Chapter 6 page 2

THE AMERICAN ENGLISH EXPRESS Chapter 6 page 2

Applying the Steps in the Reading Process

Step 1: Who are you?

Today, reading this selection, you are an individual who is trying to learn standard English, which includes understanding American cultural references.

Step 2: Why are you reading this?

Right now, you are practicing close reading. You are reading to learn how to read critically. We will go through the steps together, in a fashion similar to the reading of the Constitution in the last chapter. Only this time, we will ‘round out’ your understanding with some background information. This will allow you to build the context necessary for the appreciation of American cultural references.

Step 3: Who wrote what are you reading? Consider the source.

This document is a primary source. The language you are about to read is a modern copy of the original handwritten words. You are presented with the document, my comments and observations, and interesting ideas. Then there is a complete clean copy of the document, so that you can read it without distraction.

This document was written by the members of the Continental Congress, who were representatives of each of the 13 American colonies of the British Empire (which was so large it circled the globe).

Jefferson Memorial, Washington, D.C.

The chief author, however, was Thomas Jefferson (1743-1826), who ultimately became the third President of the United States (1800 - 1808).

‘Uncle Sam’

At the time of the writing of the Declaration of Independence, the thirteen American Colonies (all grouped along the east coast of the United States) were part of the British Empire.

The economic theory behind colonies was that the ‘mother country’ (in this case England) was in charge and able to import raw materials (such as sugar, cotton, tobacco and molasses) from the colonies and export manufactured goods back to the colonies. In this way, the mother country was guaranteed to have the raw materials to manufacture what they wanted and markets to sell their manufactured goods.

Step 4: How is it written? Observe the structure of what you are reading.

What kind of document is it? How is it organized?

Washington Monument, Washington, D. C.

In this case, the document has:

a title

an introductory first paragraph

a second paragraph

a long ‘list’

three ending paragraphs

The title is “The Declaration of Independence of the United States of America”

The introductory paragraph states the theory behind their purpose in writing this document (to declare independence from England).

The second paragraph sets forth what the colonists consider to be human rights and explains the general reasons (theory) for the colonists’ desire for independence.

Union Flag of Great Britain

Next the document lists the specific charges against the King of England.

The three ending paragraphs summarize the position of the colonists and conclude with their declaration.

Step 5: When and why was it written? Understand the context of the document.

The head of the British Empire was the King of England. In 1776, this was King George III (1738-1820). He had been king since 1760 and was responsible for all the laws that governed the empire (and, consequently, the quality of life of his subjects). In England itself, the citizens (only those who were free males with property) had some say (representation) in the laws (such as taxes) but most of the power was in the hands of the King. He could, for example, on his own decide what laws applied in the Colonies.

At the time, the colonists were upset with many of the laws that the British King forced on them and the way in which the laws were determined. They were so upset that they decided to declare their independence from England and to establish a new country. This was the first time in modern human history that people voluntarily came together to form a new nation based on law.

Step 6: For whom was it written? Understand the intended audience for the document.

The immediate audience for the declaration was King George. However, the colonists were writing for the world and for the future. They knew that what they were doing was new and different (called ‘revolutionary’) and they wanted to be sure that the entire world understood the reasons for their actions. Thus, the declaration states the general theory governing their actions and enumerates (lists) the specific reasons that caused the colonists to behave this way. The declaration was designed to convince anyone who reads it that the colonists were in the right (that their actions were justified).

Step 7: Read the document, sentence by sentence. We will do this together!

Step 8: Think about the meaning of each phrase and the complete idea that the sentence is expressing.

I have annotated the text (included notes) and explained many of the references and vocabulary.

Step 9: Re-read sentences, paragraphs, or pages, as you need to.

One of the good things about reading is that you can go back, again and again, to make sure that you understand. Do not be afraid to read this document several times.

Step 10: Take notes that address (relate to) ‘why’ you are reading this.

Or, in this case, make sure that you understand both the theory of reading and the content itself. (Please note that it is not necessary to understand all of the charges in the long list in the middle of the document.)

You should, however, take notes about words that are new to you (so that you can begin to own them) and phrases that are pointed out to be symbolic in American Culture.

Next we will read the document together. At first, I will explain everything; as we progress, I will explain less and less, allowing you to practice applying the knowledge and skills you are learning. Good luck!