Tuesday

Today, we will finish reading The Waste Lands. We will also talk about your Beloved projects.

HW: Study for Test

https://theworld.com/~raparker/exploring/thewasteland/table/explore6.html

Wasteland V:

"What the Thunder Said"

Refers to a Hindu text: The Upanishad.
Other allusions in this section: Bible - New Testament (Matthew, Mark, John). Holy Grail Legend, Shakespeare and the Roman General Coriolanus.

Return to the Desert. The Falling of Cities. The Drying up of Rivers. The lack of rebirth?

This is a HARD Section and yet it ends the poem. What is going on here. What are the connections to the other sections?

Here are some sites that might help: Modernism and The Waste Land and some general notes on the entire poem

 

 "The Waste Lands" - go here:

https://theworld.com/~raparker/exploring/thewasteland/table/explore5.html

PART IV and V- FROM GOOGIE and RORI with LOVE

The Waste Land; Part 4 Death By Water

"If there is magic on this planet, it is contained in water" Loran Eisely (1907-1977)

The fourth section of Eliot's poem "The Waste Land", although the shortest, could possibly be the most important part, because it contains the turn. The major theme of this section is the importance of water. The poem shifts from a lack of water to "Death by Water", which is ironic because water is the root of life.

"Death By Water" is set up into three tercets with a total of nine lines. The number three in this structure is very significant. In Christianity the number three represents Trinity (creator, redeemer, sustainer), which reinforces the idea of resurrection. In the Hindu religion the number three symbolizes; creation, destruction and preservation, or; unfolding, maintaining, and concluding, this reconnects to the major theme of life and death. The form of the poem also represents a wave which goes back to the theme of water, "Phlebas" is drowning, and as it is happening "He passed the stages of his age and youth", but it is uncertain whether or not he is dead. How can a person surrounded by so much life be dead? Above ground if you are dead, you are actually dead because the land is dead.

The underwater "living dead" represents hope in "The Waste Land". Water is the key to recreating, and rejuvenating the land, and the people on it. As mentioned in earlier sections, Spring is the time of year when the rain begins to fall and things are able to grow. The spring, and the growing of nature, also symbolizes the youth, and the blossoming, and prime of a younger persons life. As your dying, those are the days that you remember. Without this hope, or youth, several people become lost, as you age your worth just becomes less and less. This whole concept goes right back to Sybil, eternal life without eternal youth, is almost, if not worse than death.

"Phlebas the Phoenician, a fortnight dead,
Forgot the cry of gulls, and the deep sea swell
And the profit and loss."

Madame and Sosostris, in section one, pulled a card that showed "the drowned Phoenician Sailor". The sailor is a motif for greed, and for the theme of water itself. As he ages, his significance begins to lessen, which means his time has come. But is he really dead?

The simple hope in this poem is life, water is the root of life, which makes water the key to reestablishing life on land. The irony lies within the fact that the smallest section of the poem, is the turning point, the part the allows the readers to completely understand what this poem is truly about.

FROM RORI:

Section 5: Summary: What the Thunder Said

     The final section of the Waste Land is about hope and resurrection. In the first paragraph there is an allusion to a Garden – Gethsemane – the garden that Jesus was in when the Roman soldiers took him away to be crucified.  This refers from the time before he was crucified to after it.      The next few paragraph backs up idea of wasteland and the title of the entire poem. “Here is no water but only rock, rock and no water and the sandy road…” there’s no water which means there’s no life. Where the ‘sweat is dry’  you won’t find water. The mountains are dead because nothing can grow, nothing can blossom or sustain without water. “If there were water and no rock if there were rock and also water and water a spring a pool among the rock…”  The idea if there was water there would be hope. Wanting to only wanting to hear the sound of water, they didn’t want to hear the ‘cicada’ or grasshopper or the ‘dry grass singing’. But if there were water, there would actually be grasshoppers to chirp and the grass would no longer be dry. However, “there is no water.”  
     “Who is the third who walks always beside you?....gliding wrapt in a brown mantle, hooded I do not know whether a mon or a woman…” this is an allusion to the bible, 2413 after crucification, burial, and resurrection. People are walking and when Jesus approaches he makes it so the people don’t recognize him. The people invite him into town, Emmaus, and sit down and eat and split bread. When the people finally realize that Jesus was present he disappears.
     Jerusalem, Athens, Alexandria, Vienna, London(/Unreal) are major cities in Europe that are morally sacked culture capitals. (SITE – see comment) “The list plots out the course of Western civilization, from its origins in classical and biblical cultures to its modern European efflorescence. As with so much of the poem, Eliot is being cryptic, particularly in his choice of the two modern cities. One can understand London: the cradle of democracy and the rule of law. But Vienna? Is there a hint in that choice of a civilization gone to seed, a place of elegance and opulence, yes, but a falling off from the human search for the order of the soul and the order of the common wealth? And does London, by its place on the sequence, also exist the downward slope of cultural history?”
     “The woman drew her long black hair out tight” - this woman refers to Cleopatra. Cleopatra relates to the failed relationships in section 2 which correlates with the countries relationships. After WWI a lot of valuable relationships and allies had been ruined, and Germany, the country that ended up basically fucked, was given the Treaty of Versailles. They had to accept the blame for all the loss and damage of the war.  
     “In this decayed hole among the mountains,” the grassy mountains obviously means had life, which means it had water! The grass sings because it’s revitalized and alive. The chapel is an allusion to King Arthur. One of king Arthurs knights went to find the Holy Grail in a chapel. The rooster cry is an allusion to the bible – it’s an allusion to Peter’s denial of Jesus – Jesus says that Peter will deny Jesus three times before the rooster cries. When Peter is asked if he knows of Jesus he says no three times, denying God. He later figures out what he did and is very remorseful. “Bringing rain” means BRINGING HOPE.
     Ganga refers to the Granges river in South India, and rivers mean water, and water means LIFE!  
      Datta means GIVE, Dayadhyam means SYMPATHIZE, and Damyata means CONTROL. The three D words refer to the creator of god in the Hindu religion, and they all make a sound that is similar to that which a thunder would make (thunder sometimes brings rain.) The creator of God says three things that instruct the lesser gods to (1) give things despite their nature cheapness, and (2) control their rowdy behaviors. The third is that he tells the demons to sympathize.
     “I have heard the key turn in the door once and turn only once,” refers to Dante’s inferno, which Count Ugolino starves to death after being locked in a tower for treason. “Broken Coriolanus” is a Roman character in a Shakespeare play who turned his back on his country. Both Count Ugolino and Coriolanus are examples of outcasts.
     The final stanza of the poem has Italian which alludes to Dante’s inferno. The Fisher King sat upon the shore and fished. We learn that he has the Holy Grail all along, but because he’s wounded, he can’t use the powers of it to revitalize the land. The purpose of the grail is to keep the land alive.  The allusion to the song London Bridge is all about WW1 where London was left in chaos and in a waste land. Shantih is an onomatopoeia that’s supposed to sound like rain. It’s supposed to bring hope. The poem ends in an uplifting way that is different than much of the poem. It ends with giving us hope that everything will work out.

 

Beloved - ASSIGNMENT
(This assignment should equal about 20 pages)

This particular writing project requires you to read and write an in depth style analysis of a challenging work of literary merit. Due to the independent nature of the project, you will need to be vigilant in completing all of the tasks required because I will not be reminding you every week to work on this. There are two parts to this assignment. First, there is a dialectical journal you must keep while reading your novel (the guidelines for that journal will be provided separately) . Second, you must complete all of the sections detailed in this document.

For this project, you need to write about each of the areas below. For the sake of clarity and organization, please make sure that each of your sections has the proper heading, and that the sections are dealt with in the order in which they are listed on this assignment sheet. Due to the nature of this research paper you do not need to provide transitions between the different sections, you merely need to provide the heading. This assignment must be typed, with a standard 12 point Times New Roman font, and 1.5 spaced. The cover sheet should contain your name, class period, and date submitted. All of the standards for proper conventions are expected. A paper that has a distracting number of errors will only be eligible to receive a “C” or lower.

Each section has a series of questions that are meant to stimulate your thinking and writing. They are not intended to be answered in order, but instead are intended merely to act as a guide for your analysis.

One last important note: FOR EACH SECTION, make sure that you connect your commentary both to DIRECT TEXT EXAMPLES (always cited with the correct page number!) as well as to the NOVEL AS A WHOLE. Only papers that accomplish this will receive an “A” grade.

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel. What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used? Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices. Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information? Is the perspective reliable, or is it highly subjective? How are important ideas received? Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues? Why is the perspective used particularly effective for this novel?

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text? How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet? Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.


5. SETTING: Where and when does the novel occur? How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described? Are there any important settings that contrast or parallel each other? Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted. What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme? Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on or evaluation of that concept through the text.

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

8. DICTION: Analyze the novelist’s word choice. Is the language high or formal, neutral, informal? Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain? Flowery? Concise? Vulgar? Dense? Elevated? Select a passage that illustrates your observations and discuss this passage directly.

10. TONE: What is the author’s attitude towards the subject of the novel? Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

11. TITLE: Why is this title so appropriate for the novel? Does it have literal or symbolic significance? Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

12. MEMORABLE QUOTE: Choose and type out one quotation that you believe to be significant or noteworthy. Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

13. PERSONAL RESPONSE: What did you enjoy about the novel and why? What did you not enjoy about the novel and why? Are you eager to read another novel by this author? Would you recommend this novel to a friend? Make a case for either adding the novel to the AP curriculum, or give reasons why it should not be a part of this course.




In order to prepare you to write the above - you'll need to keep a dialectical journal of these that you find interesting.  If you don't know what a dialectical journal is - I'll explain:

Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.

The procedure is as follows:

1. Either in your textbook or in a spiral notebook and draw a line down the center of each page of the notebook or on your computer. NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go.

2. As you read, pay close attention to the text.

3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase in the LEFT HAND COLUMN making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.

4. In the RIGHT HAND COLUMN, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.

Requirements:

1) For The English Patient you will need to complete a MINIMUM of 55 entries if you wish to be eligible for an “A”. 35 is the minimum for a passing grade. Make sure you number your entries.
2) A completed dialectical journal should be brought to class each day a reading assignment is due. 

When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question

That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.



Grading (based on 55 entries, if you have 45 entries an A= B, B= C, 35 entries A=C)

A—Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; includes comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of text is complete and thorough; journal is neat, organized, numbered and readable.
B—Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
C—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, but not very thoroughly; journal is relatively neat.
D—Hardly any good or meaningful details from the story; notes are plot summary or paraphrase; few literary elements, virtually no discussion on meaning; no good questions; limited coverage of text, and/or too short.