Now that you have completed the reading of Act I and learned a little about how authors use stage directions to develop their characters, let's see if you can apply what you learned to the characters in A Raisin in the Sun. While reading, you were asked to think about what the stage directions in Act I tell us about several characters from the play. You will draw on that for this assignment. Use the stage directions to draw inferences about several characters in A Raisin in the Sun and then answer the following question: What do the stage directions in Act I tell you about each of the following characters?

A Raisin in the Sun.

Explanation:

In this exercise you have to first have completed the reading of the Act I, and you are ask to apply what you have learned in "A Raisin in the Sun".  You should pay special attention to the characters of this play in order to this exercise. For example, some common descriptions of the characters could be:

- Walter Lee Younger. The protagonist of the play. Walter is a dreamer. He wants to be rich and devises plans to acquire wealth with his friends, particularly Willy Harris.

- Beneatha Younger (“Bennie”). Mama’s daughter and Walter’s sister. Beneatha is an intellectual. Twenty years old, she attends college and is better educated than the rest of the Younger family. She dreams of being a doctor and struggles to determine her identity as a well-educated black woman.

- Lena Younger (“Mama”). Walter and Beneatha’s mother. The matriarch of the family, Mama is religious, moral, and maternal. She wants to use her husband’s insurance money as a down payment on a house with a backyard to fulfill her dream for her family to move up in the world.

- Ruth Younger. Walter’s wife and Travis’s mother. Ruth takes care of the Youngers’ small apartment. Her marriage to Walter has problems, but she hopes to rekindle their love. She is about thirty, but her weariness makes her seem older. Constantly fighting poverty and domestic troubles, she continues to be an emotionally strong woman. Her almost pessimistic pragmatism helps her to survive.

- Travis Younger. Walter and Ruth’s sheltered young son. Travis earns some money by carrying grocery bags and likes to play outside with other neighborhood children, but he has no bedroom and sleeps on the living-room sofa.

- Joseph Asagai. A Nigerian student in love with Beneatha. Asagai, as he is often called, is very proud of his African heritage, and Beneatha hopes to learn about her African heritage from him. He eventually proposes marriage to Beneatha and hopes she will return to Nigeria with him.

- George Murchison. A wealthy, African-American man who courts Beneatha. The Youngers approve of George, but Beneatha dislikes his willingness to submit to white culture and forget his African heritage. He challenges the thoughts and feelings of other black people through his arrogance and flair for intellectual competition.

- Mr. Karl Lindner. The only white character in the play. Mr. Lindner arrives at the Youngers’ apartment from the Clybourne Park Improvement Association. He offers the Youngers a deal to reconsider moving into his (all-white) neighborhood.

- Bobo. One of Walter’s partners in the liquor store plan. Bobo appears to be as mentally slow as his name indicates.

- Willy Harris. A friend of Walter and coordinator of the liquor store plan. Willy never appears onstage, which helps keep the focus of the story on the dynamics of the Younger family.

- Mrs. Johnson. The Youngers’ neighbor. Mrs. Johnson takes advantage of the Youngers’ hospitality and warns them about moving into a predominately white neighborhood.

its probably fingerprint or personality

the price of our current war is high; it costs money and it costs lives.

but it does not cost our pride. it does not cost the guilt that would arise from knowing that we did nothing to intervene while our neighboring nations fell to despotic leaders.

it does not cost the terror of knowing that our allies are unstable. it does not cost the fear that we, too, will be next to fall.

which sentence most accurately explains why the speaker's use of the parallel structure is effective in this passage?

a. it underscores that disagreement will not be tolerated and will be dealt with swiftly.

b. it makes the speaker seem like a decisive and capable leader.

c. it emphasizes reasons to fight and inspires listeners to aid the war effort.

d. it establishes the speaker's credibility by acknowledging the difficulties of war.