...‘Dystopian fiction is less about the powerful and more about the powerless’ To what extent is this true in The Handmaid’s Tale and 1984? Dystopian fiction usually revolves over a power struggle between an oppressor and the oppressed, alternatively this can be given the label of powerful and powerless. However, the exposure given to one of these groups is often inclined to be imbalanced. For example, The Giver by Lois Lowry has biased exposure towards the powerless due to the simple fact of the third person limited narrator perspective from Jonas, a member of the aforementioned sector of respective society. This is similar to the 1984 narrator where Winston is never truly aware of what goes on when he wasn’t physically present. But, it could be for this exact reason that in 1984 the dystopian genre inclines towards the powerful, highlighting the hold over the powerless. Contrary to this, The Handmaid's Tale (THT) has blurred lines as to whether the dystopian fiction prevalent in the novels are more or less about the powerful. This is majorly due to conflicting plotlines and enigmatic characters, significant in both of the books. For example, the character of Nick could be characterized for the powerful and powerless. Nick behaves with Offred in a manner which confuses the reader about his loyalties. Ultimately, this essay will aim to prove an option that is a fusion between the two rivals of dystopian fiction offering the complex concept of the powerful powerless. The powerful...
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...the 1940s through the 1960s, the world lived in a time of war. In September 1939 World War II broke out , and was followed by the Cold War of 1947 that lasted up until 1991. The historic wars of these times influenced literature and the writers of the time, as they shaped their novels and books around these events. Writers such as George Orwell and Kurt Vonnegut created novels of dystopian societies to alert nations that communism was not as great as it sounded. British writer George Orwell wrote the novel 1984 published by Harcourt Brace Jovanovich, Inc. in 1949. 1984 is a political novel written with the purpose of warning readers in the West of the dangers of totalitarian government. In 1949, the Cold War had not yet escalated, and many Americans supported communism as possible political systems for the west. Therefore, Orwell wrote his novel in order to expose the cruelty and oppression of communist countries. In his dystopian nation, Orwell gave a sneak peak of what a country could become if the people gave all the power to the government. In 1984, Orwell portrays the perfect totalitarian society in which the government monitors and controls every aspect of human life to the extent that having a disloyal thought is against the law. They do so with the use of technology such as tele screens and microphones across the city which allowed the government to monitor all the citizens almost all of the times. In order to keep the citizens of London loyal and obedient to the government...
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...Text Set Introduction Jeff Utegg After reading The Giver and The Hunger Games, we were set out on the task to find a common theme. In an ideal situation, teachers would be able to embellish on these young adult books by supporting them with supplemental sources. Through the use of newspaper articles, magazines, picture books, videos, trailers and clips, and electronics our tenth grade English class will explore and discover the theme; dystopia paired with defiance. Dystopia literally means “ bad uptopia”. According to the MerriamWebster dictionary, dystopia is defined as “an imaginary place where people lead dehumanized and often fearful lives”. Unlike utopia, where a society is perceived to be a perfect place to reside, dystopia differs in that what is “perfect” often causes an undesirable place to live. Having students be able to understand these complex themes in addition to the “on the surface” themes that exist within this young adult literature would ensure a deeper meaning/understanding of the text for them. In addition, being able to present the idea to students in a multitude of facets helps to differentiate learning for students. Also, students are able to gain a better understanding of what dystopia really means when they see it being used in multiple different contexts. This particular English 10 class is a cotaught class of twentyfive including six students with disabilities. There are two students with autism, three with multiple disorders and one student with ...
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...THE GIVER Lois Lowry ← Plot Overview → The giver is written from the point of view of Jonas, an eleven-year-old boy living in a futuristic society that has eliminated all pain, fear, war, and hatred. There is no prejudice, since everyone looks and acts basically the same, and there is very little competition. Everyone is unfailingly polite. The society has also eliminated choice: at age twelve every member of the community is assigned a job based on his or her abilities and interests. Citizens can apply for and be assigned compatible spouses, and each couple is assigned exactly two children each. The children are born to Birthmothers, who never see them, and spend their first year in a Nurturing Center with other babies, or “newchildren,” born that year. When their children are grown, family units dissolve and adults live together with Childless Adults until they are too old to function in the society. Then they spend their last years being cared for in the House of the Old until they are finally “released” from the society. In the community, release is death, but it is never described that way; most people think that after release, flawed newchildren and joyful elderly people are welcomed into the vast expanse of Elsewhere that surrounds the communities. Citizens who break rules or fail to adapt properly to the society’s codes of behavior are also released, though in their cases it is an occasion of great shame. Everything is planned and organized so that life is as convenient...
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...The Hunger Games: Action-film feminism is catching fire Lisa Schwarzbaum Burning up Jennifer Lawrence’s Katniss Everdeen is both strong and vulnerable – a new kind of action heroine who has powered The Hunger Games: Catching fire to a $158m US debut. (Lionsgate) Jennifer Lawrence’s Katniss Everdeen is a new type of female action film icon, and moviegoers should be very excited about that, writes Lisa Schwarzbaum. As Catching Fire ignites on movie screens around the world, this is what we know about the 21st Century heroine called Katniss Everdeen: she is strong but also soft. She is brave but she has doubts. She is a phenomenal fictional creation, yet is real enough that moviegoers can draw inspiration from her values, her resourcefulness, and her very human inner conflicts. And she is played by Jennifer Lawrence, who appears not only to be handling her current duties as Hollywood’s finest model of well-adjusted millennial female stardom but doing so with charm. Everdeen and Lawrence: golden girls both. Personified in Lawrence’s lithe movements and cool, focused gaze, Katniss is a brave, resourceful and independent-minded fighter; but she is also a troubled and vulnerably guilt-ridden human being. Nina Jacobson, the producer of the Hunger Games film franchise, puts it this way: “She is a singular heroine in that the burden of survival weighs on her. She has a ton of survivor’s guilt. And she keeps surviving.” Girl on fire It is strange that behaving like a well-adjusted...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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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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