Tasks for Module A: Reading
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Italian troops at the Battle of the Isonso.
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These tasks should be completed after reading Book 1 and after
answering the Study Guide questions for Book 1 and preferably discussing
your answers with other readers of the novel.
For each objective, questions range from information, interpretation, and
competency to model, transfer, and research. Each question is either conceptual,
process, or conceptual hierarchy. This classification system was used in a
training institute for a few dozen faculty from the Virginia Community College
System in April and May, 2002, conducted by Ashok Satpathy of South Carolina
State University.
Module A: Reading the Novel (focuses on "Book 1")
A101 Contrast "Hills Like White Elephants" vs. "A Farewell to
Arms" in terms of the greater complexity of the novel.
1. List the kinds of evidence in a story that reveal character motivation.
(information, conceptual)
2. In "Hills," cite an example of a statement Jig says that hints
at her main motivation in her conflict with the American [or that indicates
she wants to stay with the American]. (interpretation, conceptual)
3. Define "inference." (competency, conceptual)
4. Illustrate the process of drawing an inference from two or more hints in
a story. [Hint: How did we decide what kind of operation Jig and the American
were discussing?] (model, conceptual)
5. After reading chapter 2 in AFTA, tell what makes you think the
protagonist will or won't visit the Abruzzi on his next leave. (transfer,
conceptual)
6. Appraise what kind of person the American seems to be by the end of
"Hills" [or Lt. Henry at the end of Book 1 of AFTA.] (research,
conceptual hierarchy)
A102 Describe the various roles of group members.
1. Identify how the last group you worked in to develop a quiz question,
especially how the work was divided to develop an answer. (information,
conceptual)
2. Restate the responsibilities that are taken on by responsible group
leaders. (interpretation, conceptual)
3. Apply the concept of fair division of labor to the operation of your
last group. (competency, conceptual)
4. Chart a model of the ideal group roles [or process of answering a
question]? (model, concept)
5. Organize a division of labor for a group answer to this question: How
did the machine gun impact on the way World War I was fought and Lt. Henry's
chances for survival. (transfer, conceptual)
6. Appraise whether all the participants in your last group all had a fair
chance to participate. (research)
A103 Apply the content, organization, and style for an effective study
question (or quiz) answer.
1. List the characteristics of effective study question answers.
(information, conceptual)
2. Given at least two sample answers to a study question, restate the
thesis of each sample. (interpretation, conceptual hierarchy)
3. Given at least two sample answers to a study question, distinguish the
more effective from the less effective. (competency, conceptual hierarchy)
4. Given the information in the two sample answers, combine both to make
the best possible answer and label each part of the answer according to the
5-part model. (model, conceptual hierarchy)
5. Given a different sample question and answer, validate the answer by
labeling the 5 parts of a good quiz answer. (transfer, process.)
6. Given a third sample question and answer, appraise the quality of the
answer by looking for all 5 traits of a good answer and labeling those you
find. (research)
A104 Determine the usual shortcomings of less effective study question (or
quiz) answers.
1. List the usual flaws in less effective study question answers.
(information, conceptual)
2. Restate the thesis (or supply one) for at least one sample answer.
(interpretation, conceptual hierarchy)
3. Revise at least one sample answer to make it fit the criteria of a good
answer. (transfer, conceptual hierarchy)
A105 Having read "Book I" and written answers to the study
questions with a group of classmates, discuss the concepts of character
motivation, foreshadowing, and ironic circumstances in "Book I" of
AFTA.
1. Analyze how Hemingway promotes our seeing characters’ motivations.
(analyze, conceptual)
2. Cite 3 examples of foreshadowing and 3 non-examples. (interpretation,
conceptual)
3. Differentiate between irony of circumstances and verbal irony.
(competency, conceptual hierarchy)
4. How could you convert the first kiss scene between Catherine and
Frederic so that it would not involve irony? (model, conceptual hierarchy)
5. Compare the views of war expressed by Passini, the priest, Lt. Henry,
and Nurse Barkley in Book I in order to find common ground among them, if
possible. (transfer, conceptual hierarchy)
6. Support Hemingway’s use of irony, even slapstick, in chapters 9 – 15
in view of your answer to the previous question. (research, conceptual
hierarchy)
A106 Differentiate between the distracters and the target answer.
========
Why didn’t Catherine marry her fiancé, who was later killed in the Somme?
a. She says it was because of the war.
b. She thought she had all the time in the world to set the date for
marriage, but her romantic illusions did not allow her to realize that he would
not come back to her with a saber cut or some other "honorable" wound.
c. She says it was because she didn’t want to make him crazy by having a
wife to think about back home when he was on the battlefield.
d. Since they were engaged for 8 years, only 2 of which were war years, she’s
not telling the whole truth. She didn’t want to marry him, but now that he’s
dead she feels guilty for leading him on.
e. She was in love with someone else.
========
1. Identify the target and distracters in the answers above. (information,
conceptual)
2. Restate the target answer in your own words. (interpretation, conceptual
hierarchy)
3. Differentiate between a and c, above, which both approximate statements
made by the character. (competency, conceptual hierarchy)
4. Organize the answer choices from most plausible to least plausible,
stating your reasons for your ranking of why one is more plausible than
another. (model, conceptual hierarchy)
5. Generalize what the relationship should be among a test-taker’s
expected answer, the target answer, and distracters. (transfer, conceptual
hierarchy)
6. Appraise the strategies of the questioner evident in the test item
above. Consider, for instance, why some answers are short and two are long,
why three are based on statements of the character, and the overall difficulty
level of the test item.
A107 Define "love," "lying," "bravery," and
"fear" as seen in previous readings and movies.
1. Identify at least 3 characters who were in love judging from our/your
previous reading and movie viewing. (information, conceptual)
2. Cite at least 3 characters who were in relationships but were not really
in love. (interpretation, conceptual: non-examples)
3. Based on your answers to 1 and 2, what are some distinguishing
characteristics of being in love? (competency, conceptual hierarchy)
4. Using the same process represented in questions 1-3—determining
examples and non-examples to extract distinguishing characteristics—state
the nature of bravery. (model, process)
5. Compare 3 characters’ reactions to fearful situations. (transfer,
conceptual hierarchy)
6. Appraise two multiple choice questions from the study guide or a test
for another course to characterize the strategies of the questioner.
(research, conceptual hierarchy)
A108 Judge whether a character in the novel is in love, lying, or afraid.
1. Analyze to what extent fear motivates Catherine’s involvement with Lt.
Henry. (information, process)
2. Cite examples of lies told in Book I. Specify who is lying to whom, what
the lie is, and what results. (interpretation, conceptual)
3. Summarize the misunderstanding between Lt. Henry and the priest early in
Book I. Did Frederic lie to the priest? To himself? Was the misunderstanding
smoothed over by a lie? (competency, conceptual hierarchy)
4. Illustrate from this story or others or real life at least one way in
which a lie might be told to spare the feelings of someone or help someone to
"save face" (keep their pride intact). (model, conceptual)
5. Compare Lt. Henry’s attitude about his rifle as opposed to his pistol.
(transfer, conceptual hierarchy)
6. Defend either proposition, using either this story or real life for
support:
a. Wars calls upon people to participate in something larger than
themselves and to sacrifice.
b. Wars grind people down and makes them smaller and more fearful.
(research, conceptual hierarchy)
A109 Describe "symbolism," "foil characters," and
"dramatic irony."
1. Identify at least two characters in Book I who are "foils" for
Lt. Henry. (information, conceptual)
2. For each character you selected for Question 1 of this set, interpret
which personality traits each foil character brings out for Lt. Henry.
(interpretation, conceptual hierarchy)
3. Predict whether or Lt. Henry will get in trouble for getting treated
ahead of more serious cases and having lies told about him in order to get him
ahead of others at the dressing station. (competency, conceptual hierarchy)
4. Chart the steps for treatment of the wounded as portrayed in the novel
from wounding to returning to duty. (model, conceptual hierarchy) [Hint: A
flow chart can show decision points or just steps in a sequence.)
5. Compare how Lt. Henry is treated with either of these emergency
procedures—
a. Sequence of handling wounded in the Korean War (as portrayed in
M*A*S*H reruns), the Vietnam War, or the Gulf War
b. Sequence of handling an accident victim by a rescue squad (as you
know from real life or as portrayed in shows like Third Watch, ER,
etc.) (transfer, conceptual hierarchy)
6. Support the notion that Lt. Henry is a changed man because of his
wounding. (research, conceptual hierarchy)
A110 Define "tone," "cynicism," and "sarcasm."
1. Label the author’s apparent attitude ("tone") at this point
in the novel about war, Lt. Henry, Catherine Barkley, Rinaldi, the ambulance
crew, the priest. (information, conceptual hierarchy)
2. Classify the characters listed in question 1 of this set from least
cynical to most cynical. (interpretation, conceptual hierarchy)
3. Distinguish between "cynicism" and "sarcasm."
(competency, conceptual hierarchy)
4. Illustrate the concept of "cynicism" using selected spoken
statements by the characters in Book I, including anything the narrator (Lt.
Henry) says. (model, conceptual)
5. Rewrite two of the statements you used in question 4 of this set to be
the opposite of cynical. (transfer, conceptual hierarchy)
6. What is the effect of sarcasm in real conversations that you have had
with friends, coworkers, and authority figures? (research, conceptual)
A111 Apply the principle that "nothing that happens in a high-quality
published fictional story by accident."
1. Identify three incidents that may have happened by accident in real
life. (information, conceptual)
2. Interpret why the author might have included that incident, e.g. how it
advances the plot or adds something to our understanding of a main character.
(interpretation, conceptual hierarchy)
3. Differentiate the personalities of Catherine Barkley and Nurse Ferguson.
(competency, conceptual hierarchy)
4. In chapter 5, Lt. Henry says that he could see the moves to have
Catherine "like the moves in a chess game." Illustrate how that
chess metaphor does or does not dominate the action in Book I. (model,
conceptual hierarchy)
5. On the last page of Book I, we find out that Catherine Barkley is being
sent to work at the American Hospital in Milan. Anticipate what will happen to
Catherine and the wounded Lieutenant Henry. Can they live "happily ever
after"? Why or why not? (transfer, conceptual hierarchy)
6. Defend Catherine’s giving herself to Frederic. (research, conceptual
hierarchy)
A112 Discuss the impact of mass movements on individuals.
1. Identify at least 3 "mass movements" in which you have
participated or lived through. (information, conceptual) [Hint: If you listen
by choice to rap, ska, or even rockabilly music, then you are part of a shift
in musical tastes, although that is not primarily a political mass movement.]
2. Infer ways that high school changed you from the person you were in
elementary school (public and private education are both ongoing mass
movements, institutions). (interpretation, conceptual hierarchy)
3. What differences do you see between the attitudes toward duty of
professional medical staff—like Rinaldi, nurses Ferguson and Gage—as
opposed to the nonmedical staff—like the ambulance crew and even Lt. Henry
and Catherine, a volunteer? (competency, conceptual hierarchy: differentiate)
4. Develop a formula for how mass movements change, or at least act on,
individuals. (model, process) (Hint: Start with your list from question 1 in
this set, perhaps merging lists with a few classmates, and considering how
each "movement" on the merged list influences individuals.)
5. Compare your experience of high school with Frederic’s or Catherine’s
experience of WWI. (transfer, conceptual hierarchy) [Hint: Did the
cliquishness of high school act as a force to determine with whom you could
have a relationship? To what extent could students override or circumvent this
force or others that determined with whom they could have relationships?]
6. Evaluate (appraise) the power of the death of a loved one to change a
person’s behavior, for better or worse. (research, conceptual hierarchy)
A113 Discuss literary "allusion."
1. In chapter 8, identify what we are supposed to know about a St. Anthony
medal. (information, conceptual)
2. Infer what we readers are supposed to know about President Wilson near
the end of chapter 9 when the wounded Lt. Henry is taken to the dressing
station. (interpretation, conceptual hierarchy)
3. Predict whether Rinaldi and Lt. Henry will collaborate on an article for
the British medical journal, The Lancet, as Rinaldi suggests in chapter 10
when he visits his wounded comrade. (competency, conceptual hierarchy)
4. The first question and answer in the "Baltimore Catechism,"
which Roman Catholic American youngsters had to memorize before the sacrament
of Confirmation was: "Who made you? God made me." Calculate the
chances that the drunken rambling conversation in chapter 12 between Lt. Henry
and Major Rinaldi are a backhanded allusion to the catechism: "Who made
me drunk? I made you drunk." (model, conceptual hierarchy) [Hint: The
second question is "Why did God make you?" The answer is "To
know Him and serve Him in this world and to be happy with Him in the
next." Rinaldi continues during that drunken conversation in chapter 12:
"I made you drunk because I love you and because America is in the
war."]
5. Validate your answer to the previous question by finding out if Ernest
Hemingway was Catholic during his youth. (transfer, process) [Hint: Would the
"Baltimore Catechism" have been a Catholic secret or a readily
available and much talked about document?]
6. During the last third of chapter 9, at the dressing station, as the
captain dictates Lt. Henry’s wounds to the sergeant-adjutant, he mentions a
lacerated scalp and possible skull fracture. Find a summary of a novel called,
The Red Badge of Courage, read about Henry Fleming’s head wound and
how it changes him. Appraise the purpose and impact of literary allusions by
convincing yourself whether Lt. Henry’s wounding and effect on him are
supposed to call up the earlier novel, published by Stephen Crane in 1895, a
journalist who had not actually been in a battle and was born after the
American Civil War. (research, conceptual hierarchy)
A114 Apply the concepts of character motivation (especially cynicism),
allusion, plausibility, and irony.
1. Identify the features of guilt exhibited by Catherine Barkley.
(information, conceptual)
2. Interpret the impact of Hemingway’s apparent allusion to Stephen Crane’s
The Red Badge of Courage during chapter 9 on readers who notice the
allusion. (interpretation, conceptual hierarchy)
3. Define "irony." Consider Passini’s views on wars being
fought by stupid people who are afraid of their officers and the list of
ironic occurrences from chapters 9 – 15 that you may have made for an
earlier question, e.g. the wounded Lt. Henry being dropped twice(!) by his
stretcher-bearing ambulance crew. Infer whether Hemingway is making a serious
point about war at this point or only portraying it as comical. (competency,
conceptual and conceptual hierarchy)
4. Sketch or story-board the scene at the dressing station in the last
third of chapter 9 in order to decide how to film the scene. Does the mood
become somber when the captain is inventorying Lt. Henry’s wounds, or should
the scene be staged with a light mood throughout? (model, conceptual
hierarchy)
5. Rewrite the dressing station scene to be more serious throughout—no
jokes. How does that change the impact of the scene? (transfer, conceptual
hierarchy)
6. Rent the 1957 movie of A Farewell to Arms and watch the scenes
from Lt. Henry’s wounding to his arrival at the American Hospital in Milan
(with the elevator). Appraise whether or not the movie echoes the mood of this
section of the novel or makes it more comical, even farcical, by adding
slapstick that wasn’t in the book. (research, conceptual hierarchy)
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