Sara teaching writing at The American School in Japan

RESOURCES FOR TEACHERS, COUNSELORS & BOOK CLUBS: English Teachers, American History Teachers, School Counselors & Book Clubs

Born Under an Assumed Name: Resources for English Teachers

January 7, 2012

for class discussion or writing

What is this story about? What was the author’s intention?

What is the basic structure of Born Under an Assumed Name? Why do you think the author chose this structure? What other choices might she have made?

What are the pivotal moments in Taber’s story? How does she highlight them?

What does Taber show in scenes? Why are the scenes, scenes?

How does Taber SHOW and TELL?

How does Taber use place description? Why is this important to her?

Where does she use concrete detail and specificity to make her story vivid?

How does she use the senses to bring her experience to life?

Voice: What is Taber’s “signature” as a writer? How would you describe the sensibility behind the work?

How does Taber use metaphor and simile?

Select a section of summary or exposition. Does she explain things or convey information in an interesting way? If so, how?

Where and at what points does Taber muse? Is this effective?

Selected Works

A story of growing up in the world of espionage
"A poignant chronicle of the diaspora of the heart--and the heart's quest and longing for that universal place called home." Wall Street Journal
Opinion/Cultural Commentary
In Britain or France my aging mother would have gotten better health care.
An exploration of Argentina’s past tyrannies, and my own
Literary Journalism
"...One of the most compelling, knowledgeable, and graceful books about the French soul that has ever been written by an American." -Richard Goodman, author of French Dirt: The Story of a Garden in the South of France
"The stories remain...etched in the reader's mind, etched as if by the harsh wind of Patagonia itself. Extraordinarily fine writing." -St. Louis Post-Dispatch
"An eloquent essay." -New York Times