...Jason Lepeska Lippincott English III GT/AP-4 17 January 2013 Research Paper The Great Gatsby was a novel written by F. Scott Fitzgerald in 1925, and has motifs of class separation, the hollowness of the upper class, and the decline of the visions of America. The setting is New York City in the summer of 1922. Nick Carraway moves to New York in hopes of finding a job there. Nick has connections in this town, like his cousin daisy, and her husband, Tom. He moves into a home next to a wealthy Jay Gatsby, an extravagant man who loves throwing ridiculous parties. As the summer progresses, Nick finally gets invited to one of these parties, where he learns Gatsby is in love with Daisy. Nick helps set up Daisy and Gatsby, and they start spending time together. Tom gets angry and ends up driving Gatsby to his unfortunate demise. While a Feminist reading provides insight into the novel, Fitzgerald’s emphasis on the separated classes system and the materialistic beliefs of the upper class demonstrates that a Marxist approach to the novel is of more use. Feminism criticizes the patriarchal language used in novels, and how that reflects the masculinity in the novel (“Feminist Criticism”). Feminism also analyzes how status and positions in the novel relate to the contrasting man and woman. It recognizes more traditional writing, like mailman. Men tend to work towards solutions, while women work towards connecting and feelings (“Feminist Criticism”). It is exemplified in the book...
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...Analysis of “Materialistic Perception” in F. Scot Fitzgerald Using Marxist Literary Criticism Chapter I 1.1 Introduction The Great Gatsby is a 1925 novel written by American author F. Scott Fitzgerald that follows a cast of characters living in the fictional town of West Egg on prosperous Long Island in the summer of 1922. The story primarily concerns the young and mysterious millionaire Jay Gatsby and his quixotic passion for the beautiful Daisy Buchanan. Considered to be Fitzgerald's magnum opus, The Great Gatsby explores themes of decadence, idealism, resistance to change, social upheaval, and excess, creating a portrait of the Jazz Age that has been described as a cautionary tale regarding the American Dream. 1.2 State of Problem The Great Gatsby provides a critical social history of America during the Roaring Twenties within its narrative. That era, known for unprecedented economic prosperity, the evolution of jazz music, flapper culture, and bootlegging and other economy struggle that was the result of the materialism and capitalism damaging on social behavior, led to the widespread social distress. 1.3 Theoretical Framework Using literary criticism to interpret what is the ideal life of America in 19th century and what is the dream of American people after World War I. as a Marxist interpretation of the novel makes especially clear, reveals its dark underbelly instead. Through its unflattering characterization of those at the top of the...
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...seen as a motherly figure, she is extremely dependent on her husband, Tom. Because Tom is able to support her and their child financially, she chooses him over Gatsby, despite the love they share for one another. In regards to her child, however, she says, “‘I hope she’ll be a fool- that’s the best thing a girl can be in this world, a beautiful little fool,’” (Fitzgerald 17). Through this quote, Daisy shows an understanding to how women are viewed in the world, but she advocates conformity towards gender stereotypes. Unlike Daisy Buchanan, Jordan Baker is represented as a strong and independent woman; she presents herself as a confident, unmarried athlete, who can support herself and be content without a husband. At this time, Jordan rebels against the idea of only men being allowed to play sports. On the other hand, Myrtle Wilson, Tom’s mistress, is shown as the opportunist of the three, who is disloyal to her husband, George Wilson, and seeks money and fortune. Through the use of female characters, Fitzgerald is able to illustrate the different values of women in the 1920’s to later foreshadow these ideas into a modern...
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...Gender Roles in American Society Femininity and masculinity are topics that have been debated over in our society extensively, through psychological research and day to day interaction with people. Children learn from their parents as well as society the concept of “feminine” and “masculine.” The majority of people tend to believe that these conceptions are biological but I believe it is more cultural and it affects the society that we all live in . From birth, female children are shaped by society as being sweet, caring, loving, and delicate and usually associated with the color pink. While male children are shaped by being tough, aggressive, and competitive and associated with the color blue. As these children grow, the boy is given a football to play with and the girl a Barbie. All of these aspects illustrate how gender socialization takes place early in children’s lives and how society has made it a norm to accept these stereotypes. Although the women's suffrage movement paved the way for great successes in women's history, research shows that women will always be seen as unequal to men. Gender role is a commonly discussed subject in society. Gender role simply defined is a person's inner sense of how a male or female should feel and behave. Society and culture are also very important in relation to this subject. This means different societies and cultures may produce children and later, grown men and women, who have different views of a man or a woman's place...
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...1920s Fashion: Style in The Jazz Age 1920s fashion was the perfect blend between style and function. Beautiful clothes that allowed women to move. Even 90 years after The Roaring Twenties ended, almost everyone still recognizes the style: * Cloche Hats * Flapper Dresses * Famous Fashion Designers * Elegant Art Deco Inspired Evening Wear * High Heeled Shoes * Simple Costume & More Complex Jewelry * Men's Fashion (suits and sportswear) * Art Deco Fashion Louise Brooks Wearing the Top Fashion of the 1920s History of 1920s Fashion Fashion is shaped and influenced by the society and events which surround it. Fashion is not something that exists in dresses only. Fashion is in the sky, in the street, fashion has to do with ideas, the way we live, what is happening. -Coco Chanel 1920s fashion is still famous because it was a huge shift from the previous era. Society changed quickly after World War 1: customs, technology, manufacturing all rocketed into the 20th century. Society was speeding up, airplanes were taking people across the country in a matter of hours rather than a matter of weeks, automobiles could travel between several states in an evening. Young Women Dressed in Typical '20s Fashion 1920s fashion reflects society's rapid movement and change. No longer were women willing to trade their mobility for the old stodgy customs of the Victorian era. Old-fashioned torture devices like the corset and the crinoline no longer served a purpose for...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...Specimen Papers and Mark Schemes for English Literature For first AS Examination in 2009 For first A2 Examination in 2010 Subject Code: 5110 Contents Specimen Papers Assessment Unit AS 2 Assessment Unit A2 1 Resource Booklet Assessment Unit A2 2 1 3 9 15 25 Mark Schemes Assessment Unit AS 2 Assessment Unit A2 1 Assessment Unit A2 2 29 31 61 95 Subject Code QAN QAN 5110 500/2493/0 500/2421/8 A CCEA Publication © 2007 Further copies of this publication may be downloaded from www.ccea.org.uk Specimen Papers 1 2 ADVANCED SUBSIDIARY (AS) General Certificate of Education 2009 English Literature Assessment Unit AS 2 assessing The Study of Poetry Written after 1800 and the Study of Prose 1800-1945 SPECIMEN PAPER TIME 2 hours INSTRUCTIONS TO CANDIDATES Write your Centre number and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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