Review Exercise. For each theme below, try to associate as many works studied as possible. Make a list of evidence for each work. Write a paragraph in which you compare how this theme works itself out in the works selected.
For each work, identify one literary element that you could include within your evidence/argument: point of view, theme of the work, narrative structure, application of genre (tragedy, for ex), image/motif, setting.
Suggestion: prepare this as a chart. Make it a big one, starting with the ten categories below. Place the works side by side horizontally to see commonalities and differences. The list below is not exhaustive, but it will allow you to jumpstart your brain.
FATE AND FREE WILL. To what extent are the characters within the literature you have read “free”? What role is played by choice and what by outside forces? Evaluate these forces in terms of fate, gods, social determinism, chance and time. Are the outside forces benevolent, malevolent, indifferent? Do the heavens fall for our trifles?
JUSTICE. “As flies to wanton boys…”To what extent do the works studied examine the concept of justice, whether human or divine and what comments can be made about man’s place in the universe?
MORAL COMPROMISE/BLINDNESS. To what extent do the works studied deal with characters who compromise themselves morally or who fail to see moral shortcomings? What price is paid for this compromise?
SUFFERING. “I am a man more sinned against than sinning…” What role does suffering play in the human experience, based on the texts you have read?
GOOD VERSUS EVIL AND THE WORLD IN BETWEEN. How do these terms relate to the works you have studied? Is it possible to feel sympathy for characters considered evil?
HUMANITY. “When Gregor Samsa awoke…”According to the works studied, what does it mean to be human?
Consider this as a major existential question/burden—not just what it means to be human, but also “who am I?”
Consider the question of what existence is: “life is but a poor player who struts and frets his hour on the stage and then is heard no more…” Weigh that against Pirandello’s Six Characters where the stage becomes a vehicle for talking about existence. The characters here have immortal essence without existence! See articles below.
NATURE. “Thou, Nature, art my goddess…” According to the works studied, what does nature refer to and should it be considered benign, malevolent or indifferent? What do the terms savage and civilized mean?
TRAGEDY. From Aristotle on, certain terms have been ascribed to tragedy and authors who have written about tragedy have responded to his definition in some way. Review: tragic flaw/hero, anagnorisis, catastrophe, redemption and catharsis (audience term, not character). Hint: redemption takes place after anagnorisis…
Tragedy is commonly ascribed to drama, but could it also be ascribed to other works/genres? Frankenstein, perhaps? Kurtz?
9.Narrative journeys. “I fear thee, Ancient Mariner…” Consider the “I” personas in their narration as characters still in evolution. Go back to Victor…then on to Claudia and Marlow…
10.Imagery. Consider motifs: clothing in Macbeth, seeds and flowers in Bluest Eye (objective correlative, anyone?)…Consider symbolic use of setting: Elysian Fields, the heath, Gregor’s room, the Congo river…: pathetic fallacy, anyone?
Fill out the following information for EACH WORK studied. Make it into a table and fit your works side by side where possible
Context
Time & place work is written
Time & place of action
Characters
List key characters & their traits.
Identify them as flat, round and how/if they evolve
Themes
Identify key themes of work; relate to cultural values, as applicable
Style
Identify the genre of the work
Identify literary devices that characterize work, imagery…
Structure
Consider structural breakdown of work and how it contributes to character and theme
Purpose of work?
