One observation about this group is that it includes what commentators classified as children fiction. These are The Thieves who couldn’t Help Sneezing and Our Exploits at West Poley. Some common elements that accommodate all the texts involved in this group are romance and social class consciousness. Almost all the texts end with a happy marriage or reconciliation between the two lovers. The conclusions drawn from the analyses above can be summarized as follows • The texts included in Group B are concerned with class consciousness and contemporary social life. Class consciousness is a central theme in the texts involved. The idea is stressed however through love tales and romances. In this, there is no contradiction between the idea of romance and social class being represented in the same group. It can be claimed that Hardy employed romance to put a spot light on one of the society’s imperative illnesses: class consciousness. Given that the texts represent different historical stages in Hardy’s career, it can be claimed that the social element is highly emphasized upon from th...
The band of characters is drawn from every level of the class system. Unique interactions among characters from different social standings are conveyed, from the distressed, kindly gardener, to the impertinent daughter of the village innkeeper, to the prosperous de Luce family, and to the royalty. What appealed to me was that Flavia could trace her family’s history back many generations, and for one to be able to make these personal connections is extremely rare. Of course, this awareness of their past is correlated to the de Luce’s chain of affluence.
Furthermore, within the play these "facades" belonging to the confident upper classes of the period are like wise displayed amongst the lower classes. For example, during the interaction between Christine and Katharina Binder (pp. 133-135 ), Katharina almost lectures Christine on the appropriate and expected behaviour of young working class girls within the Viennese `Vorstadt' - it
Hardy attempts to illustrate Michael as a common man, which ultimately serves his purpose of exposing the archetypal and somewhat psychological realities of typical, everyday people. According to archetypal literary critics, “archetypes determine the form and function of literary works and … a text's meaning is shaped by cultural and psychological myths.” For that reason, Henchard is a perfect example of the archetypal fall because Thomas Hardy is demonstrating how Henchard reacts to situations like a real person would and that life is not always as simple as it is depicted in fictional fairytales. The archetype of Michael’s fall functions as Hardy’s vehicle to relay the meaning behind his work.
Compare how Shakespeare and Hardy present situations where their characters’ love and relationships are influenced by the need to uphold appearances within society, with particular reference to Othello and Tess of the d’Urbervilles
In the literary `movements' of neo-classicism and romanticism, Voltaire's Candide and Goethe's The Sorrows of Young Werther represent the literary age in which they were written. In the following composition, textual evidence will be provided to demonstrate how each book accurately represents either the neo-classicism age or the romanticism age. Candide and The Sorrows of Young Werther will be examined separately, and then examined together. After, a discussion about how each age seems to view the nature of man and the significance of moral and spiritual values will be presented. Also, a personal interpretation of the conclusion of each book will be given. Lastly, quotes and examples will be given to show which of the two literary ages offers more to the reader.
In the story of “Desiree’s Baby” by Kate Chopin, there are many literary themes that can be analyzed such as love, racism, gender inequality, and miscegenation. What this analysis will focus on is primarily on the central male character, Armand Aubigny, and on his views towards racism. More specifically, what this essay will aim to prove is that Armand Aubigny looked down upon the African race to the point where he hated them. One of the biggest driving points to aid this idea is how his family name shaped his behavior and actions according to the societal normalities of his time period. Another important aspect that will be considered is his very relationship towards his slaves in how he treated them cruelly even to the point where he is described as “having the spirit of Satan” (Chopin 3). In addition to this, the reader will also see Armand’s negative reaction to being aware of the implications of his son and wife having mixed blood in where he practically disowns them. With all this culminating to Armand finding out the ugly truth that the race he had treated so horribly is actually a part of his very own blood as well.
Pride manifests itself into many different forms and will sometimes overshadow a person 's good judgement, in turn affecting their actions. It is truly the cause for the rise and fall of men for centuries and thus has become one of the greatest concepts to be addressed in British literature. Throughout the literary works studied this semester, some form of pride has always presented itself as a major theme.
In the three chosen works of literature, Ordinary people by Judith Guest, Frankenstein by Mary Wollstonecraft Shelley and Antigone by Sophocles, alienation, initiation, journey, suffering and reconciliation are among the themes covered by the these great works of literature. The writers through the various characters in the scripts have clearly brought out the five themes as the main themes. These works of literature act as a reflection of what was happening in the society then. In terms of literature not much has changed and would still expect the same to be happening in the society today. As acknowledged, literature indeed reflects the society, its ill values and good values. In mirroring of the ills of the society, the view is to make the society realize its mistakes and make amends. The good values are set out for others to emulate. As an imitation of human actions, literature presents an image of what people do, think and do in the society.
The setting or settings in a novel are often an important element in the work. Many novels use contrasting places such as cities or towns, to represent opposing forces or ideas that are central to the meaning of the work. In Thomas Hardy's novel, Tess of the d'Urbervilles, the contrasting settings of Talbothays Dairy and Flintcomb-Ash represent the opposing forces of good and evil in Tess' life.
Within this extended essay, the subject chosen to study and formulate a question from was English Literature, in particular the portrayal of women during the 19th and 20th centuries, where the following novels 'The Great Gatsby' written by F. Scott Fitzgerald and Jane Austen's 'Pride and Prejudice' were set in and originated the basis from. The question is as follows 'How does Jane Austen and F Scott Fitzgerald portray gender inequalities in both lower and upper class relationships particularly through love and marriage within the novels 'Pride and Prejudice' and 'The Great Gatsby' from the different era's it was written in?' This particular topic was chosen reflecting the morality and social class during the two different era's and determining whether there was change in the characteristics of women as well as men and how their behaviour was depicted through the two completely different stories, as they both reflect the same ethical principles in terms of love and marriage. The two novels were chosen in particular to view their differences as well as their similarities in terms of gender inequality through love and marriage, as the different era's it was set in gives a broader view in context about how society behaved and what each author was trying to portray through their different circumstances, bringing forward a similar message in both novels.
In conclusion to this essay, having examined these 19th century gothic texts, it is fair to say that normative gender behaviour and sexuality pervades them. This element gives the reader a deep insight into the culture context of the time in which these stories are situated. It enables the reader to delve into the darker sides of humanity at that time, that they would not have been able to do otherwise.
Johnson, Claudia Durst, ed. Issues of Class in Jane Austen's Pride and Prejudice. N.p.: n.p., n.d. Print.
In order to analyze Austen’s treatment of class system in Persuasion, the novel can be split into two somewhat contradictory halves. Austen spends much of the first half of the novel attempting to convince the audience of the importance of a system of manners, upon...
In Austen’s “Pride and Prejudice,” through strong characters she demonstrates how prejudice between social classes blinds the heart from falling in love. Austen’s flawless utilization of characterization and her ideas of society and class develop a timeless love story that invites the heart to become consumed with love. Each device that Austen uses paints a vivid picture in the readers mind and helps the plot of the story unfold. The characters that Austen uses each play a huge role in how the story will end and add suspense and interest while reading the entire novel.
Hardy originated from a working class family. The son of a master mason, Hardy was slightly above that of his agricultural peers. Hardy’s examination of transition between classes is usually similar to that of D.H. Lawrence, that if you step outside your circle you will die. The ambitious lives of the characters within Hardy’s novels like Jude and Tess usually end fatally; as they attempt to break away from the constraints of their class, thus, depicting Hardy’s view upon the transition between classes. Hardy valued lower class morals and traditions, it is apparent through reading Tess that her struggles are evidently permeated through the social sufferings of the working class. A central theme running throughout Hardy’s novels is the decline of old families. It is said Hardy himself traced the Dorset Hardy’s lineage and found once they were of great i...