind; to become evident to somebody It finally me that he had been lying. It finally me that he had been lying. The truth began to dawn on him. The truth began to dawn on him.

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14.counsel: 14.counsel: 1) to give professional advice to (somebody with a problem) 1) to give professional advice to (somebody with a problem) A psychiatrist who counsels alcoholics A psychiatrist who counsels alcoholics (2) to give (the stated advice) (2) to give (the stated advice) I would caution in such cases I would caution in such cases (3) to advice (3) to advice He counseled them to give up the plan. He counseled them to give up the plan.

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15. echo: 15. echo: (1)(of places) to send (something) back (1)(of places) to send (something) back The valley echoed back his song. The valley echoed back his song. (2) (fig) to repeat, imitate or to recall (2) (fig) to repeat, imitate or to recall They echoed their leaders every word. They echoed their leaders every word. (3) (of places) to repeat a sound (to, with) (3) (of places) to repeat a sound (to, with) The hills echoed the sound of laughter. The hills echoed the sound of laughter.

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16. buffet 16. buffet v. To knock or push roughly from side to side v. To knock or push roughly from side to side flowers buffeted by the rain and wind flowers buffeted by the rain and wind a boat buffeted (about) by the waves a boat buffeted (about) by the waves

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17. navigate 17. navigate (1) to find the position and plot the course of a ship, an aircraft, a car etc., using maps and instruments (1) to find the position and plot the course of a ship, an aircraft, a car etc., using maps and instruments Which officer in the ship navigate? Which officer in the ship navigate? (2) to steer ( a ship); to pilot ( an aircraft) (2) to steer ( a ship); to pilot ( an aircraft) navigate the tanker around the Cape navigate the tanker around the Cape (3) to sail along, over or through (a sea, river, etc.) (3) to sail along, over or through (a sea, river, etc.) Who first navigated the Atlantic? Who first navigated the Atlantic?

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18. capsize: to (cause a boat to) overturn or be overturned 18. capsize: to (cause a boat to) overturn or be overturned The boat capsized in heavy seas. The boat capsized in heavy seas. Huge waves can capsize the ship Huge waves can capsize the ship

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Sentence highlights 1. My father always paced determinedly as he ranted against the studio greats, and now as he wheeled he paused and glared at his plate.(Para. 9) Paraphrase: Paraphrase:

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2. I wasn t hearing so well because it is hard to hear clearly when your head is making its own sounds of crying. (Para.18) Paraphrase: Paraphrase:

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3. And my mother was learning that she could criticize me without crushing me. (Para.21) Paraphrase: Paraphrase:

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4. Between the two poles of affirmation and doubt, both in the name of love, I try to follow my true course. (Para. 24) Paraphrase Paraphrase

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Language Appreciation 1.The Wonderful Lousy Poems (the title) 1.The Wonderful Lousy Poems (the title) oxymoron oxymoron

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2. calling down terrible oaths on his glamorous employees. (Para. 7) 2. calling down terrible oaths on his glamorous employees. (Para. 7) paradox paradox

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3. My father always paced determinedly as he ranted against the studio greats, and now as he wheeled he paused and glared at his plate.(Para. 9) 3. My father always paced determinedly as he ranted against the studio greats, and now as he wheeled he paused and glared at his plate.(Para. 9)

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4.Those conflicting but complementary voices of my childhood echo down through the years-wonderful, lousy, wonderful, lousy-like two powerful, opposing winds buffeting me. (Para.24) 4.Those conflicting but complementary voices of my childhood echo down through the years-wonderful, lousy, wonderful, lousy-like two powerful, opposing winds buffeting me. (Para.24)

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5. I try to navigate my little craft so as not to capsize before either. (Para.24) 5. I try to navigate my little craft so as not to capsize before either. (Para.24) metaphor metaphor

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Grammar points Infinitive to vs. Preposition to Infinitive to vs. Preposition to We may try to put a noun after it. If a noun or a noun equivalent is possible, it proves to be a preposition; otherwise, it is an infinitive sign. We may try to put a noun after it. If a noun or a noun equivalent is possible, it proves to be a preposition; otherwise, it is an infinitive sign.

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Text II Text II Dad Dad

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About the author Andrew H. Malcolm was born in 1943 in Andrew H. Malcolm was born in 1943 in Cleveland, Ohio. He studied journalism at Northwestern University and then joined The New York Times in 1967 as a news clerk. He has won major awards for reporting, and is the author of Unknown America, published in 1975. Cleveland, Ohio. He studied journalism at Northwestern University and then joined The New York Times in 1967 as a news clerk. He has won major awards for reporting, and is the author of Unknown America, published in 1975.

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Questions for discussion 1. Is it still important today for a man to display a firm handshake and a steady gaze into someone s eyes? When would these gestures be most important? These gestures seem not be as important today as it was in wartime. But anyway, we need a firm handshake and a steady gaze under certain occasions, for example, when we are in trouble or when we lack some kind of confidence. At this moment, a handshake, a gaze or a few words of encouragement will inspire us and urge us to overcome difficulties and go forward. In the same way, when other people are in trouble or meet some obstacles, a firm handshake and a steady gaze from us will also establish their courage and help them pull through difficulties These gestures seem not be as important today as it was in wartime. But anyway, we need a firm handshake and a steady gaze under certain occasions, for example, when we are in trouble or when we lack some kind of confidence. At this moment, a handshake, a gaze or a few words of encouragement will inspire us and urge us to overcome difficulties and go forward. In the same way, when other people are in trouble or meet some obstacles, a firm handshake and a steady gaze from us will also establish their courage and help them pull through difficulties

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2. How do you feel about Malcolm s father crying with his son when the boy s dog was killed? A strong man as he was, Malcolm s father cried when the boy s dog was killed. For one thing, Malcolm s sorrow was to immense to stand. In order to comfort him and help him get over the sorrow, his father was there, with the son, and with teas in his eyes. His father was not as cool-blooded as what had been thought of. He was a person full of feelings and sympathies. For the other, his father thought of the natural order of life and death. The dog s unexpected death indicates the unpredictability of life and death.

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3. As you grew up, when did you shift from trying to please a parent to trying to impress that parent? Children under ten years old will naturally please apparent with their ignorance and naivety. There are simple and artless, and often amuse their parents with funny words or behaviors. By the teens, they seldom want to please a parent with childish behaviors, but want to tell the parents that they are mature, not only physically but also mentally. They feel that they have grown up, and that they can do what parents can do. They want to impress their parents with what they have done. They hope that their parents will be proud of them

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4. How well can a person younger than forty understand the problems involved in a parent s aging and dying? 4. How well can a person younger than forty understand the problems involved in a parent s aging and dying? A person younger than forty may not have such a deep but sober-minded understanding as Malcolm has. Young people take it for granted that their parents will look after them all their lives, and will provide them with food, clothing and shelter. They hardly think of the fact that their parents will become old and one day one of them will die. A person younger than forty may not have such a deep but sober-minded understanding as Malcolm has. Young people take it for granted that their parents will look after them all their lives, and will provide them with food, clothing and shelter. They hardly think of the fact that their parents will become old and one day one of them will die.