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Exploring modernism
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Mrs. Dalloway’s Free Indirect Discourse
Modernist writers emergence in the twentieth century brought many changes to literature. They rejected the Romantic focus on nature and being and instead were inspired by the impersonal and capitalistic feelings brought on from machinery and World War I. Soldiers who were sent to war saw death and pain in completely new ways. These experiences, which only worsened with World War II in the 1940s, prevented many soldiers from mentally coming home. Enlisted writers and those back home who saw the shell-shock effects of war used that horror within their writing. Modern writers also experimented with subject matter, form, and style. They did away with character summaries, used moment time instead of linear plots, developed stream of consciousness, and rejected single authoritative narrator. These deliberate changes produced a type of literature that was vastly different than anything before it. There were many prominent writers during the modernist period and they each developed their own style. One writer who was at the forefront of modernism was Virginia Woolf. She was an English writer who played a significant role in the London writing society. Woolf experimented with the modernist techniques but one that she was most known for was the use of free indirect discourse. This new type of narration added a deeper level to the story and injected the character’s thoughts in a direct way. Woolf’s story Mrs. Dalloway was well known for this. Free indirect discourse was used throughout Mrs. Dalloway and gave the story many advantages over standard direct and indirect discourse.
Free indirect discourse is a combination between direct and indirect discourse. Modernist writers developed this form of...
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...isie Johnson positively felt she must cry Oh! (For that young man on the seat had given her quite a turn. Something was up, she knew.) Horror! horror!” (Woolf 2351). Since free indirect discourse is the exact
Works Cited
Faini, Paola. “The Challenge of Free Indirect Speech in Mrs. Dalloway.” Translating Virginia Woolf. Ed. Oriana Palusci. Berlin: Peter Lang, 2012. 39-47.
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Woolf, Virginia. “Mrs. Dalloway.” The Longman Anthology of British Literature. Ed. David Damrosch and Kevin J. H. Dettmar. Boston: Longman, 2010. 2338-2437. Print.
Meyer, Michael. The Bedford Introduction to Literature. Ed. 8th ed. Boston: Bedford/St. Martin's, 2008. 2189.
To examine various discourses, it is crucial that the idea of discourse and the way in which discourses operate is clear. A discourse is a language, or more precisely, a way of representation and expression. These "ways of talking, thinking, or representing a particular subject or topic produce meaningful knowledge about the subject" (Hall 205). Therefore, the importance of discourses lies in this "meaningful knowledge," which reflects a group’s ideolo...
Woolf, Virginia. "A Room of One's Own." The Norton Anthology of English Literature. Ed. M.H. Abrams et al. 7th ed. New York: W.W. Norton & Co., 2000. 2153-2214.
Parker, I. (2005). Lacanian discourse analysis in psychology: Seven theoretical elements. Theory & Psychology, 15: 163–82.
Early twentieth century author Virginia Woolf was fixated on the ideas of philosophy and time. Woolf believed that people were only here for a short period of time. She also believed that everyone’s life was made up of moments. Those moments could either be expanded upon or pass by; once a moment passes by, then it is gone forever. When a moment is expanded upon, then that means the moment feels as though it is more than just a second. That moment holds a special meaning or event. Woolf often incorporated these ideas about the temporality of time into her works; it is most apparent in her novel, Mrs. Dalloway. Mrs. Dalloway was written in 1925, around seven years after World War I ended. In the novel, time plays a major factor for the many
3 Woolf, Virginia: A sketch of the past , Norton Anthology of English Literature Vol.2 , sixth edition
The extensive descriptions of Mrs. Dalloway’s inner thoughts and observations reveals Woolf’s “stream of consciousness” writing style, which emphasizes the complexity of Clarissa’s existential crisis. She also alludes to Shakespeare’s Cymbeline, further revealing her preoccupation with death as she quotes lines from a funeral song. She reads these lines while shopping in the commotion and joy of the streets of London, which juxtaposes with her internal conflicts regarding death. Shakespeare, a motif in the book, represents hope and solace for Mrs. Dalloway, as his lines form Cymbeline talk about the comforts found in death. From the beginning of the book, Mrs. Dalloway has shown a fear for death and experiences multiple existential crises, so her connection with Shakespeare is her way of dealing with the horrors of death. The multiple layers to this passage, including the irony, juxtaposition, and allusion, reveal Woolf’s complex writing style, which demonstrates that death is constantly present in people’s minds, affecting their everyday
was not directed towards the audience but to himself. The usage of an internal monologue led
Stoehr, Louise E. “Perspectives on Discourse Analysis: Theory and Practice.” ebscohost.com. 20100825. Literary Reference Center. 20 December 2011.
Work Cited Woolf, Virginia. A. Mrs. Dalloway. Orlando, FL: Harcourt, Inc., 2005.
Reidhead, Julia, ed. Norton Anthology of English Literature vol. 7, 2nd ed. New York: W.W. Norton & Company, 2000.
Schell, E., & Rawson, K. (Eds.). (2010). Rhetorica in motion: Feminist rhetorical methods and methodologies. Pittsburgh: University of Pittsburgh Press.
As stated by Fairclough (1955), this model consists of three dimensions of discourse concepts, giving a three-dimensional method for discourse analysis. Fairclough (1995, p.97) assigns three dimensions for every discursive event. The first one is a written or spoken text, the second is a discursive practice which involves production and interpretation of a text, and the third a piece of social practice. Furthermore, Fairclough also assumes that discourse can be found in the sociocultural practices at personal level – at different stages, at institutional level, and at societal level (Fairclough,
Throughout her life Virginia Woolf became increasingly interested in the topic of women and fiction, which is highly reflected in her writing. To understand her piece, A Room of One’s Own Room, her reader must understand her. Born in early 1882, Woolf was brought into an extremely literature driven, middle-class family in London. Her father was an editor to a major newspaper company and eventually began his own newspaper business in his later life. While her mother was a typical Victorian house-wife. As a child, Woolf was surrounded by literature. One of her favorite pastimes was listening to her mother read to her. As Woolf grew older, she was educated by her mother, and eventually a tutor. Due to her father’s position, there was always famous writers over the house interacting with the young Virginia and the Woolf’s large house library.