He came into the room to shut the windows while we were still in bed and I saw he looked ill. He was shivering, his face was white, and he walked slowly as though it ached to move.

"What"s the matter, Schatz?"

"I"ve got a headache."

"You better go back to bed."

"No. I"m all right."

"You go to bed. I"ll see you when I"m dressed."

But when I came downstairs he was dressed, sitting by the fire, looking a very sick and miserable boy of nine years. When I put my hand on his forehead I knew he had a fever.

"You go up to bed," I said, "you"re sick."

"I"m all right," he said.

When the doctor came he took the boy"s temperature.

"What is it?" I asked him.

"One hundred and two."

Downstairs, the doctor left three different medicines in different colored capsules with instructions for giving them. One was to bring down the fever, another a purgative, the third to overcome an acid condition. The germs of influenza can only exist in an acid condition, he explained. He seemed to know all about influenza and said there was nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of flu and there was no danger if you avoided pneumonia.

Back in the room I wrote the boy"s temperature down and made a note of the time to give the various capsules.

"Do you want me to read to you?"

"All right. If you want to," said the boy. His face was very white and there were dark areas under his eyes. He lay still in the bed and seemed very detached from what was going on.

I read aloud from Howard Pyle"s Book of Pirates; but I could see he was not following what I was reading.

"How do you feel, Schatz?" I asked him.

"Just the same, so far," he said.

I sat at the foot of the bed and read to myself while I waited for it to be time to give another capsule. It would have been natural for him to go to sleep, but when I looked up he was looking at the foot of the bed, looking very strangely.

"Why don"t you try to go to sleep? I"ll wake you up for the medicine."

"I"d rather stay awake."

After a while he said to me, "You don"t have to stay in here with me, Papa, if it bothers you."

"It doesn"t bother me."

"No, I mean you don"t have to stay if it"s going to bother you."

I thought perhaps he was a little lightheaded and after giving him the prescribed capsules at eleven o"clock I went out for a while.

It was a bright, cold day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees, the bushes, the cut brush and all the grass and the bare ground had been varnished with ice. I took the young Irish setter for a little walk up the road and along a frozen creek, but it was difficult to stand or walk on the glassy surface and the red dog slipped and slithered and I fell twice, hard, once dropping my gun and having it slide away over the ice.

We flushed a covey of quail under a high clay bank with overhanging brush and I killed two as they went out of sight over the top of the bank. Some of the covey lit in trees, but most of them scattered into brush piles and it was necessary to jump on the ice-coated mounds of brush several times before they would flush. Coming out while you were poised unsteadily on the icy, springy brush they made difficult shooting and I killed two, missed five, and started back pleased to have found a covey close to the house and happy there were so many left to find on another day.

Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. Also included in this lesson: WI . 2 (p. 475), WI . 3 (p. 475), LLC . 4 (P. 475) brave to suffer in silence? KEY IDEA Whether from an injury or a broken heart, everyone suffers at times. Some people try hard to keep their pain to themselves, while others believe it is better to share their thoughts and feelings with others.

In “A Days Wait,” a young boy tries to e brave while suffering from an illness. QUICKER Do you consider it an act of bravery to face pain on your own, or does it take more courage for you to open up to other people? In a Journal entry, explain your answers to these questions. Literary analysis: style Style is a writer’s unique way of communicating ideas. It is often not only what writers say but how they say it that gives stories meaning and makes them memorable. To identify a writer’s style, focus on these elements: Word choice, or the author’s choice of language.

Hemingway strives to use vivid verbs and precise nouns rather than sing many adjectives and adverbs. Sentence structure and variety. In this story, Hemingway often uses long sentences for descriptions and short sentences when characters are talking. Dialogue, or conversations between characters. Hemingway relies heavily on realistic dialogue as a method of characterization. As you read “A Days Wait,” notice how these elements help create Hemingway unique writing style. An Adventurous Life Ernest Hemingway lived a life full of adventure.

He was one of a group of writers called the Lost Generation. These writers rejected what they saw Ernest Hemingway as an American 1899-1961 focus on acquiring many possessions. Along with being one of America’s most famous writers, Hemingway was a fisherman, a hunter, and a fan of bullfighting. He participated in both world wars. Many of his works are based on his experiences in Europe and Cuba. An Influential Style Hemingway and other Lost Generation writers, including F. Scott Fitzgerald and Sherwood Anderson, expressed their ideas in writing styles that were new and different.

Hemingway writing style, particularly his method of writing dialogue, has unintended many other writers. He is one tot the most oaten imitated writers tot the asses. Fact Becomes Fiction Like much of Hemingway writing, “A Days Wait” is based on actual events in Hemingway life. While Hemingway was living in France, his son came down with a high fever and reacted similarly to the boy in the story you will read. More about the author For more on Ernest Hemingway, visit the Literature Center at Classroom. Com. Reading skill: understand dialogue Characters reveal much about themselves by what they say or don’t say.

When reading dialogue, note that each speaker’s words are framed by quotes the line is indented when someone new is speaking As you read “A Days Wait,” keep track of who’s speaking by using a chart like the one shown. Line “What’s the matter, Chats? ” Speaker narrator vocabulary in context Each of the boldfaced terms reflects Hemingway word choice in “A Days Wait. ” How many of these words do you know? Try to figure out the meaning of each. 1. 2. 3. 4. 5. People were there, but he felt detached from them. There is a serious flu epidemic this winter. He had slack muscles from lack of exercise.

It was evidently too much for him to deal with. The man observed a covey of partridges. A days wait 67 Ernest thymine g way 10 e came into the room to shut the windows while we were still in bed and I saw he looked ill. He was shivering, his face was white, and he walked slowly as though it ached to move. “What’s the matter, Chats? “l “Eve got a headache. ” Mimi better go back to bed. ” “No. I’m all right. ” Mimi go to bed. I’ll see you when I’m dressed. ” a But when I came downstairs he was dressed, sitting by the fire, looking a very sick and miserable boy of nine years.

When I put my hand on his forehead I knew he had a fever. Mimi go up to bed,” I said, “you’re sick. ” “I’m all right,” he said. When the doctor came he took the boys temperature. “What is it? ” I asked him. “One hundred and two. ” 1 . Chats (SSH¤TTS): German term of affection meaning “my treasure,” used here as a nickname. ANALYZE VISUALS Consider the expression on this boys face. What mood does it convey? Reread the dialogue in lines 4-8. Notice that Hemingway does not always tell the reader who is speaking. Use your chart to keep track of the different speakers. Nit 4: mood, tone, and style Contemplation (1930), Alice Kent Standard. Oil on canvas. 20 Downstairs, the doctor left three different medicines in differentiator capsules tit instructions for giving them. One was to bring down the fever, another a purgative,2 the third to overcome an acid condition. The germs of influenza can only exist in an acid condition, he explained. He seemed to know all about influenza and said there was nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of flu and there was no danger if you avoided pneumonia.

Back in the room I wrote the boys temperature down and made a note of the time to give the various capsules. “Do you want me to read to you? ” “All right. If you want to,” said the boy. His face was very white and there were dark areas under his eyes. He lay still in the bed and seemed very detached from what was going on. I read aloud from Howard Pile’s Book of Pirates;3 but I could see he was not following what I was reading. “How do you feel, Chats? ” I asked him. “Just the same, so far,” he said. I sat at the foot of the bed and read to myself while I waited for it to be time to give another capsule.

It would have been natural for him to go to sleep, but when I looked up he was looking at the foot of the bed, looking very strangely. “Why don’t you try to go to sleep? I’ll wake you up for the medicine. “I’d rather stay awake. ” After a while he said to me, muff don’t have to stay in here with me, Papa, if it bothers you. ” b “It doesn’t bother me. ” “No, I mean you don’t have to stay if it’s going to bother you. ” c I thought perhaps he was a little lightheaded and after giving him the prescribed capsules at eleven o’clock I went out for a while. Epidemic (Deep-dumped) n. An outbreak of a disease that spreads quickly among many people detached (g-http) ad]. Separated; disconnected detach v. B Reread lines 41-42. Hemingway reveals the narrator through dialogue. What does this tell you about his style? C DIALOGUE Use your chart to track the speakers in the dialogue in lines 27-44. 50 t was a bright, cold day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees, the bushes, the cut brush, and all the grass and the bare ground had been varnished with ice.

I took the young Irish setter for a little walk up the road and along a frozen creek, but it was difficult to stand or walk on the glassy surface and the red dog slipped and slithered and I fell twice, hard, once dropping my gun and having it slide away over the ice. D d STYLE Do the words Hemingway uses to describe the setting convey a positive or negative atmosphere? Explain. 2. Purgative (pјRPG-tag): laxative. 3. Howard Pile’s Book of Pirates: a collection of tales about real and fictional pirates, very popular when it was published in the asses. 470 ANALYZE VISUALS How does this painting convey the passing of time?

We flushed a covey of quail under a high clay bank with overhanging brush and I killed two as they went out of sight over the top of the bank. Some of the covey lit in trees, but most of them scattered into brush piles and it was necessary to Jump on the ice-coated mounds of brush several times before they would flush. Coming out while you were poised unsteadily on the icy, springy brush, they made difficult shooting and I killed two, missed five, and started back pleased to have found a covey close to the house and happy there were so many left to find on another day. Covey (PC) n. Small group or outlook tot birds, especially partridges or quail 471 70 t the house they said the boy had refused to let anyone come into the room. Mimi can’t come in,” he said. muff mustn’t get what I have. ” I went up to him and found him in exactly the position I had left him, white-faced, but with the tops of his cheeks lushes by the fever, staring still, as he had stared, at the foot of the bed. I took his temperature. “What is it? ” “Something like a hundred,” I said. It was one hundred and two and four tenths. “It was a hundred and two,” he said. “Who said so? ” “The doctor. ” mirror temperature is all right,” I said. It’s nothing to worry about. ” “l don’t worry,” he said, “but I can’t keep from thinking. ” “Don’t think,” I said. “Just take it easy. ” “I’m taking it easy,” he said and looked straight ahead. He was evidently holding tight onto himself about something. “Take this with water. ” “Do you think it will do any good? “Of course it will. ” I sat down and opened the Pirate book and commenced to read, but I could see he was not following, so I stopped. “About what time do you think I’m going to die? ” he asked. “What? ” “About how long will it be before I die? ” Mimi aren’t going to die. What’s the matter with you? “Oh, yes, I am. I heard him say a hundred and two. ” “People don’t die with a fever of one hundred and two. That’s a silly way to talk. ” “l know they do. At school in France the boys told me you can’t live with forty- four degrees. Eve got a hundred and two. ” He had been waiting to die all day, ever nice nine o’clock in the morning. Mimi poor Chats,” I said. “Poor old Chats. It’s like miles and kilometers. You aren’t going to die. That’s a different thermometer. On that thermometer thirty-seven is normal. On this kind it’s ninety-eight. ” “Are you sure? ” “Absolutely,” I said. It’s like miles and kilometers. You know, like how many kilometers we make when we do seventy miles in the car? ” “Oh,” he said. But his gaze at the foot of the bed relaxed slowly. The hold over himself relaxed too, finally, and the next day it was very slack and he cried very easily at little things that were of no importance. Evidently (Dip-dent-LLC) DVD. Obviously; clearly SCIENCE CONNECTION On the Celsius scale, water tresses at 00 and boils at 1000. On the Fahrenheit scale, water freezes at 320 and boils at 2120. Slack (slab) ad]. Not firm or tight; loose 472 After Reading Comprehension 1 .

Recall Why does the boy think he is going to die? 2. Clarify Why does the father spend the afternoon hunting instead of staying with his worried son? 3. Summarize How does the story end? RE. 3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; ND the thoughts, words, and actions of other characters. Literary Analysis 4. Understand Dialogue Look over the dialogue chart you created as you read. At which points do the father and son not seem to understand each other? 5. Analyze Characterization In what ways does the boy show concern for others?

Does he reveal his concern through thoughts, words, or actions? Do the narrator’s descriptions or other characters’ thoughts, words, and actions help you see the boys concern? Give examples from the text to support your answer. 6. Draw Conclusions Why does the boy cry so much the next day? 7. Make Judgments Do you think the boys actions show bravery? Why or why not? Support your answer with examples from the story. Use a diagram like the one shown to record your support. Use line numbers when referring to parts of the story. Boys Action What It Says About Him 8. Identify Style Reread lines 65-83.

Note Hemingway word choice, sentence structure, and use of dialogue. Why is this passage a good example of Hemingway style? Explain your answer, using evidence from the passage. Extension and Challenge 9. Creative Project: Drama Most of this story is told through dialogue between the father and son. With a partner, choose one of their conversations to act out. Use details from the scene to accurately portray the characters. Practice on your own, and then present the dialogue to the class. 10. Readers’ Circle With a small group, discuss what clues the story gives you about the relationship between the boy and his father.

Consider whether this experience is likely to affect their relationship in any way. If so, how? 473 Vocabulary in Context vocabulary practice Show that you understand the boldfaced words by deciding whether each statement is true or false. 1. If something is evidently true, it has been proven through a series f experiments. 2. A covey is a place where birds and small mammals go to spend the winter. 3. An epidemic generally affects a large number of people. 4. If you are detached from a situation, you are probably not very concerned about it. 5.

Tightened muscles around someone’s lips and Jaw are typical of a slack expression. Covey detached epidemic evidently slack vocabulary in writing Think of time when you misunderstood something important that someone else said. Write a paragraph describing what happened, using at least two vocabulary words. Here is a sample beginning. Example sentence At camp I thought I heard, “It’s time for nights out,” but I was evidently wrong. Vocabulary strategy: words for animal groups There are many names for groups of animals. Some, like the vocabulary word covey, are used mainly with one or two specific types of animals.

Others, like herd, are used when describing animals in certain categories, such as large animals that move or feed together (a herd of elephants, a herd of antelope). Knowing the correct word for an animal group can enrich both your reading and your writing. PRACTICE Match each numbered word for an animal group with the type of animal it is usually associated with. Refer to a dictionary if you need help. 1. Pride 2. Swarm 3. 4. 5. 6. Drove pack school flock a. Cattle b. Fish c. Wolves d. Birds e. Lions f. Bees vocabulary practice For more practice, go to the Vocabulary Center at Classroom. Mom. 474 Reading-writing Connection Increase your understanding of “A Days Wait” by responding to these prompts. Then complete the Grammar and Writing exercise. Writing prompts A. Short Response: Evaluate Characterization Hemingway wrote, “A writer should create living people; people not characters. ” Does Hemingway create real people in “A Days Wait”? Write a one-paragraph response, using the characters’ thoughts, words, speech patterns, and actions to support your opinion. B. Extended Response: Write a Letter Imagine how Chats would remember this day 20 years later.

Write a two- or three-paragraph letter from Chats in which he reminds his father about the misunderstanding and how it affected him. Self-check An effective evaluation will . .. Include a clear position statement use specific details and examples from the story that support the statement A creative response will … Summarize the events of the story show an understanding of how the boy felt that day rammer and writing. A compound subject made up of two or more subjects Joined by a conjunction, such as and, or, or nor.

When you write a sentence with a compound subject Joined by and, you should usually use a plural verb. When you write a sentence with a compound subject Joined by or or nor, use a verb that agrees in number with the subject closer to it. Original: Revised: Because Chats is constantly worrying, neither the capsules nor rest seem to help him. Because Chats is constantly worrying, neither the capsules nor rest seems to help him. LLC . 4 Demonstrate the mechanics of writing (e. . , quotation marks, commas at end of dependent clauses) and appropriate English usage (e. G. , pronoun reference).

PRACTICE Choose the verb form that agrees with each compound subject. 1. Parent’s and children sometimes (have, has) a problem communicating. 2. Often, the parent’s or the child (get, gets) confused about some information. 3. In the story, neither the father nor the boy (realize, realizes) the misunderstanding until later on. 4. Once they understand the problem, the boy and his father (relax, relaxes). For more help with subject-verb agreement with compound subjects, see pages ROR-ROR in the Grammar Handbook. A days wait 475 Reading for Information How Hemingway Wrote Informative Article What’s the Connection?

You’ve Just read a short story by Ernest Hemingway, an author whose style is so distinct and admired that writers often try to copy it. Now you will read an informative article that explains how Hemingway approached writing. Use with “A Days Wait,” page 468. Skill Focus: Distinguish Fact from Opinion An opinion is a statement of belief or feeling, such as “l think everyone should read Hemingway stories. ” A fact is a statement that can be proved, such as “Hemingway wrote 51 stories. When you read informative articles, it’s important to distinguish facts from opinions.

If you mistake an opinion for a fact, you run the risk of basing your conclusions on someone’s personal beliefs rather than on provable information. The opinions of experts can be good sources of information, but you should always know whether you are reading a fact or an opinion. As you read Bruce Rattan’s article, list the facts in one column and Rattan’s opinions in another. Use the tips on the chart to help you distinguish facts from opinions. RE. 1 Understand and analyze the differences in structure and purpose between arioso categories of informational materials (e. G. Textbooks, newspapers, instructional manuals, signs). RE. 6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping. Fact or opinion? Is it a fact?

A DAY’S WAIT by E. Hemingway
He came into the room to shut the windows while me were still in bed and I saw he looked ill. He was shivering, his face was white, and he walked slowly as though it ached to move.
"What"s the matter, Schatz?"
"I"ve got a headache".
"You better go back to bed".
"No, I am all right".
"You go to bed. I"ll see you when I"m dressed".
But when I came downstairs he was dressed, sitting by the fire, looking a very sick and miserable boy of nine years. When I put my hand on his forehead I knew he had a fever.
"You go up to bed," said, "you are sick".
"I am all right", he said.
When the doctor came he took the boy"s temperature.
"What is it?" I asked him.
"One hundred and two."
Downstairs, the doctor left three different medicines in different coloured capsules with instructions for giving them. He seemed to know all about influenza and said there was nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of influenza and there was no danger if you avoided pneumonia.
Back in the room I wrote the boy"s temperature down and made a note of the time to give the various capsules.
"Do you want me to read to you?"
"All right. If you want to," said the boy. His face was very white and there were dark areas under his eyes. He lay still in the bed and seemed very detached from what was going on.
I read about pirates from Howard Pyle"s "Book of Pirates", but I could see he was not following what I was reading.
"How do you feel, Schatz?" I asked him.
"Just the same, so far," he said.
I sat at the foot of the bed and read to myself while I waited for it to be time to give another capsule. It would have been natural for him to go to sleep, but when I looked up he was looking at the foot of the bed.
"Why, don"t you try to go to sleep? I"ll wake you up for the medicine."
"I"d rather stay awake."
After a while he said to me. "You don"t have to stay in here with me, Papa, if it bothers you."
"It doesn"t bother me."
"No, I mean you don"t have to stay if it"s going to bother you."
I thought perhaps he was a little light-headed and af ter giving him the prescribed capsules at eleven o"clock I went out for a while…
At the house they said the boy had refused to let any one come into the room.
"You can"t come in," he said. "You mustn"t get what I have." I went up to him and found him in exactly the same position I had left him, white-faced, but with the tops of his cheeks flushed by the fever, staring still, as he had stared, at the foot of the bed.
I took his temperature.
"What is it?"
"Something like a hundred," I said. It was one hundred and two and four tenths.
"It was a hundred and two," he said.
"Who said so? Your temperature is all right," I said. "It"s nothing to worry about."
"I don"t worry," he said, "but I can"t keep from thinking."
"Don"t think," I said. "Just take it easy."
"I"m taking it easy," he said and looked straight ahead.
He was evidently holding tight onto himself about something.
"Take this with water."
"Do you think it will do any good?"
"Of course, it will."
I sat down and opened the "Pirate" book and commenced to read, but I could see he was not following, so I stopped.
"About what time do you think I"m going to die?" he asked.
"What?"
"About how long will it be before I die?"
"You aren"t going to die. What"s the matter with you?"
"Oh, yes, I am. I heard him say a hundred and two."
"People don"t die with a fever of one hundred and two.

A Day´s Wait by Ernest Hemingway Summary In the story "A Day´s Wait" a nine-year-old boy living in America falls ill with influenza and has to stay in bed. The father calls for the doctor who takes the boy ´s temperature, which turns out to be one hundred and two degrees. He is given medicine and is told that there is nothing to worry about unless the fever goes over one hundred and four degrees. The boy stays in bed, but does not pay any attention to his surrounding; he does not listen to the story his father reads to him. He only stares at the foot of the bed, looking very strangely. His father goes out to hunt for a while and tells the boy to sleep, but when he returns from hunting he is informed that the boy would not let anyone enter the room because he is afraid that they will get what he himself got. The father goes to his son and finds him in the same position as he left him. Again he takes his temperature and it is still one hundred and two, nothing to worry about. So he tells his son to take it easy. The son agrees but suddenly asks the question how long it will take until he will die. The father is shocked and explains to the son that people never die from a fever of one hundred and two. After a while the son tells the father that he heard from a boy in France that people will die when they get a fever over 44 and he himself has one hundred and two. The father explains to him that there is a difference between the thermometers in America and Europe, which is the same with kilometers and miles. The boy relaxes and the next day he begins to complain about little things that are of no importance. The fateful misunderstanding Obviously there is an invisible wall between father and his son. They talk about two different things, the father about the disease and the son about his death but they do not know that they misunderstand each other. This fateful misunderstanding appears in different scenes where the father and son talk about "it", meaning two different things. One example is when the father asks his son why he does not go to sleep. "You don´t have to stay in here with me, Papa, if it bothers you." The son is talking about his death but does not mention his fear. He must be shocked when the father answers "It doesn´t bother me". Because the father does not know of the fear of his son there is no reason for him to explain that he won´t die. Instead he goes out to hunt. The boy must think that his father does not even care that he will die, but prefers going out to hunt. This fateful misunderstanding happens another time, again Hemingway uses the word "it" to describe two different things. Father: "It´s nothing to worry about." He means the fever. "Just take it easy." Since the son always thinks of death he assumes his father tells him to take dying easy so he answers: "I am taking it easy". The hunting scene In the story "A Day´s Wait" there is a story in a story. In this part of the story the father goes out to hunt for a while his son is in bed thinking about death. In the passage there is a description of nature, which is covered with a "glassy surface": you can see it, but you cannot touch it. This is the same as in the story, the father sees that his son feels bad, but he does not know why. In the hunting scene the circle of life appears. The father shoots the quails as long as he is able to catch them. They have to die, but some are able to escape. Between the father and nature there is an invisible wall (glassy surface) and between the father and his son there is an invisible wall, too. The point of view One interesting point in the story "A Day´s Wait" is the point of view which is very limited. Hemingway use the first-person narrator in this story because this way the father cannot read the boy´s mind and the reader is forced to see everything through the father´s eyes. The theme At the end of the story when the boy knows that he will not die he becomes his old self again: he starts to complain about little things that are of no importance just like before he thought he would die. This shows how death lets things appear in a different way, everything that seemed to be important before is not important anymore. Looking at Hemingway´s biography we can find parallels between the story "A Day´s Wait" and the author´s real life. When Hemingway took part in Word War I he was wounded twice. When he was in hospital he heard the doctor talk about his health and since he did not know any better he thought he would have to die. His own fear, the behavior and the feelings in this situation Hemingway expresses through the character of the son. The boy only knows that you will die with a fever of 44 degrees but does not know that he lives in a country with different thermometers. This also is the theme of the story: the innocence of a child. The boy would never talk about his feelings and fear, probably because he does not want other people to worry about him. He might not want to hurt them. The question arises why the boy does not want to sleep. The father does not worry about it, because he knows there is nothing to worry about, but the son maybe does not want to miss how it feels to die since he really believes he has to die. He does not know if it hurts and since death means endless sleeping he might be afraid that he will never wake up again. I personally like the story because it shows how a bad or difficult situation can chance to influence a person´s life. It becomes clear that especially children need the help of adults to understand what death and illness means. We learn that we have to help children to grow up and that we have to help them to understand the world around them, because as we can see in this story without the help they worry too much about things that they do not have to worry about.

A Day`s Wait by Ernest Hemingway

En analyse av A Day`s Wait av Ernest Hemingway.

Sjanger:	Analyse/tolkning	Lastet opp:	14.10.2012
Sprеkform:	Engelsk	Forfatter:	Anonym
Tema:		Verktшy:

To get a general understanding of the plot of this story; The story is about a nine year old boy named Schatz, his father and his doctor. Schatz thought he was going to die when the doctor told him that his temperature was 102.

The story took place before 09:00 a.m. one morning when Schatz came into his father`s room looking very sick and later on the same day being quite uncooperative. The time of the year must be either fall or early/late winter, because of the ice on the ground. The story took place at Schatz`s house and appeared to be set in a country other than France. Schatz being diagnoses with such a high fever and a belief that he was going to die, started the conflict. And when he learned that there was a difference between the thermostats he calmed down, which was the end of the conflict.

The story`s structure showed a hard process. The complications started when Schatz walked into his father`s room and moved as if he was in pain.

The big issue started when the doctor diagnosed him with a fever of 102 degrees, the doctor gave him a prescription for a medication. Schatz had the thought that he would die because the schoolboys in France said that individuals died from a fever of forty-four. The ending of this big issue was when his father told him about the different thermostats. So obviously the climax was when he realized that he was actually not going to die and that he simply, just had a seasonal fever. And the resolution was when he relaxed after realizing and when he cried of no importance.

The characterization of Schatz is that he is the main character in this short story and he shows both positive and negative sides of himself. Schatz is a very determined young boy and he is shown as with a strong willpower and does not seem easily shocked by his position. Apparently he has quite a significant memory because he remembers what the French schoolboys told him once.

Schatz could also be seen as a rival against himself by fighting not to overcome his illness. Basically he was his own enemy. He believed in everything he heard. It sounds like he is as a brat, not listening to his father nor the helpers at home under the circumstances of his father`s absence.

The main “movers” in this story are Schatzґs father who made him calm down and the doctor who gave him the diagnosis of a very high fever. The background people are the schoolboys who gave him the idea of death from high fevers in Schatzґs head. The helpers who tried to take care of Schatz when his father went out hunting are also movers, together with the unknown person in the beginning of the story (probably a parent who is not named).

So over to the theme, this short story actually has several! I think the first suitable theme is “do not believe in everything you hear” because Schatz believed in the facts the French boys gave him. He did not check facts and therefore he believed he would die. The second theme I mean is “Don’t give up so easily” because Schatz didn’t bother fighting for his flu but at the same time, he was too young to realize this. He gave up and was actually just waiting for death. The third theme is “After dark, there is always sunlight” because Schatz was relieved that he was not going to die.

The resolution (or result) was when Schatz returned to normal and accepted that he was wrong about the fever drama. He became friends with everyone and everything returned to normal.

The father misunderstands what the son is trying to say. And therefor sounds like he doesn’t care. For example, when Schatz says to his father that he can leave the room if it bothers him, he means death. When the father responds that it doesn’t bother him, it sounds like he doesn’t care if Schatz is going to die or not. The father also communicates quite cool and sounds like an ego. But this seems to even out because he calls his son Schatz which means honey in German.

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