Efrén Divided

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a brief (1-3 paragraph) response the bulleted outline to structure your writing. Cite details from the novel throughout your response as examples and support.

1. A dynamic character is one whose opinions, beliefs, or emotions change over the course of the story.

• Which dynamic secondary character experienced the most notable change in ideas or attitude in the novel as a result of Efrén’s experiences with Amá’s absence? (topic sentence)
• In what traits or reactions do you observe change in this secondary character? Use details and events from relevant scenes to support your answers.
• In your concluding sentence or sentences, briefly explain how this secondary character’s change in characterization affects or impacts Efrén or Efrén’s conflicts (does it help, hurt, or hinder Efrén, and in what way)?

2. In some stories, the antagonist is not a character but instead is an idea, a way of life, or a problem in society.

• Who or what is Efrén’s biggest adversary in this story? (topic sentence)
• What actions does Efrén take to try to learn more about this adversarial force? How does he “fight” the adversary? What additional smaller conflicts along the way does Efrén face (for example, in subplots), and how do these challenges help to characterize him? Use details from the text to support your ideas.
• Evaluate Efrén’s conflict by the end of the story. Does Efrén win, or his opposing force? In your concluding sentence or sentences, explain who “wins” the conflict and a brief reason that outcome.

3. Efrén and David have many differences, but they have been good friends for years.

• What idea pertaining to the theme of Humanitarianism, Tolerance, and Justice do you think the author was trying to demonstrate with a friendship like theirs? (topic sentence)
• What backstory and plot events touching their friendship support your idea in the topic sentence? Select 3 to discuss in the middle or body of your essay. Explain the connection for each between the idea you proposed and the event.
• Finally, choose 3 adjectives that describe their friendship (with consideration to theme connections), and write a concluding sentence or sentences in which you incorporate your describing words.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least 3 main points supported by text details, and a conclusion.

1 The title Efrén Divided has several possibilities for interpretation. For example, with Efrén’s deep love and admiration for Amá, it may refer to the way a piece of Efrén is gone once Amá is deported. What other meanings might the title have? In what ways does Efrén feel torn or undecided at times in the narrative? What might the word divided connote on a symbolic level? Use details and events from the novel to support your answers.

2. A Mentor character archetype offers instruction and guidance to the protagonist on his journey or struggle. With Amá gone and Apá away at work so often, Efrén spends much of the storyline without parents. What characters “step in” and help to serve as the most effective Mentors to Efrén? What lessons or guidance do they offer, and how do their words and actions impact the plot or Efrén’s decisions? How does Efrén himself serve as a Mentor after authorities take Amá away? Reference plot details and character actions in your response.

3. Review passages in the story that detail the apartment in which Efrén lives and any material possessions he owns (such as clothing). What does Efrén think about his material possessions? How do his comments or feelings indirectly characterize him? Next consider how Amá and Apá seem to feel about material ownership and what they are able (and unable) to provide for the children. What does their choice to leave Apá’s job in Mexico for a more hardscrabble existence in America indicate about them? How do these ideas about the Navas’ material possessions connect to the themes of the book?