Name: Milia

Period: 3

The Color Purple: Digital Annotations and Reading Schedule 

Reading Schedule ​- Number each chapter in the book as different editions have different page numbers.
I will refer to each chapter as a “Letter” as the book is written in letter form.

Page # Annotation check

Section 1: Letters 1-25 Aug. 28

Section 2: Letters 26-50 Sept. 4

Section 3: Letters 51-65 Sept. 11

Section 4: Letters 66-79 Sept. 18

Section 5: Letters 80-end Sept. 25

Annotations​ are a way for you to record your thinking about a book. They also are a place to develop
key ideas, connections to other texts, and thinking about the core concepts of IB Literature. We will
complete digital annotations on this text because of the virtual learning environment.

Area of Exploration: ​Readers, writers, and texts

Core Concepts​: Perspective, Transformation, Creativity

Essential Questions: ​How are we affected by literary texts in various ways? How does the structure and
style of a text affect meaning? How do literary texts offer insights and challenges?

Terms to define:
● Epistolary Novel
An Epistolary Novel is a genre in which letters, journals, or diary entries (or anything else in this format)
are used to tell a story or message.
Name: Milia
Period: 3
● Dialect
Dialect in literature is a form of writing that demonstrates the way in which a person talks (can give the
reader information about their culture, region, and identity).
● Confessional novel
A confessional novel is a type of writing (often written in the first person) where the story develops with
the character.
● Pantheism
Pantheism is the idea that all things in the universe are God, rather then God being a single individual.

Instructions: ​For each section of the text, identify at least four quotes for analysis. Then, record your
thinking. You can include things like ​connections​ to other texts, the world, or yourself, ​reactions, ​or
analysis ​of character development, author style, or literary devices. Remember to develop at least one
discussion question and respond to the guiding question posted. Feel free to add more lines to the table
as you read.

Section 1: Letters 1-25

Key Quotes ​(insert image or type it in) Page # Thoughts/Analysis

“She say Mr. _____. But that ain’t my
daddy name. Mr. _____? I say. Who he?”
14 This quote reminded me of ​“I look at women,
tho, cause I’m not scared of them,” on page 5​.
For me, this quote made me realize that Celie
refers to every man as Mr. ___ not just her
husband.
What’s interesting is the narrator’s use of “Mr.
_____”, as it indicates there is an
extraordinary distinction between women and
men. Though it could also refer to “mens look
pretty much alike to me,” (page 15). While it
could comment on the oppressive nature of all
men in the narrator's perspective, it could also
refer to Celie’s lack of interest. Perhaps her
own sexuality?

“She say, Nothing but death can keep me 18-19 This quote demonstrates the narrator’s ability
from it. to write real and painful letters. ​With short and
She never write.” direct syntax​, that last sentence feels the most
“G-O-D” real. Without further explanation, I was left
wanting it to feel ambiguous. But after a
second read- I realized what Celie must have
realized.
What I think is nice about this as well is it
illustrates the pain Celie must feel without
elaboration. ​Though, the following letter
G-O-D reminds us that God is all Celie has.
To Celie, God is symbolic of care, love, and
dependence. Someone who can’t be taken
away.
Name: Milia
Period: 3
“You got to fight them, Celie, she say. I
can’t do it for you. You got to fight them for
yourself.”
“His face begin to look like a woman face.”
“I make myself wood. I say to myself,
Celie, you a tree. That’s how come I know
trees fear man.”
“I don’t mention how happy he is now.
How three years pass and he still whistle
and sing. I think about how every time I
jump when Mr. ______ call me, she look
surprise. And like she pity me.
Beat her. I say.”
21 There is a direct connection with “I look at
women, tho, cause I’m not scared of them,” as
it becomes apparent that the only people who
have cared about Celie are women. This
reinforces the fact that women are the only
people in which Celie can and will be
comfortable around.
Also, it’s interesting to see a second figure
other then Nettie, support and encourage
Celie. However, we see Celie’s resistance
adapt to the loss of her sister, claiming she
submits to stay alive. Despite the support she
may receive, Celie subjects to the abuse
rather than resist.
27 While writing the previous annotation, I
thought of this quote. While I don’t have a lot
to say about it, I do have a few questions.
This physical description or rather note seems
significant considering Celie’s drastic views of
men and women. Initially, I thought Harpo’s
“feminine features” could simply refer to being
skinny. Though it could also refer to the
narrator’s perspective/themes of femininity
and masculinity. Harpo is in love, he submits
to the same work, and he’s notably
expressive, could the narrator be attributing
these features to women? Or perhaps this
quote refers to Celie becoming comfortable
around Hapro?
22 This quote is notably stylish in comparison to
the blunt tone throughout the letters. The
narrator uses imagery and symbolism to
comment on her own abuse as well as the
power of men/masculinity.
36 I was honestly taken aback when reading the
last line of the passage. Comparing the
majority of the passage (relatively long and
drawn out), to the short and direct syntax,
makes the reader shocked and almost
offended (it felt as if it came out of nowhere).
However, when reading the passage back, I
realized there was a slow development in the
narrator’s thinking, resulting in an impulsive
response. With that being said, the execution
of the line makes the intention effective.
It becomes clear that Celie is almost resentful
of the relationship and privilege (to an extent)
of Sofia. Sofia doesn’t understand nor relate
to Celie and the pain in which she goes
through. Abuse is a common theme
Name: Milia
Period: 3

throughout the novel as well as the narrator’s

life- her response reflects her understanding
of how relationships are supposed to be.

Guiding Question:​ The book is written in African American southern regional dialect. How does the
dialect impact your understanding?
The dialect at times can be confusing (as far as following the story) but it’s never so intense that I stay
confused for long. If anything I may just have to re-read a few sentences. With that being said, I really
enjoy the regional dialect. I find that it adds a unique layer of characterization that wouldn’t be possible if it
weren’t written this way. I feel as if including this dialect allows me to see and understand the unfiltered
thought process of Celie/

Your questions:
How accurate is the southern regional dialect?
To what extent is the dialect used as a stylistic element and as a narrative aspect?
How different would the story be if it were written in a formal/traditional narrative? What would be lost?
What would be gained? How can you (if you can) balance a traditional and regional dialect?
How often have readers turned away from the novel because of the dialect?
Considering the content of the book may challenge readers, does the dialect soften or make the narration
feel real?

Section 2: Letters 26-50

Key Quotes Page # Thoughts/Analysis

“But when I hear them together all I can do
is pull the quilt over my head and finger
my little button and titties and cry.”
78 This quote provides both important
characterization of Celie, themes of identity,
and the recurring motif of the quilt.
In putting the quilt over her head, it reminds
me of the line “I see myself sitting there
quilting tween Shug Avery and Mr._... For the
first time in my life, I feel just right.”(56) The
quilt being a connection with the other
women, a physical representation of their
combined strength, is used to comfort her
when she’s upset and feels unloved.
Though I do also find it interesting and sad
that the narrator explores herself sexually in
this situation. I wonder if it was a result of
feeling unloved, wanting to connect with Shug
in some way, or perhaps a means of self
discovery?

“That when I notice how Shug talk and act
sometimes like a man. Men say stuff like
that to women, Girl, you look like a good
time. Women always talk bout hair and
health. How many babies living or dead, or
got teef. Not bout how some woman they
hugging on look like a good time.”
80 This quote reinforces the stereotypes and
mannerisms of men and women in this
society. By comparing and giving examples of
what men and women do usually talk about, it
further develops the theme of femininity and
masculinity.
To connect this with another quote, it’s the
exact opposite of “His face begin to look like a
woman face.” (27) Where the narrator
Name: Milia
Period: 3

associates certain mannerisms with gender.

Additionally, it provides the narrator with
influential women who defy her ideals of
traditional gender norms. I like that it
insinuates that Celie is both aware and
acknowledges these traits in the women
around her.

“Make Harpo call you by your real name, I
say. Then maybe he see you even when
he trouble.”
“She stand up. My name Mary Agnes, she
say.”
84 The first quote is said by Celie to “Squeak”,
96 who was initially confused. However the quote
following is “Squeak” confronting Harpo about
her name. I chose to include both of these
quotes in my annotation because it shows an
important growth in not only Squeak, but Ceile
herself. With a direct reaction, it shows that
the narrator’s actions do have consequences,
and that like the other women around her, she
can inspire change within others.
Interestingly, since Squeak’s introduction, we
see a lot of correlations with Celie (something
she recognizes through her
narration)-perhaps this is a way of Celie
subconsciously uplifting herself as well.

“Nobody ever love me, I say.
She say, I love you, Miss Celie. And then
she haul off and kiss me on the mouth.”
111 This dialogue is significant in establishing the
relationship of Celie and Shug. Since Shug’s
introduction, there has been a slow
development in their relationship. What was
once one-sided has become mutual, which is
why I think it was important that Shug was the
one who initiated it.
Though the first line from the narrator gives
important characterization as to why the
narrator acts the way she does. We as the
readers know Celie has never felt loved but to
hear her say it (allowing herself to be
vulnerable) shows how she has internalized it
and not only that but trusts Shug.

Guiding Question​: Discuss the motif of quilting in the text as you see it so far.
Quilting first comes up when Sofia and Celie confront one another about how they feel (in regards to Celie
telling Harpo to beat Sofia). After Sofia forgives (maybe pitties is a better word) Celie and Celie is able to
acknowledge her mistake, the two begin quilting as a truce. Quilting also comes up with Shug Avery
donating her fabric and even learning to sew. Considering a quilt is a blanket made up of different fabrics
and it acts as a way to bring the women together, quilting is a motif of the relationships/bond the women
have with one another. The quilt is a physical representation of all parts of themselves interacting and
affecting each other, resulting in a stronger beautiful piece.

Your questions:
How does Walker use/choose literary devices that both develop characters and fit with the dialect?
To what extent does the use of dialogue portray the relationships between characters?
What is the relationship between characters and singing (whistling/humming) or what does it (if anything)
say about their character?
Name: Milia
Period: 3
Section 3: Letters 51-65
Key Quotes
“I remember one time you said your life
made you feel so ashamed you couldn’t
even talk about it to God, you had to write
it, bad as you thought your writing was.
Well, now I know what you meant….I am
so ​lonely, ​Celie.​”
“She says an African daisy and an English
daisy are both flowers, but totally different
kinds.”
“Why did they sell us? How could they
have done it? And why do we still love
them?”
“As tired as they are, they sing! Celie. Just
like we do at home. Why do tired people
sing?”
Page # Thoughts/Analysis
129 This was one of the lines in the book that
genuinely moved me. I think it’s important in
establishing the relationship between Celie
and Nettie, as well as providing important
characterization.
As it is narrated by Nettie (for the most part),
we actually see well needed development into
Celie’s psyche- as Nettie explains why Celie
chooses specifically to write to God. Through
this narration, it helps the readers understand
the extent to which Celie is ashamed of
herself- adding a layer to her behaviour and
developing her as a round character.
Additionally this narration develops the
feelings shared by Nettie in their relationship.
While we knew beforehand that Nettie loved
Celie, Celie’s dependence and affection of
Nettie was the only perspective we were
given. In this passage we see how Netti cares
about Celie, acknowledges what Celie has
sacrificed for her, and can relate to the
loneliness she feels.
135 This quote stood out to me as being one of
the first conversations with white people
portrayed in the perspective of Nettie. It is an
interesting dynamic to see white missionaries
who want to educate black people, but
perpetuate racist ideas. The example used
provides imagery into the mind of white
people (most) in American at the time.
138 I found this quote to be an important
characterization of Nettie, providing an
example of her intellectual development as a
person. One connection I thought of when
reading these questions was on page 131,
“And for keeping alive in me somehow the
desire to ​know.”​
141 The recurrence of singing (including humming
and whistling) is a common motif throughout
the novel. This quote further emphasizes the
motif as it is noticed that even women in
Africa sing.
The connection with these singing African
Name: Milia
Period: 3

women to the singing of other characters is

that they sing even though they are tired, they
work, and they struggle.
While I would still like to develop the idea of
singing, I believe it represents the hope and
persistence that keep oppressed black people
going. They sing, because they can- in hope
and perhaps acknowledgment that life has
things worth living for despite the often
overbearing circumstances.
Perhaps this is why predominantly powerful
(or developing into stronger characters) sing.
For example Shug, Sofia with Harpo, and
Mary Agnes (who sings as she gains
confidence).

“When I told her the Olinka don’t believe in
educating girls she said, quick as a flash,
They’re like white people at home who
don’t want colored people to learn.”
155 This quote provides a prime example of
Nettie’s intellectual development, themes of
femininity/women’s rights, as well as Alice
Walker’s ability to write for characters who
speak and write differently.
Nettie’s ability to write similes in her letter
shows her intellectual progression as she
furthers her education. Additionally, it
demonstrates Walker’s ability to use literary
devices to develop themes and characters in
ways that work naturally into the story.
It provides an example to a question I had last
annotation, “How does Walker use/choose
literary devices that both develop characters
and fit with the dialect?”

Guiding Question: ​What is the significance of letters in this book?

The use of letters allows for a personal and introspective look into each character’s lives. Similar to Celie
writing because she is too ashamed, writing in the form of letters (specifically addressed to people who
are close or unable to read it) allows for the character to express themselves freely without judgment or
consequences. In writing through letters, a significant amount of characterization is developed without
heavily relying on vocabulary and literary devices, which in my opinion, makes the characterization and
identity of Celie and Nettie all the more raw and real.

Your Question:
In comparing the lack of women’s rights in both white and black people/communities, what is Walker
trying to say about the lack of feminism in either culture?
How does the nature of Nettie’s letters develop her relationship with Celie? What literary devices (if any)
does Nettie use to develop their relationship?
How does the dialogue between white people develop themes of racism, culture, and segregation?
Do you think literary devices or dialogue demonstrate the relationship?
How does the dialogue between black people in other countries develop themes of racism, culture, and
values?

Section 4: Letters 66-80

Name: Milia
Period: 3

Key Quotes Page # Thoughts/Analysis

“The men do not like it: who wants a wife
who knows everything her husband
knows? They fume.”
170 This quote is written in Nettie’s perspective
and further develops themes of feminism and
masculinity. By proposing her observations as
a question, Nettie explores her understanding
of not only the African tribe, but men in
general.

“But Celie, in the middle of the night she woke  186
up, turned to Samual: I believe. And died  the mood of the scene almost perfectly.
anyway.”
To end this letter on this sentence, creates
By starting off with a long, punctuated
sentence, Walker evokes a feeling of relief
and happiness. However, our expectations
are subverted with a short and blunt follow
up sentence.
The pace and structure of the sentences
emphasizes the abrupt death of Corrine, as it
ties with her humanity, livelihood, and trust.
It shows that despite her forgiveness,
understanding, and the ways she came
around, it wasn’t enough to save her. Or
rather the two weren’t connected. In a way, it
explores the idea of life and death through
sentence structure and tone.

“God is inside you and inside everybody
else.”
“God ain’t a he or a she, but a It.”
194 I decided to include two sentences on the
same page as they are directly tied with one
another. Both are lines of dialogue said by
Shug, which gives an interesting narrative
perspective of religion from another character.
Up until now, religion, and specifically God is
a major theme and symbol throughout the
novel, but it is predominantly explored in the
perspective of Celie.
In this conversation, Celie’s perception of God
is challenged by Shug’s (who is seen as a foil
to Celie). Shug’s perspective is the first we
see of ​Pantheism ​in the novel- directly shifting
the emphasis away from God as an individual
(specifically a white male), and as God in all
things around us.
I think this exploration of ideology ties well into
Celie’s development as an individual and a
person who can live, think, and be aware of
the natural world around her. As thus far, her
empowerment comes from the people around
her- it would be nice to see her become
something of herself.
I realize this annotation is getting a bit long
but I wanted to tie it with the ending of the
Name: Milia
Period: 3

letter as “Amen” (196). I found this profound

in a way that it can connect with Celie’s new
religious ideology. Perhaps in ending “Amen,”
to her sister’s letter, Celie is acknowledging
the beauty and at least God through that
connection.

“You satisfied that what you want, Shug
say, cool as clabber.”
198 This annotation is short, but I found the
literary device of simile used exceptionally
well in Celie’s characterization. Specifically,
the simile, ​cool as clabber​, in Celie’s own
words to describe Shug shows her intellectual
development.
I found this to not only fit well in the context of
Celie’s narrative growth, but the cultural
context as well.

“You a lowdown dog is what’s wrong, I
say. It’s time to leave you and enter into
the Creation. And your dead body just the
welcome mat I need.”
198 This quote was significant in Celie’s character
development as it shows her (and theme of)
individuality. Despite the context of the quote
itself (speaking up to Albert) the use of
metaphor (lowedown dog) and a
confrontational syntax shows an empowered
Celie. These devices further juxtapose the
language and dialogue Celie used previously
and further emphasize the growth she has
made.

Guiding Question:​ Letter 73 is a key letter as Celie has a crisis of faith and stops writing to God. How is
religion portrayed in this novel?
There’s a sort of duality of religion explored in ​The Color Purple ​that I think is interestingly portrayed in the
relationships of the characters. On one end (as it is introduced through Celie’s initial perspective) religion
and the idea of God is not only an influential part of culture (and society) but it can be a tool of comfort
and belonging. However, in the same application (as we see it through Celie’s church community and
idea of God) religion is used as a way to maintain power and subconsciously promote a social hierarchy.
One that emphasizes the idea of a white male society (as the origins are questioned by Nettie and
explained by Shug). In a way, religion, in its most formal context, is almost like false liberation. With that
being said, there is still an exploration of what it means to be religious, what form God takes, and it’s role
in the lives of people. We first see the idea of Pantheism hinted in the Olinka tribe, where they see God
and Jesus not as people, but in the menstrual crops that sustain them. This theme is further explored
through Shug, who sees religion and god in the world and people around her. It’s this idea that allows
Celie to reconnect and rethink her faith. And through it, grow as an individual.

Your Question:
What does the motif of pants say not only about gender norms, but the character Celie?
How does the ideology of Pantheism connect to themes of identity and individuality in the novel?
What does the authorial choice of ending each letter with ​Amen r​ evela about Celie and her connection to
religion?
Name: Milia
Period: 3
Section 5: Letters 80-end
Key Quotes
“Because you are who you are, the future
look happy and bright.”
“I wrote her a note. It said, Shut up.”
“Now us sit sewing and talking and
smoking our pipes.”
“And then, just when I know I can live
without Shug, just when Mr. ___ done ast
me to marry him again, this time in the
spirit as well as in the flesh, and just after I
say Naw, I still don’t like frogs, but let us
be friends, Shug write me she coming
home.”
Page # Thoughts/Analysis
247 I found the fortune cookie quote significant as
248 it demonstrates Walker’s use of
foreshadowing and character development
through each character’s fortune.
While the moment for Celie was heartbreaking
and upsetting, as we know later in the book-
she is filled with peace, happiness, and love
all because she was who she was.
I also found Celie’s inability (or rather choice)
to speak a reminder of who she is and how
she thinks. It shows that in tense situations,
Celie turns to writing, similar to the role of the
letters.
270 This quote is significant as it further explores
the motif of sewing. Previously sewing was
shown as a connection and bond between
women. Celie, Shug, and Sofia came
together, added all parts of what they had,
and created something beautiful. However,
sewing is re-introduced as a literary device to
establish the formed relationship between
Celie and Albert. Despite their previous
relationship, the hardships, and hatred, they
allow themselves to be vulnerable and share
a connection. By introducing sewing into their
relationship- it allows each character to grow
and develop. Celie forgives Albert for his
abusive behaviour, understanding that he has
grown as a person- and teaches Albert how to
sew. Albert puts aside his pre-existing gender
roles and becomes vulnerable to Celie.
281 Personally, I really liked this quote. It
genuinely made me smile reading it, as we
can see fundamental character growth and
character relationships written both naturally
fluid. While it is a run-on sentence, Walker
makes it feel like it came right from Celie’s
mouth.
I also liked the way Mr. ___ and Celie’s
relationship is portrayed. I think it shows an
amazing development in both of them as they
learn to live without Shug. Celie’s ability to
deny Mr. ___’s proposal and yet pursue a
friendship shows her compassion and ability
to be true to herself. Additionally, Albert’s
ability to accept this notion shows his own
Name: Milia
Period: 3

growth and understanding of Celie (something

not shown before). I also really enjoy Celie’s
frog assimilation to men. I find it really funny
and accurate to Celie’s feelings.
Lastly I do however, find Celie’s use of Mr.___
despite their friendship as interesting. It
makes me wonder if this really has to do with
men, or if perhaps she will not forget the past
relationship they had.

“Dear God. Dear stars, dear trees, dear
sky, dear peoples. Dear Everything, Dear
God.”
283 The opening letter is re-addressed to god, but
Celie acknowledges the forms in which she
now sees God. Pantheism is further
emphasized with the use of punctuation and
repetition (Dear and God). This opening line
shows Celie’s religious development (theme
of Pantheism) and her peace as a person. By
​ elie distances herself
writing to ​everything, C
from the idea of an individual God, reflecting
her developed knowledge and ideology-
similar to what Nettie had written previously
about people connecting to God individually.
As a side note, the use of stars and trees, as
an example of the forms God resides in is
interesting. Considering stars and trees and
the most prevalent and personified throughout
the text.

Guiding Question: ​What could be the significance of the last word in this book?
“Amen,” is something that Celie began to end some of her letters with starting at Letter 74. Notably, she
began to end her letters after her exploration of Pantheism with Shug. I had always wondered what
exactly the purpose of ​Amen w ​ as in context to each letter, though I think after reflecting on the last letter it
​ elie explores the extent of prayer and
becomes a little clear. I think that in ending a letter with ​Amen, C
acknowledges the God all around her. Considering the overall happy ending of the letter, it could be
perhaps that the narrator can happily finish writing, and ​Amen i​ s Celie’s way of thanking everything
around her for bringing her a happy and peaceful life.

Your Question: ​How does Nellie’s personal life reflect the growth and character development of Celie?
How does it differ?
To what extent is Albert’s characterization developed through dialogue?
How has the motif of sewing evolved throughout the book?
How are race relationships explored through dialogue and relationships?

End of text reflection: ​Consider the essential questions related to this text and respond to one of them in
a piece of reflective writing.
How does the structure and style of a text affect meaning?
Alice Walker’s ​epistolary novel ​The Color Purple ​is a text like no other. Structurally and
stylistically, ​The Color Purple i​ s like nothing I have ever read before, but has definitely left me wondering
and in awe of what an epistolary novel can do to a reader’s experience. I have laughed out loud and cried
multiple times, in reading this novel. Each character, dialogue, and thought feels overwhelmingly real,
personal, and vulnerable, something I feel would be unachievable without this distinct structure. Written
through letters in the narration of an uneducated, black woman throughout the early 1900s is an initially
Name: Milia
Period: 3
limiting writing style. Walker risked confusing/alienating an audience and lacked the ability to fully use
literary devices to develop the story. Additionally, the regional dialect, grammatical errors, and simplistic
style that the narrator writes in can be difficult to follow. However, I’d argue that these tools are
fundamental in creating a strong voice and foundation of the narrator and creating an immersive
environment. These elements add to the overwhelming development of identity, individuality, culture, and
perspective that are fundamental in understanding the novel.
The regional dialect Walker uses creates a distinct style in the way the narrator and characters
think and talk. In doing so, the reader is given an opportunity to understand the cultural and individual
perspective that affects the understanding and meaning derived from the text. The cultural development
affects the characterization and thus the way they may live their life. Despite how different the reader may
be from this culture, a dialect allows readers to directly engage with the culture explored and empathize
with an individual.
Structurally, the epistolary novel provides an extraordinary amount of insight. From the intended
recipient of the letter to the ending, a letter can provide important characterization and insight to the way a
narrator lives. Epistolary novels also allow a reader to engage in an extremely personal narration from the
intended author. Specifically seeing the vulnerability of a character in their own perspective allows us to
understand how they really feel. Meaning of text in that sense becomes tailored to the narrator’s
experience and the way they choose to write about it.