“Night” is a staple in most high school English classes because of Mr. Wiesel’s amazing ability to so eloquently describe the horrific circumstances he endured and witnessed as a Holocaust survivor. The content itself is critical, but his writing is what sets it apart from other historical accounts. This is why I always include a lesson or two about writing and author’s style when reading this book with my students.
*I’ve included an affiliate link to the specific text I use since different editions have different page numbers and sometimes even different wording. I’ve also included a link (click here) to my TeachersPayTeachers store where I have a worksheet I created that I use with my students.
Style: Questions
I like to focus on the purpose behind Wiesel’s use of questions at the start of chapter five.
“What are You, my God? I thought angrily. How do You compare to this stricken mass gathered to affirm to You their faith, their anger, their defiance?” (Wiesel, 66).
Whole paragraphs are full of this sort of questioning which emphasizes his internal conflict with his faith and God. When the students are writing their own ending to chapter five (which I have them do as a final assessment for this assignment) I encourage them to include internal conflict through use of questions as well. Elie and his father are trying to decide if they should stay in the hospital or evacuate with the rest of the camp. The students are instructed to use questions to show this internal conflict of whether they will leave or stay.
Style: Ellipses
Ellipses can be scarce in some of the texts we read, but Wiesel frequently uses them in his text to show uncertainty or hesitancy when the characters are speaking.
“‘It all went well. Don’t worry. Nothing will happen to anyone. Not to anyone…’
He was still trying to smile. A poor emaciated Jew questioned him anxiously, his voice trembling:
“But … sir. They did write me down!'” (Wiesel, 69).
Style: Parallel Structure
For this section, I list out half-a-dozen examples of parallel structure and ask the students to try to determine the definition of parallel structure based on what they notice from the examples. Usually at least one student catches on even though it’s often difficult for them to put it into words.
“No more bell, no more roll call, no more work” (Wiesel, 78).
“Hundreds of eyes were watching his every move. Hundreds of men were crawling with him, scraping their bodies with his on the stones” (Wiesel, 59).
Style: Sentence Structure and Tone
Elie Wiesel often writes in a detached tone when describing some of the horrors he witnessed or even endured. Part of this detached style is his use of very short sentences that are quick and to the point. I like for the students to think about and discuss the purpose of using this style with the topic he is covering.
“At last, we began the return journey. How I longed for an order to run! The military march. The gate. The camp. I ran toward Block 36” (Wiesel, 76).
“The operation lasted one hour. They did not put me to sleep. I did not take my eyes off the doctor”(Wiesel, 79).
Writing Using Wiesel’s Style
I have my students read right up to the point where Elie and his father are deciding if they will stay in the hospital or be evacuated. At that spot in the text, I make sure the students stop and do not see what happens next. Usually I have them read it in class with a print out of the text just to be sure they don’t go ahead. Then, I have them write out the rest of the chapter using each of the style examples we did in class: questions, ellipses, parallel structure, and short sentences with a detached tone.
I also remind them with this sort of book and project they are writing about real people who experienced unimaginable suffering and circumstances. I insist they show respect in writing out their chapter endings. I also remind them to keep it real with what could have actually happened. For example, one student had Elie and father die, even though we know Elie survives and writes the book.
