Summary of Articles

The first article I read about Brave New World was called "Alienation in Aldous Huxley's Brave New World."  This discussed the causes and effects of the alienation of the main characters, John and Bernard, from society.  It also pointed out some of the flaws in Huxley's dystopia, such as the destruction of all "great art;" the writer of the article says "a society without great art is one that's not worth living in, even if it means sacrificing happiness for pain, suffering, and alienation."


The second article I read was titled "Elements of Parody in Brave New World."  In this piece, the author explained how Aldous Huxley used satire to criticize the prevalent consumerism in society.  The writer explains how Huxley utilizes the work of Shakespeare to contrast with the World State; Shakespeare appeals to readers' emotions, which have basically been eliminated in the World State.  He also notes that men have taken the place of God by determining the place of citizens in society before they are born or 'decanted.'  


The last article I looked at was called "Bloom on Brave New World."  This article talked about all aspects of Brave New World.  It explained how John's suicide was the result of his confusion on the morals of the Reservation society and the World State because he was a part of both.  It also discussed the usage of Shakespeare in the novel and explained that Huxley included this because Shakespeare "offers a possible wisdom, as well as an education in irony and the powers of language."

Jane Eyre Philosophical Approach

     Jane Eyre- Philosophical Approach:

A.      What view of life does the story present?  Which character best articulates this viewpoint?

Life is viewed as a series of tests in this novel, because Jane is constantly faced with obstacles that challenge both her faith and her ability to face temptation without giving in.        

B.      According to this work’s view of life, what is mankind’s relationship to God?  To the universe?

When Jane is facing something that seems too much for her to handle she turns to God for help.

C.      What moral statement, if any, does this story make?  Is it explicit or implicit?

Jane Eyre shows its audience that there is always hope in any situation if you have faith.  This is implicitly stated in the novel.

D.   What is the author’s attitude toward her world? Toward fate?  Toward God?

Charlotte Bronte has an optimistic attitude toward her world; she shows readers that there is always hope and a positive attitude is important.  She demonstrates in this book how everyone creates their own fate and she shows how God is always there when you need Him most.

E.       What is the author’s conception of good and evil?

The author shows evil in the prejudices against lower classes and the unfair treatment of the poor in the story, and she shows goodness through generosity and kindness toward people who have less than they do.

F.       What does the work say about the nature of good or evil?

It says that it doesn’t matter if you treat people who have power over you kindly if you don’t treat people from lower classes than you kindly, like servants and beggars.

G.     What does the work say about human nature?

       

        Jane Eyre says that human nature can be selfish and unkind to people of a lower class, but if you forget about different classes of society and drop all prejudices, all of society would be able to get along much better.                                                                                                                                                                                                                                

T   Thesis:  Jane Eyre demonstrates that all trials of life may be overcome through faith in God and determination.                                                                                                                                                                                                                                        

Literary Criticism: Feminist Approach

A. How are women's lives portrayed in the work?

Women are under appreciated; they work a lot and get paid little.  They are also limited in what jobs they can perform.  Women are only seen employed as governesses, household servants, or teachers in this novel.

B.  Is the form and content of the work influenced by the writer's gender?

Yes; because Charlotte Bronte is a female, she shows an understanding that although women in the nineteenth century, when this novel takes place, are expected to act proper and be passive, they have the same feelings as men, so they shouldn't be expected to behave any different.

C.  How do male and female characters relate to one another?  Are these relationships sources of conflict?  Are these conflicts resolved?

The male characters in the book are dominant over females in every male-female relationship in this book.  This does cause a conflict because it gives Jane a reason not to marry Mr. Rochester.

D.  Does the work challenge or affirm traditional views of women?

This novel challenges the traditional view of women in the nineteenth century because Jane is expected to be submissive to men and never challenge them in conversations, but she does challenge their opinions anyway, and this is shocking to some men.

E.  How do the images of women in the story reflect patriarchal social forces that have impeded women's efforts to achieve full equality with men?

Jane initially believes that marrying Mr. Rochester would put her in a position of inferiority, which makes her hesitant to immediately accept his proposal.

F.  What marital expectations are imposed on the characters?  What effect do these expectations have?

Jane is expected to be submissive to whoever she marries; this makes her reluctant to accept Mr. Rochester's proposal.  She is also expected to never leave her husband if she does get married, which is why Jane is very careful not to marry the wrong man.  This expectation also affected Mr. Rochester because he could not leave his wife, although she was violent and insane.

G.  What behavioral expectations are imposed on the characters?  What effect do these expectations have?

Jane, like all other women of the nineteenth century, is expected to be docile and obedient without questioning her superiors.  This causes her to suppress her feelings for the majority of the book.

H.  If a female character were male, how would the story be different?

Jane would have probably been treated with more respect and would have been able to stand up for herself when she was a child living at the Reeds'.  This would have caused the story to have an entirely different outcome.

I.  How does the marital status of a character affect her decisions or happiness?

Although Jane is very satisfied with her married life with Mr. Rochester at the end of the novel, she would have been very unhappy if she accepted Mr. Rochester's first proposal because she would have been going against her moral code.  She also would have been unhappy if she decided to become a missionary wife to St. John because it would have been a loveless marriage.

Thesis:  If Jane would have succumbed to the inferior social position of a female of the nineteenth century, her life would have turned out dismal and loveless.

Brave New World- Lenina Crowne

Lenina Crowne is the main female character in the novel Brave New World. She is desired by many men including John the Savage and Bernard Marx. Her mutual desire for John and Bernard shows that she is somewhat unconventional because they are both outcasts and most World State women would not be attracted to them because it is against their conditioning.  She also shows her nonconformity by having only one man for four months, which is something deeply discouraged in her society (Huxley 30).  Although she may be slightly different from her peers in this way she still believes all the values the World State has taught her and she accepts the behaviors of her society unquestioningly.

The way that Lenina reacts to her attraction to John shows how she is just like everyone else living in the World State; she uses sex to show affection for men, as this is the only way she knows how.  When John discusses marriage with her, quoting Shakespeare, she responds with disbelief and is completely incomprehensive (Huxley 132).  When John tells her he loves her, she reacts by attempting to seduce him and is confused when he becomes angry at the way she is behaving (Huxley 134).

Ultimately Lenina serves as a representation of the World State woman.  She finds nothing wrong with sexual promiscuity and believes in all the hypnopaedic phrases she has been taught.  This is why she can never be with John, who detests the World State and all of its people.

Huxley, Aldous. Brave New World. New York: Harper Perennial Modern Classics, 2006. Electronic.

Motifs in Brave New World

While I was reading Brave New World, I noticed several motifs that consistently appeared throughout the text.

                

The first motif I took note of was the constant usage of the word ‘pneumatic’.  This word has two meanings:  in reference to a chair it means filled with air pockets and if referring to a woman it means having a well-rounded figure (urban dictionary).  Lenina’s sexual partners often use this word to describe her (Huxley 33) and even Lenina herself tells Bernard, “Everyone says I’m awfully pneumatic.” (Huxley 62)  The fact that Huxley uses this adjective to describe women and furniture shows how little people in the World State value each other.

                

Shakespeare also appears many times in this novel.  He provides the basis for all of John’s morals and values, which he shows clearly in the scene where Lenina comes on to him.  In this scene John quotes Shakespeare numerous times, as he does in stressful situations, saying, “The strongest suggestion our worser genius can, shall never melt mine honour into lust.”  (Huxley 133)  A contrast to the World State’s propaganda is also made in this scene when Lenina repeats, “Hug me till you drug me,” as John narrates, “She too had poetry at her command, knew words that sang and were spells and beat drums.” (Huxley 134).  The Shakespearean literature that appears in this novel serves as a contrast to the simple-minded poetry of the World State.  The stories of Shakespeare represent every emotion and value that the World State is trying to rid themselves of.

               

Lastly, the aspect of being outcasted by society serves as a motif in Huxley’s work.  There are three major outcasts in this story:  Bernard, John, and Helmholtz Watson.  Bernard is estranged from the society of World State because he is small and too weak to fulfill the position society has predestinated him to be in.  Helmholtz on the other hand is too strong and intelligent even for his position as an Alpha Plus.  Finally, John is outcasted because he doesn’t fit in because he is part of two worlds that conflict each other.  He was born in the Reservation but his mother used to belong to the World State which means he is not accepted there.  He also doesn’t belong at the World State because he can’t bring himself to agree with the morals that the citizens there live by.  

Huxley, Aldous. Brave New World. New York: Harper Perennial Modern Classics, 2006. Electronic.

Calvino Essay- Question #8 Reaction

Italo Calvino writes his essay in a very informative and straightforward way, using definitions to show the qualities of a classic novel.  Although the use of definitions in an essay is often avoided because they are often overused and can make the essay sound dull, they actually have a positive effect on this piece.  This is because these definitions were not provided by a dictionary, but instead they came from an avid reader who has personal experience in what a classic is.  I also think it was wise of him not to just use one definition because there is no possible way he could have told readers everything he told them about what a classic is in just one definition.

He also writes with almost no metaphors or extremely detailed descriptions, but still there is an emotional appeal to this essay.  This is why my reaction to Calvino’s essay was more emotional than logical.  Calvino shows his appreciation for the emotional response a classic novel often provokes many times throughout this essay.  For example he tells us there is no use reading a classic novel for any other reason except “for love.”  He also says that a classic is a novel “to which you cannot remain indifferent.”  When Calvino discusses what he calls “your classic”, readers cannot help but feel some sort of emotional response, at least those who have already found their personal classic.  However if a reader has not had the experience of finding a novel that they can call their classic, he or she will not find this emotional appeal in this essay.

Calvino, Italo. "Why Read the Classics?" Why Read the Classics? London: Vintage, 2000. 5-8. Print.

Calvino Essay- Question #7 Writer's Authority

Italo Calvino, an Italian writer, has an authority to write this informative essay that comes from his own reading and writing experience.  From reading this essay I could tell that Calvino was a very well-read man.  He makes references to several classic novels in this piece including The Odyssey and Kafka, an influential author of classic literature.  He also shows his love for books in each of the fourteen definitions he writes of the term ‘classic’.  In each definition he proves why the classics are so often universally read and why they almost never cease to amaze their various readers. 

From Calvino’s writing experience he shows us his ability to express in words the feeling that reading a classic novel can bring, with definitions such as “A classic is a work which constantly generates a pulviscular cloud of critical discourse around it, but which always shakes the particles off.”  The beauty of Calvino’s writing is only part of what makes this essay great, however.  It is because of the content of this essay that makes it a unique work that shows us exactly how amazing the feeling of reading a classic novel can be.  This is why it is not necessary for Calvino to employ many metaphors or other rhetorical devices.

Calvino, Italo. "Why Read the Classics?" Why Read the Classics? London: Vintage, 2000. 5-8. Print.

Calvino Essay- Question #6 Intro/Conclusion

Italo Calvino introduces his essay with one simple sentence:  “Let us begin by putting forward some definitions.”  He then introduces each topic with one definition, which all define the term ‘classic’.  Although Calvino does not give us much of an introduction he makes up for it with a four paragraph-long conclusion that ties together the whole essay.

In the concluding paragraphs of this essay, Calvino discusses what books we should keep in our ‘ideal library’, telling us that one half should contain books we have read and loved, and the other half should have the books we will one day hopefully read and some empty shelf space for new arrivals.  He also criticizes his essay by saying that he wishes he would have referenced more Italian works of literature because “the classics help us understand who we are and the point we have reached.”  Calvino also uses a quotation by Cioran in his conclusion, in which he says, “While the hemlock was being prepared, Socrates was learning a melody on the flute.  ‘What use will that be to you?’ he was asked.  ‘At least I will learn this melody before I die.’”  By choosing this quote, he makes a good point that although there is really no purpose in reading the classics, it is better to have read them than not. 

Calvino, Italo. "Why Read the Classics?" Why Read the Classics? London: Vintage, 2000. 5-8. Print.

Calvino Essay- Question #5 Organization

Calvino’s essay, “Why Read the Classics?” is organized logically.  Each topic consists of one or two paragraphs that are devoted only to that topic; there are no irrelevant subjects throughout the essay, which is characteristic of logical organization.  Each topic also takes form as a definition that introduces each paragraph.  The essay consists of fourteen definitions, which build the reader’s interest until Calvino finally introduces the most important topic of the entire work.  This is when he finally discusses what sort of books your personal library of classics should hold.  He suggests to readers that one half of their library should contain books that have a special meaning to them, to be reread again and again, only to achieve “as much of a sense of discovery as the first reading.”  He tells us that the other half of the library should hold those books that we hope to someday read, and there should also be of course some empty shelf space specifically reserved for the purpose of adding more classics to our ‘ideal library.’  After this, Calvino reflects back on his essay and expresses some concerns about things that he has left out.  He informs us that classics really serve no purpose but “reading the classics is always better than not reading them.”  By doing this, he is giving us some last bit of information while adding to the personal tone of this essay. 

Calvino, Italo. "Why Read the Classics?" Why Read the Classics? London: Vintage, 2000. 5-8. Print.

Calvino Essay- Question #4 Passages

There were many passages that captured my attention in this essay by Italo Calvino.  The first that stood out to me I found under the second definition Calvino gives to the term ‘classic.’  In this passage he writes, “There is a particular potency in the work which can be forgotten itself but which leaves its seed behind in us.”  Calvino explains to readers that although the basic elements of a classic novel may be forgotten, one never fully forgets the literary work because it is so strong that it will last forever in somewhere in the reader’s thoughts. 

In another passage that spoke to me the author writes, “A classic is a book which with each rereading offers as much sense of discovery as the first reading.”  This is one of the fourteen definitions Calvino gives to the word ‘classic.’   I especially like this one because it puts into words the feeling that one can attain from rereading one of his or her favorite books; it also effectively explains why we continue to return to the classic books which we have already read and enjoyed at least once.

Another passage I enjoyed from Calvino’s essay says, “Classics are books which, the more we think we know them through hearsay, the more original, unexpected, and innovative we find them when we actually read them.”  I have found this to be a very true statement through my own experiences with reading classic novels.  Calvino discourages anyone from reading any work which discusses another book because it could taint the reading experience with some other person’s opinion on the novel.

Italo Calvino writes many thought-provoking passages in his essay entitled “Why Read the Classics?”  These passages are what makes Calvino’s essay interesting while also being informative.

Calvino, Italo. "Why Read the Classics?" Why Read the Classics? London: Vintage, 2000. 5-8. Print.

Calvino Essay- Question #3 Rhetorical Devices

Italo Calvino's essay does not rely on the use of many rhetorical devices to beautify his work.  While this can make some pieces of literature shine, Calvino relies more heavily on the content of his essay than metaphors or hyperboles to catch the interest of his readers.  

Instead he makes use of just one device that makes for a critical component to this piece.  This device is personification. Calvino makes one personification that he develops throughout the entire piece, which is the classic novel personified as an individual that can become one’s best friend if we allow it to.  Calvino explains to us throughout the essay that once we find that one work of literature that we can call ‘our classic’, it will develop a relationship with us similar to that of a close friend.  We know that we have this sort of a relationship with a book if we keep returning to it and find that it relates to our lives perfectly.  As Calvino himself states in his essay, “a classic is a book which with each rereading offers as much of a sense of discovery as the first reading.”

Calvino, Italo. "Why Read the Classics?" Why Read the Classics? London: Vintage, 2000. 5-8. Print. 

Calvino Essay- Question #2 Tone

Italo Calvino writes his essay in a way that is very straightforward in an effective and informative way.  His lack of an introduction initially shows us this; the only introduction he gives is “let us begin by putting forward some definitions,” and then he commences listing off fourteen definitions and provides explanations for them.  This method keeps readers interested because it is fast-paced and doesn’t waste their time by providing a lengthy introductory paragraph.  Another way he shows this straightforwardness is through the lack of metaphors or descriptions.  This shows that Calvino is confident that the content of his essay is able to stand on its own and devices such as metaphors would simply slow down the fast pace of this piece.  

Calvino also adds a personal tone to this essay similar to that of Nabokov's by using first-person pronouns throughout the piece.  This is very effective in creating a personal relationship between the author and reader because he repeatedly refers to things like “your classic” and “our own ideal library.”  Near the end of the essay he actually criticizes himself for leaving things out in his own work.  The effect that this has on the reader is that it establishes a personal relationship with the author, which is important for understanding the purpose of this essay. 

 Calvino, Italo. "Why Read the Classics?" Why Read the Classics? London: Vintage, 2000. 5-8. Print.

Calvino Essay- Question #1 Thesis

Italo Calvino's essay, "Why Read the Classics?" contains an implicitly stated thesis.  Contradictory to what the title of the essay suggests, the author does not spend the entire time explaining to the readers why they should read the classics, but rather attempts to define exactly what a classic is.  He then lets the reader decide, based on this information he has given them about classic literature, why they should read the classics.  The whole idea of the essay, or the thesis, states that a classic should be a book that has meaning to the reader, and lasts forever in the reader's mind.  The closest Italo Calvino comes to stating this thesis is the eleventh definition he gives, in which he says, “’Your’ classic is a book to which you cannot remain indifferent, and which helps you define yourself in relation or even in opposition to it.”  By saying this he tells us that in order to call a book “your classic”, it must not only have an important lasting impression on the reader, but it should also define who you are.

All the definitions and qualities Calvino assigns to classic literature support his thesis, because they all show how special the classics are in relation to all other works of literature.  By providing us with all these definitions, Calvino shows us why we should read the classics without explicitly telling us.

Calvino, Italo. "Why Read the Classics?" Why Read the Classics? London: Vintage, 2000. 5-8. Print.

Nabokov Essay- Question #8 Reaction

My reaction to Nabokov's essay is a logical one.  Although I do agree with Nabokov on all the points made in his lecture, it is hard to feel strongly about the subject, which is simply instructions on how to effectively read literature.  I don't think that Nabokov was trying to appeal to his audience emotionally in this piece because he is just trying to inform them so they can improve their reading skills.  He actually discourages readers from any emotional identification in literature and says himself, "we ought to remain a little aloof" when reading anything.

Although overall this is not an emotional essay, it provoked in me a sense of appreciation for the truth and beauty of the writing.  Nabokov includes some beautiful descriptions and metaphors in his lecture that surprised me because I didn't expect an essay to be so detailed.  For example, he described an author's work as a "castle of cards" that eventually turn into "a castle of beautiful steel and glass."  The content of the essay was also surprising to me.  Nabokov says in his essay that we should have a specific method of looking at a work of literature if we want to fully appreciate it.  He says not to identify emotionally with the characters, which I thought was surprising because usually this is what a student is taught to do.  I also always figured that a reader should view a book with his or her own method of viewing it; I wouldn't have thought there was a specific way to look at it.  Although I was surprised at these things, I still strongly agree with Nabokov's method of reading that he expresses in this lecture.

Nabokov, Vladimir. "Good Readers and Good Writers." Lecture. 1948. Lectures on Literature. Print.

Nabokov Essay- Question #7 Writer's Authority

Vladimir Nabokov writes from personal experience in his lecture on "Good Readers and Good Writers."  It is safe to say that Nabokov is very well read from his many references to classic literature in this piece.  For example, he makes references to Jane Austen and a book titled Madam Bovary throughout the essay.  It is also revealed in the introduction how much he values the knowledge one can gain from reading and fully understanding novels in this quotation:  "What a scholar one might be if one knew well only some half a dozen books."  From the experience he has in reading classic literature Nabokov is able to inform readers on how to better improve their reading skills.


Nabokov is also a professor and a talented writer, which makes his lecture informative and beautifully written.  He is able to easily convince the audience using his own writing skill to get his point across.  From the many metaphors he uses and the light personal tone that helps to connect the audience to the writer, Nabokov creates an essay that is easy to understand and helps people who wish to be dedicated to reading begin their journey of appreciating and learning from the masterpieces of literature.


Nabokov, Vladimir. "Good Readers and Good Writers." 1948. Lecture.

Nabokov Essay- Question #6 Introduction/Conclusion

In Nabokov's lecture, "Good Readers and Good Writers" he uses two different methods of introduction.  First, he gives the reader a brief summary of what his lecture is going to discuss.  In this summary he says, "my plan is to deal lovingly, in loving and lingering detail, with several European Masterpieces."  Next Nabokov quotes a man named Flaubert to grab the reader's attention saying, "What a scholar one might be if one knew well only some half a dozen books."  The use of both a summary and a quote in this introductory paragraph helps to both catch the readers attention and give the reader an impression of what is going to be discussed in the lecture.

In the conclusion of this lecture Nabokov connects all the points he makes throughout the entire piece.  He summarizes his thoughts on the proper way to enjoy and learn from literature by saying, "It seems to me that a good formula to test the quality of a novel is, in the long run, a merging of the precision of poetry and the intuition of science."  This is the basic idea of the entire lecture-the balance between logic and passion.  The conclusion helps to clarify the entire meaning of Nabokov's essay and summarizes his ideas in a creative way using imagery in the last lines which read, "Then with a pleasure which is both sensual and intellectual we shall watch the author build his castle of cards and watch the castle of cards become a castle of beautiful steel and glass."


Nabokov, Vladimir. "Good Readers and Good Writers." 1948. Lecture.

Nabokov Essay- Question #5 Organization

Vladimir Nabokov’s lecture is organized in a logical way.  There are a couple of paragraphs assigned to one topic and the order is arranged so that the topics lead up to the most important one overall.  The effect this has is that the lecture seems to be developing up to its most important point throughout the entire piece. 

The first topic introduced discusses the importance of never predicting what the book is going to be about before you even begin it.  Nabokov proves this by saying, “We should always remember that the work of art is invariably the creation of a new world, so the first thing we should do is study that new world as closely as possible, approaching it as something new, having no obvious connections with the worlds we already know.”  This also introduces readers to the concept of the lack of truth in most novels.  This is a somewhat intriguing topic as books are so often looked to for knowledge. 

Next, Nabokov distinguishes the differences between a “real writer” and a “minor writer”, claiming that a real writer is able to form a connection with the reader while a minor writer lacks this ability.  At this point Nabokov abruptly throws a quiz in his lecture, which illustrates for the audience the four qualities of a good reader. 

Finally the lecture is brought to its conclusion which relates all the topics discussed back to the implicit thesis of Nabokov’s informative lecture and makes the piece seem much more organized with the final relation of all topics.

 Nabokov, Vladimir. "Good Readers and Good Writers." 1948. Lecture.

"The UVic Writer's Guide: The Essay Methods Of Organization." University of Victoria - Web.UVic.ca. University of Victoria, 25 Sept. 2004. Web. 03 Aug. 2011. <http://web.uvic.ca/wguide/Pages/EssayOrgMethods.html>.

Nabokov Essay- Question #4 Passages

There are many attention-grabbing passages in this lecture written by Vladimir Nabokov.  One passage that grabbed my attention discusses the proper way to view a story while not identifying with characters or circumstances.  "We ought to remain a little aloof and take pleasure in this aloofness while at the same time we keenly enjoy-passionately enjoy, enjoy with tears and shivers- the inner weave of a great masterpiece."  This caught my attention because it sounds a bit paradoxical to be aloof while passionate about something, but it makes sense because the author is saying that while a reader should not relate himself or herself to the main character, he or she should "passionately enjoy" the artistic sense the author has put into the novel.  

Another passage that stood out to me was towards the end of Nabokov's lecture.  "A major writer combines these three- storyteller, teacher, enchanter- but it is the enchanter in him that predominates and makes him a major writer."  I felt that this was true because not all writers possess the talent that gives their writing an enchanting quality, and not every writer can be a "major writer."

Nabokov, Vladimir. "Good Readers and Good Writers." Lecture. 1948. Lectures on Literature. Print.