Friday, April 27, 2012

The Novel Form

How does the experience of reading The French Lieutenant's Woman compare to the experience of reading the other novels we read in this class?  Think about your expectations for what fiction should do--and what you have seen it do by convention.  What changes does Fowles make to the art of fiction that changes the experience, if indeed it does?  Make specific references to all the novels, please.

Monday, April 23, 2012

Yeats

How is W.B. Yeats's poetry both reminiscent of the poetical conventions and themes we have read thus far this semester and innovative?

Friday, April 13, 2012

The Empire in India

A Passage to India is set in the 1920s--during the beginnings of the Indian independence movement.  India was finally independent in 1947.   The racial, ethnic and religious tensions are evident in Forster's characters and plot.  Explain specifically  the attitudes of the British and the Indians toward each other. Do any of the characters serve as the spokesperson for any specific attitudes?  Be specific in your explanation.

FYI, I found one of the original reviews of the novel in 1924--gotta love the internet!  http://www.guardian.co.uk/books/1924/jun/20/classics

Monday, April 9, 2012

Poetry of WWI

If you had to choose only two poems from those we read about World War I to show someone who knows nothing of the poetry of that era, which would they be and why?

Monday, April 2, 2012

Hardy's Poetry

Do you get the same sense of place in Thomas Hardy's poetry (even in the few poems we read) as in his novel The Return of the Native?  If so, how does he achieve it, and if not, what does Hardy seem to emphasize in the poetry?

Friday, March 23, 2012

Theme in The Return of the Native

When we talk about theme in fiction, we talk about the major ideas that the novelist, and the narrative, is exploring in the work.  What ideas do you think Hardy investigates in The Return of the Native?  And, what about the novel--the plot, character, setting, narrative point of view--suggest the theme or themes?  Plot is what happens in the novel, the sequence of events.  Theme is what the novel is "about." 

Friday, March 9, 2012

Elizabeth Barrett Browning

What do you think is the speaker's most persuasive point in "The Cry of the Children"?  In other words, what part of the poem, or technique, would most spur the readers to act against child labor?  On the other hand, do you think that the poem is too dramatic to be really effective?

Friday, March 2, 2012

Tennyson's Politics

It is tempting to talk about Tennyson, and the other Victorian poets, as artists only, but it is difficult to dismiss the political/social/cultural commentary in the poems.  The observations Jared made last week about the working classes in "The Lotos Eaters" and "Locksley Hall" are good examples of the political voice or message in the poetry.

Do you see any other evidence of political or social commentary?  Think about all the poetry we discussed.

Friday, February 24, 2012

Tennyson

Knowing what you know about the Romantic poets, can you determine how much of Tennyson's style is influenced by the poets that came before him?   How would you characterize Tennyson's poetry?  Do you think he stresses form? imagery? both?  Does his narrative poetry ("The Lady of Shalott," e.g.) seem similar to or a departure from the narrative poetry of Keats, Wordsworth, and Coleridge?

I know we haven't had the chance to talk about his poetry yet, but we can start the conversation here.

Friday, February 10, 2012

Austen and Women

All  of Jane Austen's novels deal with the marriage plot--or the main action of each novel revolves around marriage.  In Pride and Prejudice this theme is introduced immediately.  As we said in class, the Bennet girls must marry because they have no rights to their father's estate.  But why marriage?

Why is marriage so important to all the female characters?  Why does Charlotte Lucas marry Mr. Collins, clearly, according to Elizabeth and most readers, I might suggest, an undesirable match for many reasons?  Look carefully at what she says--and how Elizabeth responds.

Friday, February 3, 2012

Romantic Poets

As I mentioned by way of introduction as we began our study of the Romantic poets, scholars singled out six poets (Blake, Wordsworth, Coleridge, Byron, Shelley, and Keats), of which we have read five, and "constructed a unified Romanticism based on their works."  Based only on the limited works we have studied, what would you argue "unites" these poets and poetry?  In class we have discussed the repeated theme or motif of childhood v. adulthood,  innocence v. experience, so in addition to that, what similarities do you see?

Thursday, January 26, 2012

The Ancient Mariner

I know I said that I would only ask questions in this space about works we had already discussed, but after the two quizzes and seeing your responses to the blog, I think we can do this in preparation for class on Monday.

We did say in class that The Rime of the Ancient Mariner is written mostly in ballad stanza, but that Coleridge also uses stanzas of five and six lines.  As is everything poetic, this is clearly deliberate.  So, what might be the reason he chose to alter the pattern (and meter, so thus the rhythm) of the poem?  What is the effect of the longer stanzas on your idea of the meaning of the poem?

Remember, there is no one correct answer to this question.  It is simply a chance for you to think critically about the form of the poem, and how that form influences or informs the meaning.

Friday, January 20, 2012

Intimations of Immortality? Really???

We only touched on this in relation to the quiz, but I think that we have read enough of the other Wordsworth poems to explore some meanings of  "Ode: Intimations of Immortality from Recollections of  Early Childhood."  The title suggests a great deal, I think.  Intimate means to make known indirectly, to hint, imply or suggest.  So what intimations of immortality does the speaker say live in us from childhood? 

See if you can find specific references in the poem when the speaker explores the difference between experiencing nature as a child  and experiencing it as an adult.  As you recall, he mentions this also in "Tintern Abby" when the speaker states,  ""For I have learned / To look on nature, not as in the hour / Of thougthless youth" (88-90).

The mood is set in the first stanza, so perhaps you can start with that.