Literature Analysis #4

A Lesson Before Dying

by Ernest J. Gaines

1. Briefly summarize the plot of the novel you read according to the elements of plot you've learned in past courses (exposition, inciting incident, etc.).  Explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).

2. Succinctly describe the theme of the novel. Avoid cliches.

3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).

4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.) 

CHARACTERIZATION 

1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?

2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?

3. Is the protagonist static or dynamic?  Flat or round?  Explain.

4. After reading the book did you come away feeling like you'd met a person or read a character?  Analyze one textual example that illustrates your reaction. 

1. This story is about young African American man named, Jefferson, who was at the wrong place at the wrong time. He thought he was getting a free ride to some other place he needed to go, but it ended being that he would witness and convicted for a murder, even if he didn't do anything. His godmother loved him so much that he coerced the main character, Grant Higgins, to visit her beloved godson. Grant Higgins is a school teacher at the church school in the plantation. He was one of the few who actually went to a university and received a formal education.  She wanted him to make sure that Jefferson will leave the physical world with dignity. She didn't want Jefferson to die in vain. The story was mainly about Grant evolving and adapting to the situation that he was given by his family friend. He constantly thought that he wasn't valuable. He constantly thought that whatever he told Jefferson will be of no value. He thought he wasn't good enough to make this young man feel like he is a man. Every time he would visit Jefferson in the jail cell, Jefferson would make no progress and no effort to speak with Grant. Jefferson feels like he is a "hog" just like what the white jury said about him. Jefferson feels like a "hog" doesn't deserve to be treated fair and to have dignity. He feels that he doesn't deserve to be treated like a human. But as Grant Higgins kept visiting Jefferson in the jail cell, Jefferson started to warm up to Grant Higgins. At the end of the story, Jefferson and Grant became very good friends. One of the last chapters (Ch29), we read of Jefferson diary entries. We read his thoughts, his feelings, his view of life, and his view of the life after life. The only way that the readers can actually have access to this aspect of Jefferson's life is because Grant gave Jefferson a tablet of paper and a pencil to write out his feelings. At the end of the story, before his execution, Jefferson asks Paul, a deputy in charge, to give his diary to Grant after the execution happened. When Paul gave the diary to Grant, Grant breaks down and cries which ends the story.
 the title, A Lesson Before Dying,  says it all, the narrative buildups the lesson that Grant learns from Jefferson instead of the lesson that Grant was supposed to give to Jefferson.

2. I feel the theme of the novel is that it is never too late to make things right, and that listening to others makes a huge difference in your outlook in different things and in life in general.

3. I feel the author's tone is solemn because of the way the author wrote the story which created a very deep reflecting feeling.

• "When I came to into the office, Paul looked me straight in the face. He knew it was unnecessary to search me and the food, but he knew he had to do it." P.168
• "For the first time, the prisoners did not call to me or stick their hands through the bars as I passed. Some spoke quietly, others only nodded, but all were watching." P. 169
• "im sory i cry mr wigin im sory i cry when you say you aint comin back tomorow im strong an reven ambros gon be yer with me an mr harry comin to an reson i cry cause you been so good to me mr wigin an nobody aint never been that good to me an make me think im sombody" P.232

4.  10 Literary Elements/Techniques

• interior monologue- Utilizing monologue, Gaines allows the readers to get what's inside of Grant's, the main character's, mind.
• "It must have been twelve-fifteen by now. I didn't want to look at my watch anymore. Had it already happened? Or was he still waiting, sitting on the bunk, hands clasped together, waiting? Was he standing at the cell door, listening for that first sound of footsteps coming toward him? Or was it finally, finally over?" P.251
• mood- The mood stays the same. The same depressing mood.
• "He looked at me in great pain. He may not have understood, but something was touched, something deep down in him - because he was still crying." P.193
• motif- The motif of this story is about having dignity.
• "'Jefferson,' I said. We had started walking. 'Do you know what a hero is, Jeffesron? A hero is someone who does something for other people. He does something that other men don't and can't do. He is different from other men. He is above other men. No matter who those other men are, the hero, no matter who he is, is above them.'" P. 191
• narrative- The narrative allowed the readers to be like they were there when everything was happening. Every detail was described.
• "Several of the larger girls knelt on scarves or handkerchiefs. I took up my Westcott and went out through the front door. I had no idea what I would do while I waited to hear from Bayonne, but I found myself out in the road and walking up the quarter. It was a couple of minutes after twelve, and I was trying not to think. But how could I not think about something that had dominated my thoughts for nearly six months? It seemed that I had spent more time with him in that jail cell than I had with the children in the church school." P. 250
• omniscient point of view- Gaines used an omniscient point of view for his narrator so that we can get a well-rounded story.
• "The rest of the hour just dragged along. Jefferson was not looking at me anymore; he had lain back down on the bunk, facing the wall. I gazed out the window, at the yellow leaves on the sycamore tree." P.84
• flashback- Gaines utilized flashbacks to give us the causing conflict of the story.
• " He (Jefferson) wanted to run, but he couldn't run. He couldn't even think. He didn't know where he was. He didn't know how he had gotten there. He couldn't remember ever getting into the car. He couldn't remember a thing he had done all day." P.5
• foreshadowing- Gaines utilized foreshadow to let us know what will happen within the story.
• "A Lesson Before Dying"
• "'Yes, I'm the teacher,' I said. ' And I teach what the white folks around here tell me to teach - reading, writing, and 'rithmetic. They never told m e how to keep a black boy out of a liquor store." P.13
• inference- The audience is able to create inferences of what may happen next.
• "I recognized Revered Ambrose's car, parked before the door. Now I felt a little guilty for getting back so late.' P. 98
• Here we can infer that once Grant goes inside to the house, he will have to face the disappointment and doubt from the other characters.
• implication- The audience is able to create an implication of what happened at that very point of the story.
• "The deputy came back and stood just outside the cell. Miss Emma still sat on the bunk. But now Jefferson had turned his back to her and was facing the gray concrete wall. Miss Emma passed her hand over his hair again, then she pushed herself up from the bunk." P.74
• The implication is that this jail visit was not successful.
• argument- The audience sees an argument occur between two key people who both are trying to help Jefferson gain his dignity back. But with this conflict happening, it's like the conflict is hindering them from making any progress.
• "'We got to have it your way or else, that's it?' Reverend Ambrose cut in. 'No,' I said. ' You can have it your way. You can take it from him. But you won't reach him if you do. The only thing that keeps him from thinking he is not a hog is that radio. Take that radio away, and let's see what you can do for the soul of a hog.'" P.183

Characterization

1. Examples of direct characterization are:

• "Miss Emma was in her early or mid-seventies; my aunt was in her seventies, and I figured they were pretty much the same age. Miss Emma's hair was gray and combed up and pinned on top." P.12
• "Farrell Jarreau was a small, light-brown man in his late fifties. He wore an old felt hat, a khaki suit, and worn work shoes. He was the yardman and all-round handyman." P.40
• With this, we get a direct image of what the other characters of the story are like.

    Examples of indirect characterization are:

• "Most of my students remembered the mood I was in and had their heads in their books." P. 38
• "His expression remained the same - cynical, defiant, painful." P.84
• With these two examples, we get to create our own image of what the character, that is being described through context, is like.

I feel the author uses both approaches to create images in our minds that would remain there and allow us to reflect to that throughout the book.

2. The author's syntax and diction doesn't change when he focuses on character because every dialogue and sentence is written the same with the same type of words in the same type of writing style.

• "I had sat down at the table and was pretending to read." P. 11
• "'Don't tell me you're jealous of that child.'" P. 165

3.  The protagonist is dynamic because at first, he doesn't want to speak with the prisoner who is already sentenced to die because he feels his words won't change a thing, but in the end, the prisoner's words changed a lot for him.

4. After reading the book, I came away feeling like I've met a person. An example would be "Why wasn't I there? Why wasn't I standing beside him? Why wasn't my arm around him? Why? Why wasn't I back there with the children? Why wasn't I down on my knees? Why?" P. 250

• With this excerpt, we meet a man who loves and cares for his friend. We meet someone who evolved from being a closed-hearted man to an open-hearted man.

What's the Story?

Why did Charles Dickens write the novel you're reading/reviewing? What in your analysis of literary techniques led you to this conclusion? (Make sure to include textual support illustrating Dickens' use of at least three techniques we've studied/discussed this year.)

  Charles Dickens wrote Tale of Two Cities when he was inspired and influenced both by his own personal experiences and the play he acted in. I think he wrote this novel to depict the reality that life is full of problems that everyone will face, no matter where they are from.
  Different aspects such as the story, the themes, and the characters all were influenced by his personal experiences. There was a motif, a recurring theme, of death with in his story. Examples would be the Revolution, the symbolism of the guillotine, and the sacrifice that Carlton made for love by taking Charles Darnay's place for death. Another technique would be the narrative. Charles Dickens wrote the story that he experienced in his life, such as the sufferings in London, the theme of love for one another, and the time period of 1757-1793. A third technique would be imagery because of how the storm broke the prisoners free, showing the faces of the seven dead personas that appeared after the storm disturbed their resting place. Using these techniques sets the story to be apart of reality and something that one is able to imagine themselves experiencing in reality.

Lecture Notes: Tale of Two Cities

Lecture Notes: Tale of Two Cities by Charles Dickens

Notes provided by different people of our group:

Jenna Noce, MirandaNillo, and Lesther Valenzuela

• 3^rd city is Manchester other than London and Paris
• Dickens is inspired by the play he acted in “The Frozen Deep”
• The experience of performing inspired him
• Dickens experienced the occurrences that happened in the story in his own real life
• Self-Sacrifice played a big part
• The production of the play was performed in Manchester
• He thought it should be performed by professional actors and actresses
• He then fell in love with a woman named Ellen and left his wife
• Ellen also played a role in the play. She was Lucie
• Now the character, Lucie, in Tale of Two Cities, was inspired by Ellen and her role in “The Frozen Deep”
• One character in the story, Carlton, stood out to Dickens the most because of his selflessness and willingness to be there for the one that he loves
• Dickens publically announced his separation from his wife
• Also he left his publishing company and started a new one
• The suffering in London was depicted by Dickens’s experiences in London at a very young age
• “London is like a newspaper”
• “Everything is there & everything is disconnected”
• Evident connections between his writing and & London
• He then visited Paris in 1844 and was extremely inspired by it
• He was surrounded by progress
• Dickens was interested in the dark side of Paris
• Visited the morgue?
• “Sets us back in time while still writing like the present”
• A historical story that was written in the modern
• Story is set in the time period between the years of 1757-1793
• Story was publicly released as monthly columns
• Dickens states “Best story I have written”
• “impact comes from its inevitability

• the storm threatens the livelihood of London
• prisoners were broken free from the storm
• the seven personas
• Dickens was thorough in his research
• Novel has theme of creation of world in the 1700’s and the theme of history
• Based on several personal stories by Dickens
• Voice is direct from narrator
• “glimpses of buried treasure and other things submerged”
• Recurring theme of death
• Depth of personality identifies another layer in the novel
• Characters become mysteries with each other
• “Pride, content, defiance, stubbornness, submission, lamentation succeeded one another”
• Dr. Mannette is recalled to life in the dream
• Lucie is born before Dr. M was put into prison
• Highly personal things in Dickens experiences forms the novel
• Last movement of novel-the guillotine
• Carlton sacrifices his life for Charles Darnay and Lucie Darnay because of his love for Lucie
• The child of the Darnay’s reflects Carlton

LIT Terms: List 4

interior monologue-a form of stream-of-consciousness writing that represents the inner thoughts of a character.

inversion- reversal of the usual or natural order of words

juxtaposition-an act or instance of placing close together or side by side, especially for comparison or contrast

lyric-having the form and musical quality of a song, and especially the character of a songlike outpouring of the poet's own thoughts and feelings, as distinguished from epic and dramatic poetry

magic(al) realism- a style of painting and literature in which fantastic or imaginary and often unsettling images or events are depicted in a sharply detailed, realistic manner.

metaphor (extended, controlling, & mixed)

• extended-a metaphor introduced and then further developed throughout all or part of a literary work, especially a poem
• controlling- a figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance with a check or restraint
• mixed-the use in the same expression of two or more metaphors that are incongruous or illogical when combined

metonymy- a figure of speech that consists of the use of the name of one object or concept for that of another to which it is related, or of which it is a part

modernism-modern character, tendencies, or values; adherence to or sympathy with what is modern.

monologue-a form of dramatic entertainment, comedic solo, or the like by a single speaker

mood-a state or quality of feeling at a particular time

motif-a recurring subject, theme, idea, etc., especially in a literary, artistic, or musical work

myth-a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of fact or a natural explanation, especially one that is concerned with deities or demigods and explains some practice, rite, or phenomenon of nature

narrative-a story or account of events, experiences, or the like, whether true or fictitious

narrator- a person who gives an account or tells the story of events, experiences, etc

naturalism- action arising from or based on natural instincts and desires alone

novelette/novella- a fictional prose narrative that is longer and more complex than a short story; a short novel

omniscient point of view- point of view of having complete or unlimited knowledge, awareness, or understanding; perceiving all things

onomatopoeia- the formation of a word, as cuckoo, meow, honk,  or boom,  by imitation of a sound made by or associated with its referent

oxymoron- a figure of speech by which a locution produces an incongruous, seemingly self-contradictory effect

pacing- a rate of activity, progress, growth, performance, etc.

parable- a short allegorical story designed to illustrate or teach some truth, religious principle, or moral lesson

paradox- a statement or proposition that seems self-contradictory or absurd but in reality expresses a possible truth

Definitions provided by dictionary.com!

Lit Terms #3

exposition-the act of expounding, setting forth, or explaining

expressionism-(usually lowercase) a manner of painting, drawing, sculpting, etc., in which forms derived from nature are distorted or exaggerated and colors are intensified for emotive or expressive purposes.

fable-a short tale to teach a moral lesson, often with animals or inanimate objects as characters

fallacy-a misleading or unsound 

argument

falling action-the part of a literary plot that occurs after the climax has been reached and the conflict has been resolved.

farce-a light, humorous play in which the plot depends upon a skillfully exploited situation rather than upon the development of character

figurative language-language that contains or uses figures of speech, especially metaphors.

flashback-a device in the narrative of a motion picture, novel, etc., by which an event or scene taking place before the present time in the narrative is inserted into the chronological structure of the work.

foil-to keep (a person) from succeeding in an enterprise, plan, etc.

folk tale-any belief or story passed on traditionally, especially one considered to be false or based on superstition.

foreshadowing-to show or indicate beforehand; prefigure

free verse-verse that does not follow a fixed metrical pattern.

genre-a class or category of artistic endeavor having a particular form, content, technique, or the like

gothic-pertaining to or designating the style of painting, sculpture, etc., produced between the 13th and 15th centuries, especially in northern Europe, characterized by a tendency toward realism and interest in detail.

tale-a narrative that relates the details of some real or imaginary event, incident, or case; story

hyperbole-an extravagant statement or figure of speech not intended to be taken literally, as “to wait an eternity.”

imagery-figurative description or illustration; rhetorical images collectively

implication-something implied or suggested as naturally to be inferred or understood

incongruity/the quality or condition of being incongruous.

inference-the act or process of inferring

irony-the use of words to convey a meaning that is the opposite of its literal meaning

Definitions provided by dictionary.com!

Lit Terms Remix 1-5

circumlocution-a roundabout or indirect way of speaking; the use of more words than necessary to express an idea.

classicism-the principles or styles characteristic of the literature and art of ancient Greece and Rome.

cliche-anything that has become trite or commonplace through overuse.

climax-the highest or most intense point in the development or resolution of something; culmination T

colloquialism- a usage of a characteristic of or appropriate to ordinary or familiar conversation rather than formal speech or writing; informal.

Lit Terms #2

circumlocution-a roundabout or indirect way of speaking; the use of more words than necessary to express an idea. The speaker kept repeating and repeating his point to get the audience to remember his statement.

classicism-the principles or styles characteristic of the literature and art of ancient Greece and Rome. The stories of Greek mythology is considered to be apart of classicism.

cliche-anything that has become trite or commonplace through overuse. Practice makes perfect.

climax-the highest or most intense point in the development or resolution of something; culmination The climax of the book depicted many people fighting with details of the battle and ending with the death of thee main characters.

colloquialism- a usage of a characteristic of or appropriate to ordinary or familiar conversation rather than formal speech or writing; informal. TBD

comedy-a play, movie, etc., of light and humorous character with a happy or cheerful ending Many shows on television are humorous.

conflict-discord of action, feeling, or effect; antagonism or opposition, as of interests or principles Many people have internal and external conflicts consisting of who they are and how much they truly want to be accepted.

connotation-something suggested or implied by a word or thing, rather than being explicitly named or described TBD

contrast-a striking exhibition of unlikeness. One may like chocolate ice cream, but another might like vanilla ice cream.

denotation-the explicit or direct meaning or set of meanings of a word or expression, as distinguished from the ideas or meanings associated with it or suggested by it TBD

denouement-the outcome or resolution of a doubtful series of occurrences A denouement is what happens after someone questions their life and is troubled by the choices that they've made.

dialect-a variety of a language that is distinguished from other varieties of the same language by features of phonology, grammar, and vocabulary, and by its use by a group of speakers who are set off from others geographically or socially. In the Philippines, there are so many dialects with the other regions of the Philippines because of the difference in culture.

dialectics-the art or practice of logical discussion as employed in investigating the truth of a theory or opinion. TBD

dichotomy-division into two parts, kinds, etc. The group was divided into two groups, one is called the red group and the other is called the blue group.

diction-style of speaking or writing as dependent upon choice of words Authors need to use the right diction with the words that they have chosen in order to get their point across better.

didactic-intended for instruction Dr. Preston is a didactic person whose passion is to prepare others for the collaborating world outside of the 4 walls of his classroom.

dogmatic-asserting opinions in a doctrinaire or arrogant manner One who thinks they is better than everybody because they have a better understanding can be dogmatic if they allow to themselves to show off.

elegy-a mournful, melancholy, or plaintive poem, especially a funeral song or a lament for the dead. TBD

epic-heroic; majestic; impressively great A form of literature, art, and even a person that show great qualities can be epic.

epigram-any witty, ingenious, or pointed saying tersely expressed "Make sure you are prepared for lies ahead."

epitaph-a brief poem or other writing in praise of a deceased person TBD

epithet-a characterizing word or phrase firmly associated with a person or thing and often used in place of an actual name, title, or the like TBD

euphemism-the substitution of a mild, indirect, or vague expression for one thought to be offensive, harsh, or blunt.
 TBD

evocative-tending to evoke TBD

Definitions provided by http://dictionary.reference.com/

AP Prep Post 1: Siddhartha

1. The main purpose of the first-person point of view in the passage, “I am no longer what I was, I am no longer an ascetic, no longer a priest, no longer a Brahmin” is to make clear?
a. The change in Siddhartha’s physical lifestyle, in order to follow his spiritual one
b. Show Siddhartha’s anger at the corruption present in his father’s position
c. Reveal the frustration in Siddhartha’s journey toward enlightenment
d. The views and beliefs of his family and his religion
e. Draw attention toward the excitement that Siddhartha feels now that he has less responsibility
(http://snobles.grads.digitalodu.com/blog/groups/ap-english-2012-2013/forum/topic/siddhartha-multiple-choice-questions/)

I feel the main purpose of the first-person POV is to reveal Siddhartha's frustration. I feel that now that he isn't the things that he listed, he is able to figure out who he truly is, but in reality, trying to find yourself, trying to realize who you really are comes with a little frustration at times. 

2. Which word best describes the tone of the following sentence?
“But he, Siddhartha, where did he belong? Whose life would he share? Whose language would he speak?”
a. Steady
b. Tumultuous
c. Vacillating
d. Illustrious
(http://snobles.grads.digitalodu.com/blog/groups/ap-english-2012-2013/forum/topic/siddhartha-multiple-choice-questions/)

I feel the word that best describes the tone of the sentence is vacillating (indecisive, hesitating) because not being able to answer what kind of a life Siddhartha has shows indecisiveness and hesitation.

3. What does enlightenment look like in Siddhartha? Is it a feeling? An attitude?
(http://www.shmoop.com/siddhartha/questions.html)

In Siddhartha, enlightenment is both a feeling and an attitude because Siddhartha feels free. He feels that he is able to be his true self and not of someone who his culture tells him to be.

4. Siddhartha features substantial activity and narrative action. At the same time, it is about one man’s largely internal spiritual quest. What is the relationship between the internal and exterior worlds of Siddhartha? How does Siddhartha negotiate these worlds?

(http://danig14.blogspot.com/2013/01/1.html)

Siddhartha's internal and exterior worlds are connected in one way or another. In one way, the worlds could have been the result, the outcome of the other. Siddhartha negotiates these worlds by allowing himself to be free from both of them so that he could find his true world.

5. What purpose does self-denial serve in Siddhartha? What about self-indulgence?

(http://www.shmoop.com/siddhartha/questions.html)

In Siddhartha, he ends denying who he is because of how he is raised, because of how he was told of how he should live his life. I'm not quite sure how to answer the second question though, but I feel maybe the success from living a dictated life could result in self-indulging.

These questions made me realize that any text that I read, I need to look at the meaning that is deep, deep, deep in the words. Sometimes, the meaning could be in between every single letter. The author had to write with a purpose right? Well, now we need to find what the purpose was and what the purpose is that the text is trying to tell us.

Hacking My Education (1.0)

1) What do I want to know, by the end of this course, that I don't know now?

Well...this is a tough question...I think I would like to know, connecting back to my Big Question, how we can set aside our differences in life and come together to help other people. This class is about collaborating with other people to improve our personal learning network right? Well, maybe we should spread this spirit to others who probably need a personal learning network. A personal learning network could be for school and it could be for life in general.

2) What skills do I want to demonstrate on my blog?

 I would like to demonstrate a more personal blog. I want this blog to showcase who I am in school and outside of school. I want this blog to showcase who and how I've become the person I am today.

3) What experiences do you want to get under your belt before you graduate?

I would like to experience what it is like to create who I want to be instead of being a "cookie-cutter" student when I graduate. I want to be able to say that I did everything I can to prepare myself for life ahead. I want to be apart of the group of people who care for other people and who will make a difference.

What's In This For Me?

My ultimate goal for this semester is to be fully prepared for what lies ahead of me. Which means being able to focus on my priorities even more, balancing school life with my own life and social life, being able to collaborate with more people to increase my network, and participating in more activities/events/organizations that will help me create who I really want to be in the future.

I want to be able to say, at the end of this semester, that I have created and molded a person that is ready for this world. I want to be ready to face the challenges of my life so that I will have less of a hard time dealing with them. I want to be able to breathe once in a while during my busy life if I am fully prepared from this last semester in high school. It's true, life is going really fast. Now, it's time to embrace the moments of preparation for my upcoming adventure.