Midterm CRIT_Kekish

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E316M – American Literature Professor Lydia CdeBaca-Cruz Midterm CRIT Step 1: Paraphrase Read the passage carefully. In your own words, give a summary of the factual content of the passage—what the text directly states—as it proceeds from beginning to end. What situation is being described here and by whom? What happens in that situation? Respond to this prompt in no more than three complete sentences. The 1805 Constitution of Haiti declares Haiti a free and independent state and goes about setting up an independent monarchy. The emperor is given absolute power over the means of the state in order to ensure its prosperity including the military and financial system. The document also sets up the rights of the people and a list of rules to ensure their continued freedom so slavery will never again touch the island of Haiti. Step 2: Observe Read the passage again, this time thinking about what it seeks to accomplish. Then, identify and list any potentially significant features of the passage’s form—that is, those textual elements that contribute to the passage’s overall meaning, purpose, or effect. Your list of observations should include specific examples of various kinds of textual elements, such as: descriptive details; word choice; repetition of phrases, sounds, or ideas; imagery or figurative language; syntactical structure; changes in vocabulary, rhythm, or tone; characteristics of the narrative voice or perspective; or other narrative elements. Note that these observations will have to provide the building blocks for your analysis in Step 4. Respond to this prompt with a list of formal features. Religious – “sacred and inviolatible”, “Supreme being” Diversity Abolition Brotherhood Equality Nationalism Hegemony before the law Monarchy Strong tone almost to the point of being disciplinarian Peace– 36 Equality before the law 45 Tolerance of Religion Rights to – Property Eye for and eye – death penalty Hatred of the French Respect Education of the youth – emporers kids are not exempt Integrity

E316M – American Literature Professor Lydia CdeBaca-Cruz Midterm CRIT Brotherhood Civility Racism towards white people – cannot own property in Haiti – everyone already there is equal Strong motive to prevent anything like slavery from appearing ever again Emphasis on providing for the nation - 11 Hypothesis: I believe this document is saying that the Haitians are a strong and proud people who, now that they are free will bond together to do whatever it takes to prevent slavery from coming to their people again. Step 3: Contextualize Think about contexts for the passage. (Contexts are facts or broader circumstances external to a literary work that are important to its production, reception, or understanding; for instance: literary, biographical, political, or historical information.) From your own knowledge of any relevant contextual facts or circumstances, or from the “Additional Information” provided with the text (if available), identify and list any potentially significant contexts for the passage—that is, those contextual frames that contribute to the passage’s overall meaning, purpose, or effect. Note that these contextualizations may provide additional building blocks for your analysis in Step 4. Respond to this prompt with a list of contexts. Occurred close to the American revolution (1805 vs 1776) which means they used inspiration from the American constitution Majority of the nations in 18 th century were monarchies – copying successful nations Just made it out of the system of slavery instituted by the French which subjected them to horrible conditions Missing articles 40-44 Translated from French to English by a british translator Published in New York in 1805 and transcribed into this version in 1999 First successful slave revolt – world is watching especially other slave nations Step 4: Analyze Review the features and contexts that you identified in Steps 2 and 3 as making potentially significant contributions to the passage’s meaning, purpose or effect. Then, select at least four of these textual elements and/or contextual frames and explain how each is in fact significant. These analyses should state clearly and forcefully what each item contributes to your understanding of the passage. Note that these analyses will have to be connected in Step 5, where you will argue for a unified interpretation of the passage as a whole. Respond to this prompt in one to two sentences per feature or context. Each analysis should include the phrase: “ . . . is significant because . . .” In this step, you may also refer back to your hypothesis,

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