Page 94 - 2023-bfw-IdeasLit-TE-1e.indd

138 Unit 2 ■ Analyzing Comparisons and Representations

It was easier to manage
1 REFERENT The poem’s title includes an 1 It was easier to manage
ambiguous pronoun (“it”), which allows for multiple 2 I started kindergarten that fall you went off to Guyana.
arten that fall y
ent off to Guy
I started kinder
ou w
g
ana.
interpretations of its antecedent. “It” could refer Granny cut off my dreadlocks. She knew how to press
to the speaker’s hair, her living situation with her and curl, ponytail, and cornrow but palm roll
grandmother, the mispronunciation of her name, locks till the roots stiffened with beeswax,
her response to the loss of “you,” or another 5 glistens like licorice, she didn’t know.
referent.
For that matter, no one in the Projects knew
what to do with hair left natural, left
2 PRONOUN By using the second-person
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs were used with this sample chapter.
they were afraid to touch
pronoun “you,” the speaker does not address the 3 unparted and wild — they were afraid to touch
that unmothered part of themselves. Each snip
reader but rather an unnamed character. that unmothered part of themselves. Each snip
10 made each one alive and each one dead.
made each one alive and each one dead.
3 REPETITION The repetition of “each” in these And if you said goodbye, it was an honest whisper,
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
two lines may mimic the sound or cadence of short and fine in your throat.
scissors cutting hair. Additionally, “each one” is 4 She cut my hair like a boy’s
She cut my hair like a boy’s
ambiguous and may refer to each strand of hair who hadn’t been to the barber for a month,
who hadn’t been to the barber for a month,
cut or the people “in the Projects” from line 6. 15 and I sat at the cafeteria table alone for weeks.
They couldn’t make sense of me, my classmates
4 REPETITION The speaker repeats the haircut with their gender-proper hairstyles. I didn’t
twice throughout the poem (potentially a third 5 want anything to do with franks & beans,
want anything to do with franks & beans,
time in the last line, as sheep are sheared). The those pucks of grilled meat. I waited at lunchtime
those pucks of grilled meat. I waited at lunchtime
experience is so important to understanding her 20 for peanut butter and jelly and was hesitant to eat
for peanut butter and jelly and was hesitant to eat
childhood and lack of control.
bread that wasn’t our color. It was hard
bread that wasn’t our color. It was hard
6 not hearing your voice each morning,
not hearing your voice each morning,
5 REPETITION The speaker repeats foods
throughout, communicating her level of throughout the day. And unwilling to correct them
connection, comfort, or familiarity with her when they said my name wrong, I gave into
the Sizzlean; the fried chicken crunched
surroundings. 7 25 the Sizzlean; the fried chicken crunched
between my teeth, I could’ve bitten both of your hands
between my teeth, I could’ve bitten both of your hands
6 REPETITION The speaker weaves thoughts for leaving me here, each finger for the gunshots that rang
for leaving me here, each finger for the gunshots that rang
and memories of the unnamed “you” character the night, the footsteps running on the roof, the gravel mashed
the night, the footsteps running on the roof, the gravel mashed
in lines 1, 11–12, 22, and 26–34. This repetition deeper and deeper into my sleep. Flocks of butterflies
deeper and deeper into my sleep. Flocks of butterflies
reflects how frequently she thinks about this 30 broke my skin and I was shatter where I stood,
broke my skin and I was shatter where I stood,
character and their absence. a whole constellation of wondering if I could throw
myself to the sky, coat it with urgent wishes
7 ALLITERATION Similar sounds are repeated in you’d see that I missed you, that the barter was unfair,
“chicken crunched,” “between my teeth,” “bitten that you mistook me for sheep.
both,” “running on the roof,” and “butterflies broke”
to express deep frustration, anger, and pain.
FIGURATIVE LANGUAGE: Word Choice, Imagery, and Symbols
1. Consider the pronouns and antecedents in the poem. How do these pronouns
create relationships?
SUGGESTED RESPONSES
TO THE QUESTIONS 2. The speaker characterizes a child through repetitive words and phrases. How does
this repetition create a message? Explain how repetition contributes to the message.
1. The author uses the second-person pronoun 3. Choose an alliterative phrase and explain how the repetition of the sound
“you” not to address the reader but rather to contributes to your interpretation of the poem.
address an unnamed character. The title also
includes a notably ambiguous pronoun.
2. The narrator repeats the experience of her
haircut at least three times (see lines 2, 13,
and 34); her hair likely symbolizes a part of her 03_williamlit1e_46174_ch02_116_207.indd 138 22/09/22 9:43 AM
life that she lost (perhaps her relationship with
the “you” character, perhaps a part of her own COMPREHENSION CHECK
identity) because they left her. The speaker 1. The narrator states that Granny cuts the narrator’s _________ at the opening of the poem
also refers to different foods throughout the sometime before the narrator begins kindergarten. [dreadlocks/hair]
text, all of which convey her deep connection 2. The narrator recounts that when she goes to school, she sits “at the cafeteria alone for weeks”
to her community. because her classmates cannot __________. [make sense of her]
3. One of the most powerful examples occurs 3. At lunchtime, the narrator waits for what food instead of “franks & beans, / those grilled pucks
in line 26, “bitten both” and lines 29–30, of meat”? [Peanut butter and jelly sandwich]
“butterflies broke.” Both of these express 4. As the narrator addresses someone, she describes being so upset that she “could’ve bitten
powerful anger and pain.
both of your ______ / for leaving me here.” [hands]
5. The narrator states that nobody in the Projects knew how to style _________ hair. [natural]
TRM Unit 2: Comprehension Check Digital Comprehension Check

138 Unit 2 Analyzing Comparisons and Representations

03_williamlitte1e_47545_ch02_116_207_3pp.indd 138 08/12/22 5:28 PM