History and Story Telling in Graham Swift's Waterland
Waterland uses history, theory, and fictional biography to address the question of history. The blurring of boundaries between history, story, and theory questions the construction of those boundaries as well as the closure and linear nature of traditional narrative. If Waterland has a beginning, it is far in the geologic past, at a time when the continents began their slow journey to the positions they now occupy; however, the novel itself does not begin at this beginning. Waterland moves forward and backward through geologic, historic, and biographic time. By denying the linearity and absolute authority of historical narrative, Swift leaves room for rupture and revision, for stories and nostalgia. The historical and biographical accounts provide a context for the philosophy and theory that the narrator interjects throughout the novel; the philosophy and theory facilitate the leaps in time between geologic, historic, and biographic past. Swift's mingling of (what appears to be) a "real" geologic history of the fens and the fictional accounts of the Crick and Atkinson families blurs the boundaries between reality and fiction, turning history into fiction and placing fiction within a "real" historical account. (footnote 1) Waterland, as a novel, makes the same proposal that Tom Crick makes to his class: to discover and reveal the purpose of history by telling a story.
The study of semiotics shows that language is the primary mediator in the construction of reality. All systems of signification are dependent on language, and the development of subject position is determined through the act of speaking. (footnote 2) In a discussion of language functions, Fredric Jameson d...
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... Tom Crick are purely fictional; however, the possibility remains that they may be fictionalized biographical incidents based on events that occurred to or are known by the author, Graham Swift. This further complicates the blurring of boundaries between fiction and "reality."
footnote 2
See the work of Jacques Lacan and Emile Benveniste.
footnote 3
I am not limiting Tom Crick's subject position to only three possibilities; I only offer these as three possibilities from a multiplicity.
footnote 4
I am fascinated by the idea of Sarah Atkinson's stories and have been telling myself her possible stories. Were her mysterious "appearances" Sarah's stories come to life because she could not "tell" them? Did she find another way to articulate her stories? Did she hear the stories others told and (re)tell them, inserting herself into the narrative?
Theodore Roosevelt was one of the most influential people in the early 20th century. His leadership style, his reforms, and his personality shaped an America that was rapidly becoming a world power. Theodore Roosevelt is admirably remembered for his energetic persona, his range of interests and achievements, his leadership of the Progressive Movement, his model of masculinity and his “cowboy” image (). He was a leader of the Republican Party and founder of the short-lived Progressive Party of 1912 (). Before becoming President, he held offices at the municipal, state, and federal level of government (). Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. His legacy lives on as one of greatest leaders in American history.
Theodore Roosevelt stepped into head of office on September 19, 1901 when President William McKinley was assassinated. He was the youngest man to become president. His motto was “speak softly but carry a big stick.” President Roosevelt would come into power offering America the square deal. He would take the power away from the industrialists as he controlled big business from the White House. He would soon become known as a TrustBuster. Roosevelt used American power for American interests and was quoted as saying, “I am an American first and last. “ Although some historians argue that Roosevelt acted like a six-year-old throughout his presidency and that he didn’t think things through, ie “he thought with his hips”, one can admire the tremendous leadership qualities that Teddy Roosevelt had. First, he was a very bold man who graduated magna cum laude from Harvard. The average citizen was aware of what a “positive, warm and tough, authoritative and funny” president that they had leading them. His leadership qualities stemmed from his time as a New York state Assembly man, a deputy sheriff, a ...
Before Roosevelt became president he was many other things that may have helped him have a broader perspective then other presidents before him. Among them were rancher and cowboy, Deputy Sheriff in the Dakota Territory, Police Commissioner of New York, U.S. Civil Service Commissioner, Assistant Secretary of the Navy, and a Colonel in the volunteer Calvary that earned the name “rough ri...
J. D. Salinger’s novel, Catcher in the Rye explores the ambiguity of the adult world Holden must eventually learn to accept. Throughout the novel, Holden resists the society grownups represent, coloring his childlike dreams with innocence and naivety. He only wants to protect those he loves, but he cannot do it the way he desires. As he watches Phoebe on the carousel, he begins to understand certain aspects of truth. He writes:
United States expansionism in the late nineteenth-century and early twentieth-century is both a continuation and a departure of past United States expansionism. Expansionism in the United States has occurred for many reasons. Power (from land), religion, economics, and the ideas of imperialism and manifest destiny are just a few reasons why the U.S. decided to expand time and again throughout the course of its 231 year history. Expansionism has evolved throughout the years as the inhabitants of the country have progressed both socially (the Second Great Awakening, the women's suffrage movement, the populist party and the early 19th and 20th century social reformers) and economically (factories, better farms, more jobs, etc.) Expansion changed from non-interference policies to the democratic control of the government as the United States grew in both size and population. Through the use of the documents and events during two major-expansion time periods (1776-1880) and 1880-1914), I will display both the continuation and departure trends of United States expansionism.
Expansionism in America during the late nineteenth and early twentieth century shared many similarities and differences to that of previous American expansionist ideals. In both cases of American expansionism, the Americans believed that we must expand our borders in order to keep the country running upright. Also, the Americans believed that the United States was the strongest of nations, and that they could take any land they pleased. This is shown in the "manifest destiny" of the 1840's and the "Darwinism" of the late 1800's and early 1900's. Apart from the similarities, there were also several differences that included the American attempt to stretch their empire across the seas and into other parts of the world.
Theodore Roosevelt was one of our greatest presidents. He created the FDA and improved the position of the presidency greatly. Before Theodore came to be president, the position of presidency was slow and wasn’t very interesting so he made the executive branch more powerful by starting new reforms and a strong foreign policy. The life of a president is hard. It is full of stress, responsibilities, and a strong dedication the welfare of your country. Theodore had to deal with all of these presidential stresses, taking up much of his time. Do you know, though, that despite being a president, he led a life of excitement and freedom that many other presidents had never before experienced? Theodore, “Teddy” as his first wife Alice called him, Roosevelt was more than just our president, he was a dedicated author who wrote many books; he was also a rancher, and, surprisingly, he was a big time hunter. Even though Theodore Roosevelt was a president, his life was filled with exciting adventure, times of hardships, responsibilities to many, and influences upon many government positions.
Although Twain’s The Adventures of Tom Sawyer is primarily a children’s book, to older generations, it is reminiscent of childhood times. In fact, in the preface to the first edition of The Adventures of Tom Sawyer, Twain noted that “part of my plan [in writing The Adventures of Tom Sawyer]
J.D. Salinger conveys The Catcher in the Rye’s meaning by combining three of the novel’s elements: Holden’s personality, resistance to having guidance in his life, and actions. Primarily, he uses Holden, The Catcher in the Rye’s protagonist, as an example of a teenager who has failed to develop during the essential period of youth. Additionally, he uses the characters of Mr. Spencer and Mr. Antolini to act as voices of reason to Holden, while also showing Holden’s missed opportunities in life when he does not take their advice. Lastly, Salinger utilizes Holden’s desire to act both older and younger than his age to show the dangers that come with poor decision making, as well as their consequences. The main purpose of Salinger’s novel, The Catcher
As the United States grew in power, so did her ideas of expansion. The foreign powers were beginning to move out of their continents and seek land in other countries. The United States soon followed. They followed in their founder’s footsteps and tried to occupy lands in the far seas. However, in the beginning, this need for more land was called Manifest Destiny. This idea claimed that God was forcing them to occupy the new western lands. The expansionism that occurred in the late 1800’s was not a result of Manifest Destiny, and thus this "new" idea of expansionism was different from the expansionism ideas of early America. For the most part, the United States’ need for more land was primarily to keep other nations (mainly European powers) out of the western hemisphere. However the United States began to see reason behind change towards the "new" expansionistic ideas.
Shakespeare’s complex play The Tragedy of Julius Caesar contains several tragic heroes; a tragic hero holds high political or social esteem yet possesses an obvious character flaw. This discernible hubris undoubtedly causes the character’s demise or a severe forfeiture, which forces the character to undergo an unfeigned moment of enlightenment and shear reconciliation. Brutus, one of these tragic heroes, is a devout friend of the great Julius Caesar, that is, until he makes many execrable decisions he will soon regret; he becomes involved in a plot to kill the omniscient ruler of Rome during 44 B.C. After committing the crime, Mark Antony, an avid, passionate follower of Caesar, is left alive under Brutus’s orders to take his revenge on the villains who killed his beloved Caesar. After Antony turns a rioting Rome on him and wages war against him and the conspirators, Brutus falls by his own hand, turning the very sword he slaughtered Caesar with against himself. Brutus is unquestionably the tragic hero in this play because he has an innumerable amount of character flaws, he falls because of these flaws, and then comes to grips with them as he bleeds on the planes of Philippi.
Danesi, M. (1998). Sign, thought, & culture: A basic course in semiotics. Canadian Scholarsí Press: Toronto, Ontario.
In her article, "Voyeurism in Swift's Poetry," Louise K. Barnett explores the trend of voyeurism m the works of Jonathan Swift. She speaks broadly about the use of this technique in his work and concentrates on a few poems including "The Lady's Dressing Room." Barnett believes that Swift's poetry tends to be more voyeuristic than it is obsessed with excrement and decay. To support this, she maintains that each poem centers around the experience of seeing the obscenity (i.e. "The Lady's Dressing Room" revolves around Strephon's response to Celia's dirt and dung) rather than the obscenity.
Jonathan Swift was born on November 30, 1667 in Ireland to English parents, Jonathan and Abigail. His father, Jonathan, died shortly after his birth, leaving his mother to raise him and his sister alone. In Ireland, Swift was dependent on a nanny for three years because his mother moved to England. The young man was educated because of the patronage of his Uncle, Godwin Swift. Godwin sent him to Kilkenny Grammar School at age six, which was one of the best primary schools in Ireland at the time. Although the transition from extreme poverty to a private school education was hard, he made it easier by becoming friends with William Congreve; a future poet. At age fourteen Godwin put him through Trinity College at Dublin where he completed his Bachelors Degree. Swift later completed his M. A. at Oxford in 1692. Swifts mother wanted him to be successful so, she sent him to go work as a secretary under Sir William Temple, an established essayist and graduate from Cambridge. Because Temple was a prominent parliamentary figure Swift was exposed too much literature during this time period (1689-1699), which shaped his books later on. While working under Sir William Temple, Swift lived in Moor Park, Farnham. During his time living at Moor Park he met Stella, also known as Ester Johnson, which influenced and inspired his work, Journal to Stella.
Naturally, it is unavoidable to draw comparisons to H.G. Wells’s The Island of Dr. Moreau (1896), as both share similarities in both scientific and narrative areas. Before a detailed analysis of the narrative structure and contemporary diegesis can be made, it is of utmost importance to differentiate between the definition of reliable and unreliable narrators. According to Wayne C. Booth, the best summarization for the narrative structure that Doyle conveys in The Lost World, can be reflected in this