Close Reading Assignment 3

How to Live Without Irony

http://opinionator.blogs.nytimes.com/2012/11/17/how-to-live-without-irony/?ref=opinion

In the article "How to Live Without Irony", Christy Wampole discusses the irony that, according to her, is infecting society today.  She emphasizes its negative impact through her usage of sophisticated language, detailed examples, and interesting syntax.

From the beginning of the article, Wampole's sophisticated word choice creates a very disconnected and almost scholarly approach to interpreting irony.  When she insists that "scoffing at the hipster is only a diluted form of his own affliction. He is merely a symptom and the most extreme manifestation of ironic living", her usage of medical and scientific terminology, seen in the terms "affliction", "symptom", and "diluted", she creates a practical air to her analysis.  In the third paragraph, she dissects the etymology of "subterfuge" for the reader, again creating a scholarly and learned tone.  Her language further in the article also indicates a more learned tone.  By using words such as "postmodern cynicism, detachment and meta-referentiality" to describe the wide-spread ironic atmosphere, Wampole almost scorns the existence of irony through her own sophisticated language.  Her wording throughout the article borders on pretentious, of establishing herself above the irony, which she sees as unsophisticated.

Wampole also emphasizes her views on the pervasiveness of irony through the detailed examples she uses.  Her examples all relate to our common lives, referencing advertisements and other commonplace items and events we see and experience.  She begins the article by describing the "hipster haunting every street corner and university town", bringing to mind images of the people we see every day.  Her later example of the advertisements which laugh at themselves also bring up memories.  By being relatively open in her description, she allows her audience to select a memory that fits her example, providing a detailed and vivid image.  Her example of her own lack of sincerity also stirs up images that are familiar to many people.  "A kitschy painting from a thrift store", "a coffee mug with flashy images of 'Texas, the Lone Star State'", and "plastic Mexican wrestler figures" are all easily imaginable gifts that many people may have seen or interacted with at some point.  By explicitly describing them, Wampole allows her audience to get a mental picture that provide memories corresponding to her own views.  In using detailed and specific examples, Wampole allows the audience to connect to her article, thus allowing them to perceive her points more clearly.

Aspects of syntax also allow for Wampole's point to be expressed more clearly.  Her use of rhetorical questions bring to light different issues and questions the audience may have either her argument, which she then uses to explain her views and refute the opposition or elaborate on an unclear point.  Later questions also connect the message back to the reader.  By asking questions such as "Do I communicate primarily through inside jokes and pop culture?" and "Do I feign indifference?", Wampole asks us to examine our own actions and thereby determine for ourselves how true her statements are.  She seems to rely on the expectation that many would find these questions pointing towards their own ironic tendencies, but it seems like a safe assumption and allows her point to be quite a distance.  At other points, Wampole uses parallelism to emphasize points in her argument.  At one point, she informs us, "Fundamentalists are never ironists; dictators are never ironists; people who move things in the political landscape, regardless of the sides they choose, are never ironists."  Her parallelism emphasize the characters of people who aren't ironic, thus providing emphasis on the particular characteristics of both those who are and aren't ironic.  Using such syntax, Wampole furthers her points and more deeply ingrains the overall message into her readers.

Through these techniques, Wampole brings to light the pervasiveness of irony in today's society, pointing out its flaws in being so widespread as to be relatively unrecognized as a threat.  Her editorial works to bring the overly sarcastic age to an end and convince the audience to start again with sincerity.

Jane's Struggle: Honor vs. Love

1980. A recurring theme in literature is the classic war between a passion and responsibility. For instance, a personal cause, a love, a desire for revenge, a determination to redress a wrong, or some other emotion or drive may conflict with moral duty. Choose a literary work in which a character confronts the demands of a private passion that conflicts with his or her responsibilities. In a well-written essay show clearly the nature of the conflict, its effects upon the character, and its significance to the work.

Charlotte Bronte's Jane Eyre is a classic and beloved novel about a young orphan, Jane Eyre, who faces down all of the challenges in her life to find happiness in the end.  Time and time again, her determination, honor, and spirit are tested, but each time she prevails.  One of her most striking and memorable struggles was that which tested her moral resolve with love, the love she feels for Mr. Rochester.

Even at the beginning of the novel, Jane's character is seen as strong, both mentally and morally.  From her childhood with her aunt and cousins, the Reeds, Jane is abused.  However, in spite of chaos and fear, she remains, for the most part, mentally strong.  While she is being picked on by John Reed, her cousin, she allows him some liberty, but strikes out and harshly when it becomes too much to bear.  Though her aunt never goes to her defense, she keeps her spirit, one of curiosity and perseverance with her.  Her schooling continues at the Lowood School, where more trouble befalls the students.  They all suffer from deprivation and starvation in the name of piety, causing many of the students to fall ill during an epidemic of typhoid   While others, like her friend Helen Burns, submitted and were ultimately consumed, Jane's morality does not allow her to meekly tolerate the treatment they receive and she fights against the school, first by protesting her innocence in the face of accusations of deceit, and later by being unaffected by the typhoid.  She knows and respects the moral importance of telling the truth, though Mrs. Reed did little to instill it in her.  Her life with the Reeds also taught her that she could win battles and it was worth trying.  In spite of her upbringing, Jane feels a certain moral and personal obligation to stand up for herself and do the best she can under the circumstances, which comes back to cause her future pain.

However, trouble arises when she meets the man who employs her as his ward's governess, Mr. Edward Rochester.  At first, he seems only strange, dark, and brooding, perhaps distracted by some unhappy past events.  As time passes, however, mysteries begin to arise and Jane falls in love with him.  When, following a convoluted process which involves her questioning his feelings towards her many times over, he declares his love and asks her to marry him, she is deliriously happy.  However, trouble makes itself apparent in the form of Bertha Rochester, Mr. Rochester's first wife.  During the wedding itself, Mr. Mason, the sister of Bertha, reveals that Mr. Rochester is already married and Jane is thrown into a personal struggle.  Though her heart wishes to stay with her beloved, her morals and honor insist that she cannot stay.  It would be wrong to continue to live under the same roof as a man she loved but could not have, who had tried to deceive her into marrying him, whatever his reasons were.  In the end, her mind and honor reign supreme and she runs away, retaining her name and her honor in spite of her feelings.  During this pivotal moment, Jane demonstrates the strength of her character and the importance of following what is right rather than what is easy.  Though it hurts her to know that she cannot stay with him, she leaves anyway, because her morals dictate that it is the right thing to do.  Jane's personality, her most defining trait, is illustrated through her taking control of her life and the way she leaves Mr. Rochester.

Through the character and struggles of her character, Jane Eyre, Bronte constructs a powerful message towards women, that they can be strong and take control of their lives, an inspiring message for women living in her time period to assert their own capabilities and make their own life, as Jane did.

Response to Course Material 3

Wow, it's Second Quarter already.  The year seems to have gone by really fast.  But anyway, what have we covered since last time?

The unit on The American Dream has been wrapped up.  That was fun, and I enjoyed being able to analyze it with respect to the different samples of literature that we read from our textbooks.  It allows us to make intertextual connections better, which I always find both enjoyable and informative.  I like drawing connections between different works and doing so often helps me remember things as well.  (It did strike me as amusing that I had to read Two Kinds by Amy Tan.  Again.  For probably the third of fourth time.  In different language arts classes.)  So yeah, that was fun.

What else...?  I've been enjoying those exercises that we have in the beginning of class, both the ones where we have to come up with a sentence that exemplifies the tone word, and when we practice analyzing then writing our own passages from an example.  The latter normally turns into a competition on what hour (normally 6th hour wins, just sayin') can come up with the most ridiculous example, but still...  Again, making things funny makes them memorable.

The only other thing I really remember us doing is watch Death of a Salesman.  From what I've heard, a lot of people have covered it before, in their American Literature classes.  They would probably find that we're going to slowly through it.  Though I took American Literature, in Mrs. Reed's class, we only ever talked about his The Crucible.  I'd never discussed Death of a Salesman before.  In fact, the only mentions I'd ever heard of it outside of this class was for QuizBowl.  I enjoyed watching the movie.  It was a good way of introducing the material to someone who had never read the play before.  Unfortunately, the Stratford trip (which was really fun!) happened to fall over one of those days, so I missed part of the plot.  The close reading should fix that problem, though the discussions that we've had during class have been a little bit annoying when scenes are brought up that I'm unfamiliar with.  I'm definitely looking forward to analyzing it though; if The American Dream was anything to go by, there are going to be a lot of hidden messages to unravel in this play!

The American Dream Summary

Edward Albee

• author of The American Dream
• Postmodernist author
• author of Who's Afraid of Virginia Woolf
• author for the Theater of the Absurd

Setting

• apartment sitting room
• America during consumerism society - likely mid 1900s
• implied to be in some kind of city setting - apartments and department stores?

Plot

• begins with Mommy and Daddy awaiting the arrival of someone
• Mommy talks about buying a hat, controls the conversation and Daddy
• Grandma comes in with her boxes
• Mommy tells story of her boxed lunches -- shows manipulative nature and insight on past
• Mrs. Barker knocks, Mommy taunts Daddy about masculinity
• Mrs. Barker enters, nobody knows why she's there, and conversation about family and pleasantries -- we find out about Daddy's operation and see signs of a power struggle between Mommy and the other women (Mrs. Barker and Grandma)
• Mommy and Daddy leave the room, Mrs. Barker and Grandma talk about why Mrs. Barker is there, story about the adopted "bumble" -- we find out more about the past and the adopted child
• Mommy returns, summons Mrs. Barker to get the water, the Young Man enters, interacts with Grandma -- Young Man established as American Dream, looking for work, will do anything for money
• Young Man tells his story, Grandma hires him for the family -- establishes Young Man as the twin of the "bumble"
• Grandma leaves, family meets the Young Man, they have a small celebration -- replacement of character, illustrate ephemeral emotions

Characters

Mommy

• manipulative
• in control/power-hungry
• social climber -- illustrate aspects of society in consumerist world
• shallow, focus on the details and lack of logic

Daddy

• weak male character, masculinity replaced by femininity -- feminist movement critique?
• rich man with ambition but no ability to achieve ambition, constantly controlled
• also focus on details and lack of logic

Grandma

• balance between female and male (ex. look like man or woman, Uncle Henry vs. Grandma) -- ideal gender role needs to be balanced?
• believes in dignity and pride -- more traditional values
• makes comments that seem inane but are insightful
• show logic and thinking, help solve the conflict in the play
• possibly symbolizing the old American Dream

Mrs. Barker

• a "professional woman", takes off her dress, gives "satisfaction" and says "Don't mind if I do" -- prostitute or otherwise morally loose
• conflict with Mommy over social status
• shallow and condescending
• of low intelligence, little logic
• has no true personality, seems to be dominated by her various roles in society

Young Man

• called "The American Dream" by Grandma
• twin of the "bumble"
• looking for work and will do anything for money
• symbolizes the aspects of society that are being welcomed
• new values and ideas replacing the old (AKA Grandma)
• cannot feel emotion or desire, let's others take advantage of his physical attractiveness

Style and Voice

Point of View

• written as a play so no thoughts on character's inner thoughts
• lack of monologues allow for less understanding of characters' thinking
• display consumerism perspective through Mommy and Mrs. Barker
• commentary on women through Daddy's weakness and feminist nature
• show flaws of society through Grandma - "Middle-aged people think they're special because they're like everybody else.  We live in the age of deformity."

Tone

• sarcastic, caustic through Grandma's commentary -- illustrate the Albee's thoughts
• bitter through exaggeration in Mommy, Daddy, and Mrs. Barker -- illustrate the flaws of society through ridiculous actions

Imagery

• lack of vivid imagery
• description of baby mutilation particularly scientific but also detailed
• overall lack of imagery allow for reader/directors to apply story to any family in society

Symbolism

• Mommy's hat: the story as a whole, replacing the original "flawed" one with something exactly like it but gaining satisfaction; consumerism ideals; conformity with Mrs. Barker's hat
• baby: the effect of consumerism on the innocent; child did not give satisfaction so it can be maltreated and destroyed without concern or regret; it is a toy
• Grandma's boxes: the life as a whole; beautifully wrapped on the outside but plain or bizarre on the inside shows society - normal and elegant on the outside but warped on the inside

Absurdism

• use of humor to mask horror of the social norms
• Mommy and Daddy are anti-heroes
• people are bewildered like Mrs. Barker for her purpose of visiting (Bonus: Neither Mommy nor Daddy know either)
• circular structure ("Who says you can't get satisfaction these days?" vs. "You just can't get satisfaction these days.")
• sterility and lack of values in the modern world - literal sterility in Daddy and Mr. Barker, lack of values through mutilation of baby
• civilized people acting in uncivilized and barbaric ways - see baby mutilation by a civilized and upper class family

Themes

• "The current American Dream that focuses on consumerism is a plague to the morals of society."
• shown that consumerism is bad through symbols, tone
• American Dream focus on consumerism through the Young Man, the title of the play
• imagery and plot illustrate the horrors of the society, contrasting the morals
• Grandma's censure show the fall of morals
• setting indicate the coming of such a society; normal city around the time of the publication

Close Reading Assignment

Mr. Romney’s Version of Equal Rights

http://www.nytimes.com/2012/10/18/opinion/mr-romneys-version-of-equal-rights.html?partner=rssnyt&emc=rss

In the editorial, Mr. Romney's Version of Equal Rights, the author (assumed to be female) argues that Governor Romney's approach to equality for women is no equality at all.   She denounces his attempts to gain more female voters, and by extension, his campaign for the presidency as a whole, by her use of negative diction, specific details, and syntax.

The author's choice of diction provides a negative tone throughout the article.  In the first paragraph, she informs the reader that Romney "bumbled his way through a cringe-inducing attempt to graft what he thinks should be 2012 talking points onto his 1952 sensibility."  Using the term "bumbled", denoting failure and incompetence, the author paints Romney into the form of a incapable leader, which then causes the reader to question whether Romney is appropriate to be the next president.  Her tone continues in the ninth paragraph, where she writes that "started a slow, painful slide into one of the most bizarre comments on this issue we've ever heard," and sarcastically points out that his comment about finding qualified women was said in a way that made it sound "as if it were a herculean task."  The words "slow", "painful", and "bizarre" all have a negative connotation that ridicule the governor's comment.  The line referring to the "herculean task" furthers the ridicule by comparing Romney's effort to a nearly insurmountable quest, downplaying Romney's attempt to hire women.  Through her word choice, the author brings out the ludicrousness of Romney's stance on women and indirectly jabs at his appropriateness for being president as a whole.

The details given in the article also illustrate the author's view of Romney's equality in the rights of women.  She points out incongruencies throughout his campaign in the subject of women.  In the second paragraph, she mentions his vow in ending Planned Parenthood and his criticism in requiring employers who are not religiously affiliated to provide coverage for contraceptives.  She then contrasts that to his statement that he believes all women should have equal access to contraceptives in the next paragraph.  Further examples of his actions which contradict his statement were listed below, as the author explicitly points out "how hard it must be for him to remember where he stands at any given moment."  Later, she changes the topic to equal opportunity, another subject in which she has given plenty of details which illustrate his inconsistency.  She contrasts his opposition of the Lilly Ledbetter Fair Pay Act with his line about being given "binders full of women" to have as representatives in his cabinet.  By showing his inability to decide on a single stance in his policies on women, the author points out his flawed approach and seems to emphasize his failings as a presidential candidate.

The author's formatting of the editorial also highlight the absurdities of Romney's views of women.  In paragraph six and seven, the author uses an anaphora, starting both sentences with "perhaps" to give possible explanations for Romney's changing stance on contraceptives.  The parallel structure also emphasize the contradictions between the two different explanations, which she hammers home in the next sentence: "But all those possibilities are just reminders of how hard it must be for him to remember where he stands at any given moment."  Later, she furthers her point of his views of equality by the usage of questions.  He spoke of flexibility for women in their jobs due to their need to take care of their families.  She points out several of his unmentioned but well-known stances on other versions of equality through her questioning of "But what if a woman had wanted to go home to study Spanish? Or rebuild an old car? Or spend time with her lesbian partner? Would Mr. Romney have been flexible about that? Or if a man wanted similar treatment?"  By asking questions, the author allows the readers themselves to draw conclusions about how Romney would respond, making the thoughts of the reader's own, even if all the conclusions are, as she intends them to be, similar.  In the editorial, the syntax also allows the author to convey her point on the problems surrounding Romney's view of women and equality.

Through these techniques, the author overwhelmingly casts a negative light on Romney's views of women and the lack of equality illustrated by his claims.  The editorial points out the flaws in his stance and seems to attempt to weaken his qualifications as a strong presidential candidate for this year's election.

Macbeth vs. Macduff: Emasculated or Human?

2008. In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.

In the famous play by William Shakespeare, The Tragedy of Macbeth, Lord Macbeth expresses insecurity on his own masculinity, which are cast further into light by the scheming words of his wife as she presses him to strive for power by killing the king of Scotland so he can take control of the kingdom.  This is in stark contrast to the attitudes of Lord Macduff, who is unafraid to show sorrow or pain and expresses them freely when he views appropriate.  Through Macbeth and his foil, Shakespeare provides commentary on the appropriate balance of masculinity and femininity.

Lord Macbeth's insecurity is easily seen through his wife's methods of controlling him.  When he expresses discomfort with the idea of killing the king of Scotland, who has taken him in, is a good leader, and is his kin, she scorns him and accuses him of being weak and feminine.  In response, he performs the necessary actions which lead to the deaths of the king, as well as his friend Banquo, who discovers the actions.  Macbeth continues to order atrocious actions to be performed, including the murder of Lady Macduff and her innocent children in hearing that Lord Macduff would cause his downfall.  Through his titular character's heinous actions, Shakespeare denounces those who focus too heavily on their appearance of masculinity and being what men ought to be.

Macbeth's foil, Lord Macduff, on the other hand, provides a contrasting take on masculinity.  When Macduff is informed of the deaths of his wife and children, he does not pretend to hide his sorrow, but openly displays his grief.  When the prince and rightful heir to the throne, Malcolm, questions him on his display, Macduff's response indicates that it is not shameful to mourn that which has been lost, nor does it show any sign of weakness in his status as a man.  Though a minor character, Macduff's righteousness and honor endear him to the reader and his actions proclaim the appropriate response of man to painful news.  Shakespeare uses Macduff to illustrate that proper balance of emotions, acclaiming his actions as those of a proper and dignified man who has nothing of which to be ashamed.

By setting up very contrasting characters in both personality and morality, Shakespeare uses Macbeth as a method of indicating the proper balance of femininity and masculinity in an honorable man.  It does not do to be wholly one, Shakespeare insists, but a balance will create a much better man, such as the strengths of Macduff over Macbeth, which eventually lead to the downfall of the main character.

Response to Course Materials 2

In class, we've covered a variety of topics since the last time we were told to write one of these.  We spent a lot of time at first talking about the different eras and movements of literature.  That was actually really interesting, because we could incorporate a lot of time periods that we talked about in both American Literature and British Literature into what we covered.  For example, when we talked about Medievalism, I found myself remembering how Beowulf and The Canterbury Tales demonstrated aspects of the movement, with their epic heroes and references to religion.  Being able to look back on the writing helped me remember the unique aspects of different literary movements better.

What really stood out to me were our (longer than usual they took quite a while to go through) presentations on Greek mythology and the Bible.  I've always loved Greek mythology, so going over the myths was a very enjoyable experience for me, especially as I learned a few new ones from my section, such as "Baucis and Philemon" or "Alpheus and Arethusa".  Hearing details that I'd forgotten of the Trojan War and the creation of the gods was also fun.  (And I don't think anybody will forget Emily's drawings any time soon.)  Of course, we weren't reviewing them only to go over the stories, but to be able to find allusions to them in other literature.  Unlike many of the class, it seems, I was rather unfamiliar with the Bible stories, so I took more notes on them.  I have before heard allusions to "The Prodigal Son", which I'd never really understood, though I could make an educated guess from the context.  After hearing about it in class, though, I can think back on the discussion (which, for those who would appreciate it, was about Sirius Black's relationship with his family).  In general (at least to me), there is something very satisfying about being able to spot allusions to mythology and Bible stories in literature, so I definitely appreciated the opportunity to learn/review them to help me in my endeavor.

At some point in there, we also talked about different critical lenses.  I found that it was an easier lesson for me, at least, because I remember covering quite a few of them in American Literature in particular.  I mentioned in my previous Response to Course Materials that in American Literature, Mrs. Reed had us watch Star Wars through different critical lenses.  That was part of a unit dedicated to them.  Therefore, many of the big ones covered in the Prezi - the one with the creepy dolls and eyes which haunt my nightmares - were review from that class.  New Criticism (only by the name Formalism), Psychoanalytic, New Historical, Marxism, Feminist, Reader Response, Archetypal, and Structuralism (also with a different name), were all mentioned before, in American Literature.  The others were new, but pretty self-explanatory, for the most part.  I do find it useful to look through texts from different perspectives, which critical lenses help accomplish.

And finally, we spent time more time recently talking about Theater of the Absurd and Comedy.  Very appropriate, given what we read: The American Dream.  I really enjoyed learning about Comedy, in particular, and how people believe humor works.  While I was familiar with the concept of a comedy, my overall idea came from what Shakespeare had written as his comedies - basically stories where not many people died and a whole bunch of people got married.  And a lot of mistaken identities or people falling in love with the wrong people and such, if I recall correctly.  This more modern comedy seems a lot different and reading through how to analyze the different aspects of it was great.  The play itself was really fun.  I found it completely strange in the beginning and until the very end, I had no idea what the characters - especially Mommy - were talking about most of the time.  Yet, many things seemed to work themselves out and it was entertaining.  I have not yet managed to find many examples of allusions - I suppose we were supposed to notice them, given how much time we spent on the topic of allusions to mythology and religion- in the play, but there is still time to keep looking, especially after a more thorough reading.

I think I've covered everything that we've done in class since the last Response to Course Materials.  I find that these are actually a really great way of making sure I remember everything we've covered and help get everything straight in my head.