In addition to the character analysis, in class focus will deal with the following themes and/or motifs:
Honor and Shame as a motivating force
The Role of Women -
The Importance of Storytelling -
The Paradox Truth & Memory -
Monday, September 26, 2011
Character Analysis - YOUR Way
The Things They Carried is a war story that has very little to do with war; like all the works studied this semester, it presents the reader with a number of unique characters and important themes. Each person will analyze one of the major characters who appears in The Things They Carried.
Identify the character and define his personality –
• Identify each story in which the character appears
• Create an imagined (or not) back-story for this character—what was he like BEFORE Vietnam
• Cite pages on which there is direct characterization – what does the author “give” in terms of what he wants you to know outright about a character?
• Cite pages on which the character has significant action – what does he DO and what inference can you draw from his action (or reaction)
• Cite pages on which the character speaks – what does he say that in some significant way reveals his personality or character? What does it reveal—again draw inferences.
• Cite pages on which other characters speak of this character – what is said about this character & what does it mean? Can you draw a conclusion or inference based on what other people say about him? Explain.
• Create an imagined (or not) epilogue for this character—what happens to him after the war?
*NOTE: The back-story and the epilogue MUST be believable based on the information presented in the story; for example, it would be highly unlikely and not at all plausible for Azar to become a priest, based on his words, actions, and knowledge the reader gains during reading the book.
HOWEVER - I do not expect a long, involved story; instead, a couple of good paragraphs that summarizes what you imagine the character might have been or might have become would suffice.
The character analysis may be presented in any way the student chooses as long as all aspects of character are completed and it is clear that the student has analyzed the character thoroughly.
Students may:
*create a powerpoint
*write an analysis, as in an essay
*make a chart or table with all information complete
*list all aspects of character
*create an original presentation that provides all information
Identify the character and define his personality –
• Identify each story in which the character appears
• Create an imagined (or not) back-story for this character—what was he like BEFORE Vietnam
• Cite pages on which there is direct characterization – what does the author “give” in terms of what he wants you to know outright about a character?
• Cite pages on which the character has significant action – what does he DO and what inference can you draw from his action (or reaction)
• Cite pages on which the character speaks – what does he say that in some significant way reveals his personality or character? What does it reveal—again draw inferences.
• Cite pages on which other characters speak of this character – what is said about this character & what does it mean? Can you draw a conclusion or inference based on what other people say about him? Explain.
• Create an imagined (or not) epilogue for this character—what happens to him after the war?
*NOTE: The back-story and the epilogue MUST be believable based on the information presented in the story; for example, it would be highly unlikely and not at all plausible for Azar to become a priest, based on his words, actions, and knowledge the reader gains during reading the book.
HOWEVER - I do not expect a long, involved story; instead, a couple of good paragraphs that summarizes what you imagine the character might have been or might have become would suffice.
The character analysis may be presented in any way the student chooses as long as all aspects of character are completed and it is clear that the student has analyzed the character thoroughly.
Students may:
*create a powerpoint
*write an analysis, as in an essay
*make a chart or table with all information complete
*list all aspects of character
*create an original presentation that provides all information
Wednesday, September 21, 2011
Essay Topics Over DOUBT
Choose one of the following essay topics to develop into a thoughtful page essay in MLA format. DO use correct MLA citations and provide a Works Cited page for any references in your essay. Be certain to support your essay with specific examples from the play and be sure to cite quotations.
1. Symbolism: When symbolism is carefully drawn and used deliberately and with discretion in literature, the author proposes to the audience (or reader) concepts that underlie or reinforce the theme or develop and reveal character. Identify the major symbols in John Patrick Shanley's Doubt; discuss the context of each symbol as it is presented and explain its significance and contribution to the play as a whole. Symbolism from the film may be used; just indicate it is from the film. Also, one the best means of discussing symbolism is by the order in which it appears in the play/movie. Using chronological order prevents organizational flaws.
2. Changes: The "Preface" ends with the following quote: "The beginning of change is the moment of Doubt. It is the crucial moment when I renew my humanity or become a lie. Doubt requires more courage than conviction does." The play ends with Sister Aloysius in a crisis of doubt, not only doubt concerning the reason behind Father Flynn's promotion, but also concerning her own beliefs, perhaps questioning the methods she uses to achieve her goals, and her role in a church experiencing growth and change. Explain Sister Aloysius's initial worldview (when the play opens) and how the events and the other characters lead her to this crisis.
3. In addition to the disagreement concerning Donald Muller, Father Flynn and Sister Aloysius clash over other issues: their respective gender roles, the progressive view presented by Father Flynn, and the manner in which each character interacts with the students. Discuss each character's view on these matters and how these relatively minor disagreements fuel their argument over Donald Muller.
4. Discuss Shanley's decision to subtitle this play "A Parable." In what way are these characters intended to represent ideas he presents in his "Preface"? Shanley tells the story of Donald Muller and the two opposing adults, but deliberately leaves the reader (and his audience) in a state of doubt at the end of the drama. What is his purpose in doing so? How does the ending relate to the "Preface" and to the subtitle of the play?
Wednesday, September 14, 2011
Doubt: the film & text
Compare and contrast the drama and film of Shanley's Doubt in regard to:
Major Characters -- Are the major characters well drawn in the play? the film? Do you get any greater insights to any one of the major characters from either the play or film? Explain.
Minor Characters -- the greatest difference between the drama and the play, in regard to the minor characters is that ?????? What does this contribute to the audience's understanding of the story?
Atmosphere
Symbols
Major Characters -- Are the major characters well drawn in the play? the film? Do you get any greater insights to any one of the major characters from either the play or film? Explain.
Minor Characters -- the greatest difference between the drama and the play, in regard to the minor characters is that ?????? What does this contribute to the audience's understanding of the story?
Atmosphere
Symbols
Monday, September 12, 2011
Doubt: a Parable - Discussion Questions and Study Guide
1. M.H. Abrams, in his Glossary of LiteraryTerms, defines a parable as “a very short narrative about human beings presented so as to stress the tacit analogy or parallel with a general thesis or lesson that the narrator is trying to bring home to his or her audience.” Shanley subtitles his play “a parable.” What is the "general thesis or lesson" that Shanley is trying to convey?(Refer to the “Preface,” for a strong hint.)
2. Shanley dedicates the play to “the many orders of Catholic nuns who have devoted their lives to serving others.” Why would he dedicate the play to them? What does his dedication imply? Given the character of Sister Aloysius, does this dedication seem ironic?
3. In the “Preface,” Shanley criticizes the fact that “we are living in a culture of extreme advocacy, of confrontation, of judgment, and of verdict.” In what sense might the play itself be considered an attempt to remedy this cultural trend. Provide examples to support your stance.
4. The play’s preface ends with the statement that “The beginning of change is the moment of Doubt. It is the crucial moment when I renew my humanity or become a lie. Doubt requires more courage than conviction does.” Why would Shanley celebrate uncertainty? What does uncertainty give us that certainty cannot?
5. Father Flynn argues that skepticism can provide a sense of community that is every bit as nourishing as faith. Indeed, he ends his first sermon by saying, “Doubt can be a bond as powerful and sustaining as certainty.” Do you agree or disagree? Support your answer with examples from the play and/or personal experience.
6. Sister Aloysius tells Sister James, “the best teachers do not perform; they cause their students to perform.” How does Sister Aloysius expect Sister James to perform her duties and responsibilities?
7. Why does Sister Aloysius favor fountain pens that must be dipped in ink rather than ballpoint pens? How are these two modes of writing symbolic? Why is penmanship important? What does it suggest (at least to Sister Aloysius?
8. Shanley defends skepticism in his “Preface.” However, as one of his epigraphs, taken from Ecclesiastes, suggests, “in much wisdom is much grief; and he that increaseth knowledge increaseth sorrow.” Sister James echoes this sentiment when she admits, near the end of the play, that she “can’t sleep at night anymore. Everything seems uncertain to me.” Ignorance is bliss. Is gaining experience, with its attendant anxieties, worth sacrificing your innocence?
9. What specific evidence does Sister Aloysius have to support her conviction that Father Flynn behaved inappropriately with Donald? How does Sister Aloyisius go about gathering her proof? What is her view on truth? Father Flynn reminds Sister Aloyisius that “even if you feel certainty, it is an emotion and not a fact.” What is your view on truth? Do you believe in absolute truth or relative truth?
10. Sister Aloysius points out that the gardener “pruned this bush, which was the right thing to do, but he neglected to protect it from the frost.” How does this statement apply to sister Aloyisius’ own attempts to protect her students? Why is the action of pruning symbolic?
11. What is Sister Aloysius’ background as it is revealed in the play? Is she unnecessarily or legitimately prejudiced against the boys in the school? Against Father Flynn?
12. How does segregation along gender lines affect Father Flynn? Sister Aloyisius succinctly states that “the men run everything” and “we might as well be separated by the Atlantic Ocean.” How is her power thwarted?
13. One of the principles of our legal system is that one is innocent until proven guilty. Does Sister Aloysius abide by this? Should she? What is more dangerous in this situation: presuming innocence or presuming guilt?
14. Sister Aloysius humorously declares: “What with our being in black and white, and so prone to falling, we’re more like dominoes that anything else.” In what way is her comment not only humorous but symbolic?18. What does Sister Aloysius’ concern for Sister Veronica reveal about her own character? Why does she lie to Father Flynn about Sister Veronica? Could it represent more than just Sister Aloysius’ fear that Sister Veronica could be sent away?
15. Does the end justify the means for Sister Aloysius—or does she believe it should? Explain.20. Shanley refers to the danger of “extreme advocacy” in the “Preface.” What aspects of “extreme advocacy” are represented by Father Flynn, Sister Aloysius, and Sister James?
16. Mrs. Muller is the only character who comes from the “outside” of the school to have a conference with Sister Aloysius. How does Mrs. Muller represent a more complex character than either Sister Aloysius or Father Flynn?
17. Sister Aloysius is equally torn by doubt as Sister James in the play's conclusion, but not for the same reason. What is source of Sister Aloysius’ doubt and why does it so torture her
18. What is suggested to Sister Aloysius with Father Flynn’s long nails, his penchant for sugar, his ballpoint pen, and his suggestion of secular music for the Christmas pageant?
2. Shanley dedicates the play to “the many orders of Catholic nuns who have devoted their lives to serving others.” Why would he dedicate the play to them? What does his dedication imply? Given the character of Sister Aloysius, does this dedication seem ironic?
3. In the “Preface,” Shanley criticizes the fact that “we are living in a culture of extreme advocacy, of confrontation, of judgment, and of verdict.” In what sense might the play itself be considered an attempt to remedy this cultural trend. Provide examples to support your stance.
4. The play’s preface ends with the statement that “The beginning of change is the moment of Doubt. It is the crucial moment when I renew my humanity or become a lie. Doubt requires more courage than conviction does.” Why would Shanley celebrate uncertainty? What does uncertainty give us that certainty cannot?
5. Father Flynn argues that skepticism can provide a sense of community that is every bit as nourishing as faith. Indeed, he ends his first sermon by saying, “Doubt can be a bond as powerful and sustaining as certainty.” Do you agree or disagree? Support your answer with examples from the play and/or personal experience.
6. Sister Aloysius tells Sister James, “the best teachers do not perform; they cause their students to perform.” How does Sister Aloysius expect Sister James to perform her duties and responsibilities?
7. Why does Sister Aloysius favor fountain pens that must be dipped in ink rather than ballpoint pens? How are these two modes of writing symbolic? Why is penmanship important? What does it suggest (at least to Sister Aloysius?
8. Shanley defends skepticism in his “Preface.” However, as one of his epigraphs, taken from Ecclesiastes, suggests, “in much wisdom is much grief; and he that increaseth knowledge increaseth sorrow.” Sister James echoes this sentiment when she admits, near the end of the play, that she “can’t sleep at night anymore. Everything seems uncertain to me.” Ignorance is bliss. Is gaining experience, with its attendant anxieties, worth sacrificing your innocence?
9. What specific evidence does Sister Aloysius have to support her conviction that Father Flynn behaved inappropriately with Donald? How does Sister Aloyisius go about gathering her proof? What is her view on truth? Father Flynn reminds Sister Aloyisius that “even if you feel certainty, it is an emotion and not a fact.” What is your view on truth? Do you believe in absolute truth or relative truth?
10. Sister Aloysius points out that the gardener “pruned this bush, which was the right thing to do, but he neglected to protect it from the frost.” How does this statement apply to sister Aloyisius’ own attempts to protect her students? Why is the action of pruning symbolic?
11. What is Sister Aloysius’ background as it is revealed in the play? Is she unnecessarily or legitimately prejudiced against the boys in the school? Against Father Flynn?
12. How does segregation along gender lines affect Father Flynn? Sister Aloyisius succinctly states that “the men run everything” and “we might as well be separated by the Atlantic Ocean.” How is her power thwarted?
13. One of the principles of our legal system is that one is innocent until proven guilty. Does Sister Aloysius abide by this? Should she? What is more dangerous in this situation: presuming innocence or presuming guilt?
14. Sister Aloysius humorously declares: “What with our being in black and white, and so prone to falling, we’re more like dominoes that anything else.” In what way is her comment not only humorous but symbolic?18. What does Sister Aloysius’ concern for Sister Veronica reveal about her own character? Why does she lie to Father Flynn about Sister Veronica? Could it represent more than just Sister Aloysius’ fear that Sister Veronica could be sent away?
15. Does the end justify the means for Sister Aloysius—or does she believe it should? Explain.20. Shanley refers to the danger of “extreme advocacy” in the “Preface.” What aspects of “extreme advocacy” are represented by Father Flynn, Sister Aloysius, and Sister James?
16. Mrs. Muller is the only character who comes from the “outside” of the school to have a conference with Sister Aloysius. How does Mrs. Muller represent a more complex character than either Sister Aloysius or Father Flynn?
17. Sister Aloysius is equally torn by doubt as Sister James in the play's conclusion, but not for the same reason. What is source of Sister Aloysius’ doubt and why does it so torture her
18. What is suggested to Sister Aloysius with Father Flynn’s long nails, his penchant for sugar, his ballpoint pen, and his suggestion of secular music for the Christmas pageant?
Monday, September 5, 2011
Parable of The Blind Man & the Elephant
Explain the relationship between this parable and Doubt by Shanley
A number of disciples went to the Buddha and said, "Sir, there are living here in Savatthi many wandering hermits and scholars who indulge in constant dispute, some saying that the world is infinite and eternal and others that it is finite and not eternal, some saying that the soul dies with the body and others that it lives on forever, and so forth. What, Sir, would you say concerning them?"
The Buddha answered, "Once upon a time there was a certain raja who called to his servant and said, 'Come, good fellow, go and gather together in one place all the men of Savatthi who were born blind... and show them an elephant.' 'Very good, sire,' replied the servant, and he did as he was told. He said to the blind men assembled there, 'Here is an elephant,' and to one man he presented the head of the elephant, to another its ears, to another a tusk, to another the trunk, the foot, back, tail, and tuft of the tail, saying to each one that that was the elephant.
"When the blind men had felt the elephant, the raja went to each of them and said to each, 'Well, blind man, have you seen the elephant? Tell me, what sort of thing is an elephant?'
"Thereupon the men who were presented with the head answered, 'Sire, an elephant is like a pot.' And the men who had observed the ear replied, 'An elephant is like a winnowing basket.' Those who had been presented with a tusk said it was a ploughshare. Those who knew only the trunk said it was a plough; others said the body was a grainery; the foot, a pillar; the back, a mortar; the tail, a pestle, the tuft of the tail, a brush.
"Then they began to quarrel, shouting, 'Yes it is!' 'No, it is not!' 'An elephant is not that!' 'Yes, it's like that!' and so on, till they came to blows over the matter.
"Brethren, the raja was delighted with the scene.
"Just so are these preachers and scholars holding various views blind and unseeing.... In their ignorance they are by nature quarrelsome, wrangling, and disputatious, each maintaining reality is thus and thus."
Then the Exalted One rendered this meaning by uttering this verse of uplift,
The Buddha answered, "Once upon a time there was a certain raja who called to his servant and said, 'Come, good fellow, go and gather together in one place all the men of Savatthi who were born blind... and show them an elephant.' 'Very good, sire,' replied the servant, and he did as he was told. He said to the blind men assembled there, 'Here is an elephant,' and to one man he presented the head of the elephant, to another its ears, to another a tusk, to another the trunk, the foot, back, tail, and tuft of the tail, saying to each one that that was the elephant.
"When the blind men had felt the elephant, the raja went to each of them and said to each, 'Well, blind man, have you seen the elephant? Tell me, what sort of thing is an elephant?'
"Thereupon the men who were presented with the head answered, 'Sire, an elephant is like a pot.' And the men who had observed the ear replied, 'An elephant is like a winnowing basket.' Those who had been presented with a tusk said it was a ploughshare. Those who knew only the trunk said it was a plough; others said the body was a grainery; the foot, a pillar; the back, a mortar; the tail, a pestle, the tuft of the tail, a brush.
"Then they began to quarrel, shouting, 'Yes it is!' 'No, it is not!' 'An elephant is not that!' 'Yes, it's like that!' and so on, till they came to blows over the matter.
"Brethren, the raja was delighted with the scene.
"Just so are these preachers and scholars holding various views blind and unseeing.... In their ignorance they are by nature quarrelsome, wrangling, and disputatious, each maintaining reality is thus and thus."
Then the Exalted One rendered this meaning by uttering this verse of uplift,
- O how they cling and wrangle, some who claim
- For preacher and monk the honored name!
- For, quarreling, each to his view they cling.
- Such folk see only one side of a thing.
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