Allusions in Prufrock

For a good website on list and explanations of allusions in Prufrock click here.

The Love Song of J. Alfred Prufrock

TONE: The author’s implicit attitude toward the reader or the people, places, and events in a work as revealed by the elements of the author’s style. Tone may be characterized as serious or ironic, sad or happy, private or public, angry or affectionate, bitter or nostalgic, or any other attitudes and feelings that human beings experience. See also style.

For your blog entry reread "The Love Song of J. Alfred Prufrock" and reflect on how the imagery backs up your interpretation of the poem. Choose one or two specific images and explain how they back up your thesis. Other things you should look at and/or consider: Motifs and Allusions. How motifs and allusions back up the Eliot's attitude towards Prufrock or the other "people" or society in the work?

Eliot, in "Tradition and Individual Talent", argued that a poet must embody "the whole literature of Europe from Homer" to the present. His work fused past literary with his own.

The humorist Garrison Keillor once stated that Prufrock "killed off the pleasure of poetry for millions of people who got dragged through it in high school."

Here are some links for Prufrock:

http://www.usak.ca/english/prufrock/prustart.htm

This site has a hypertext for the allusions in the poem. You should review these allusions and see if understanding them increases your understanding of the poem. Eliot believed in referencing other writers - "The best poets steal".

http://www.english.uiuc.edu/maps/poets/a_f/eliot/prufrock.htm

Some critical views of the poem. These are interesting for both what they say and how they say it.

NOT MY BEST SIDE

Not my Best Side
U. A. Fanthorpe

I

Not my best side, I'm afraid.
The artist didn't give me a chance to
Pose properly, and as you can see,
Poor chap, he had this obsession with
Triangles, so he left off two of my
Feet. I didn't comment at the time
(What, after all, are two feet
To a monster?) but afterwards
I was sorry for the bad publicity.
Why, I said to myself, should my conqueror
Be so ostentatiously beardless, and ride
A horse with a deformed neck and square hoofs?
Why should my victim be so
Unattractive as to be inedible,
And why should she have me literally
On a string? I don't mind dying
Ritually, since I always rise again,
But I should have liked a little more blood
To show they were taking me seriously.

II

It's hard for a girl to be sure if
She wants to be rescued. I mean, I quite
Took to the dragon. It's nice to be
Liked, if you know what I mean. He was
So nicely physical, with his claws
And lovely green skin, and that sexy tail,
And the way he looked at me,
He made me feel he was all ready to
Eat me. And any girl enjoys that.
So when this boy turned up, wearing machinery,
On a really dangerous horse, to be honest
I didn't much fancy him. I mean,
What was he like underneath the hardware?
He might have acne, blackheads or even
Bad breath for all I could tell, but the dragon--
Well, you could see all his equipment
At a glance. Still, what could I do?
The dragon got himself beaten by the boy,
And a girl's got to think of her future.

III

I have diplomas in Dragon
Management and Virgin Reclamation.
My horse is the latest model, with
Automatic transmission and built-in
Obsolescence. My spear is custom-built,
And my prototype armour
Still on the secret list. You can't
Do better than me at the moment.
I'm qualified and equipped to the
Eyebrow. So why be difficult?
Don't you want to be killed and/or rescued
In the most contemporary way? Don't
You want to carry out the roles
That sociology and myth have designed for you?
Don't you realize that, by being choosy,
You are endangering job prospects
In the spear- and horse-building industries?
What, in any case, does it matter what
You want? You're in my way.

Poetry

POETRY TEST: THINGS TO KNOW

Elements: Know both definitions and examples
Imagery, denotation, connotation, irony – verbal, situational, dramatic, sarcasm, metaphor, personification, metonymy, apostrophe, synecdoche, symbol, allegory, paradox, overstatement, understatement, allusion, tone, alliteration, assonance, consonance, internal rime, slant rime, end rime, approximate rime, refrain, meter, iamb, trochee, anapest, dactyl, spondee, monosyllabic foot, line, stanza, cacophony, caesura, enjambment, onomatopoeia

Literary Terms

For the next four weeks, you'll be posting two literary terms definition with examples on your blog. These are due by Monday. It would be best if everyone chooses different terms to define (that way you can all share notes):


Literary Devices
AP English

Every discipline employs a special vocabulary; literary criticism is no exception. Literary criticism is based in part on the assumption that writing is a purposeful activity and that excellent literature – work of literary merit -- is not merely a happy accident. During the year I will be encouraging you to familiarize yourself with some of the terminology that is used in literary criticism. To that end, you will be creating a glossary of literary devices that you encounter in your reading. Below I have included a list of a few of the many devices you will encounter while reading; you are in no way constrained to this list, it’s just there for your information – to give you a small sampling of the wonderful world of literary devices. There are hundreds of devices that writers employ; you will no doubt find a few that I have not heard of before.


allegory
alliteration
allusion
ambiguity
antagonist
analogy
apostrophe
archetype
aside
assonance
aubade
ballad
blank verse
cacophony
caesura
catharsis
character / flat, round
complication
conceit
connotation
colloquial diction
comedy
connotation
controlling metaphors
cosmic irony
denotation
dramatic irony
dramatic monologue
echo
elegy
epigram
existential character
extended metaphor
farce
flashback
formal diction
free verse
heroic couplet
hyperbole
imagery
informal diction
initiation story
metaphor
motif
myth
narrative structure
onomatopoeia
overstatement
oxymoron
parable
paradox
parody
pastoral
personification
point of view
protagonist
psychological realism
realism
rhythm
rite of passage
sarcasm
satire
simile
soliloquy
sonnet
style
symbol
syntax
theme
tone
tragedy
verbal irony
























Term: Definition of the literary device selected

Example: Quotation, followed by source, including title, page/line number

Function: Author’s purpose in employing this language resource at this point in the work. How does this particular device enhance what the writer is conveying? You may comment on theme, character, setting, or whatever else is important in explaining how this device functions in this particular instance.






Symbol: In the simplest sense, a symbol is anything that stands for or represents something else beyond it—often an idea conventionally associated with it. The term symbolism refers to the use of symbols, or to a set of related symbols.

Example: “Like him she was lefthanded or she played chess with her left hand . . . He leaned forward and moved his bishop and mated her in four moves” (All the Pretty Horses 133).

Function: This chess game between John Grady and Alejandra’s godmother symbolizes the competition that they are in for Alejandra herself. This game of chess, which takes place between these two characters as John is trying to ascertain what his chances are of his relationship with Alejandra receiving approval from the family, represents the greater chess game between these two competing characters. Although John Grady wins the first couple of games and seems to be well on his way to achieving his goal, in the end it is the godmother who triumphs. This directly mirrors John Grady’s and the godmother’s lives: although John Grady wins Alejandra’s affections initially, in the end he loses her. When he takes “her queen” he is literally winning the chess match by taking the queen, but he is also on a symbolic level attempting to take the godmother’s true “queen,” Alejandra, who the godmother is determined to keep from suffering the same misfortunes she endured. The lack of dialogue between the characters during the match further reinforces the quiet competition they are engaging in; one that is not violent but is indeed fierce. The intellectual nature of he chess match also enhances the choice that Alejandra ultimately makes near the end of the novel: leaving John and opting instead for the security (and wealth) of her family. This choice reflects the cool and calculating logic of a chess match rather than the passion of the heart.

Hrolf Kraki

Hrolf Kraki


Saga translates to "what is said". It is the recording of an oral story in prose. The saga usually starts with the ancestral background of the main character, usually starting with a grandfather or great-grandfather and briefly telling the relatives story and bringing the narrative quickly forward. For background info on Hrolf Kraki go here

1. Characters

Halfdane
Frodi
Helgi
Hroar
Signy
Regin
Vifil
Heid
Olaf
Yrsa
Hrok
Adils
Skuld
Berserkers
Svipdag
Svip (his advice to his son)
Bjalki
Bera:
Bjorn:
Bodvar Bjarki:
Drifa:
Elk-Frodi:
Haki:
Hakland:
Hardrefil:
Hjalti:
Hott:
Hjorvard:
Hring:
Hromund:
Hvit:
Skuld:
Storolf:
Vogg:
Vott:
Yrsa:

2. Explain how the following themes work and what characters can looked at as symbols of the theme:

Role of Kings:
Role of the warrior:
Role of women:
Concept of Magic:
Revenge:
Hospitality:
Loyalty:
Pride:
Man alone in a hostile world:

3. Discuss one event in the story that seems to represent what you believe the book to be about.
4. How do Hrolf and his Champions compare with King Arthur and the round table?
5. Make a list of at least ten moments of magic in the book.
6. Who is your favorite character and why?
7. How is the Cult of Odin important to this book?
8. Compare Hrolf Kraki to Beowulf.

The Narrative Pulse of Beowulf

So, I read The Narrative Pulse of Beowulf by John M. Hill on the ferry this weekend. Hill puts forth a few interesting ideas: A) That Hrothgar tries to adopt Beowulf as a son so that Beowulf can take over as king, and he fails in this mission (and thus implies that the Danes are doomed). B) Wiglaf, who is not Geatish, may not have stuck around after Beowulf's death. Of course Beowulf has no successor. Hill also suggests that poem compressed 11 stories from Beowulf's live, a cycle of stories, each originally longer and more elaborate, and chooses only to focuses and expand two. Here are the eleven:

1) A 7-year old Beowulf fostered by Hrethel (maternal grandfather) who witnesses the sad aftermath of Haethcyn accidental killing of Herebeard.
2) As a youth Beowulf goes along with Hygelac on his rescue mission to Ravenswood (to save his brother's band of troops).
3) The swimming match with Brecca
4) Beowulf avenges destruction to the Geats by killing five sea monsters (different from the above segment)
5) A young, but somewhat distinguished Beowulf, goes to Denmark to free Heorot of Grendel
6) As a noted warrior, Beowulf serves as the point man for Hygelac's raids: most of these are against the Frisians and Franks.
7) During Hygelac's ill-fated raid into Frisian territory, Hygelac trapped and killed behind Beowulf's lead point, Beowulf kills the Frankish-Hugo champion with his bare hands and then wipes out the rest of the Frisian troops before returning home with Hygelac.
8) Beowulf supports Hygelac's son as king.
9) Heardred, the Geatish King, is entangled in the Swedish family revolt and killed by Onela. Beowulf is somewhere else, perhaps securing Waemundings inheritance against Swedish appropriation. Remember that Wiglaf's father fights for Onela against Onela's nephews. Also remember that Beowulf is the Danish savior and that the Swedes and the Danes are related by married. Onela is married to Hrothgar's sister.
10) Beowulf avenges Heardred's death and kills the Swedish king.
11) Beowulf faces the dragon.

Keep all these in mind when thinking about full Beowulf story and when considering Hrolf Kraki.

Wanderer

The short and fleeting period of life, the transitory nature of the world, often appears as a major theme in many works. Looking at symbols, motifs, diction, tone, imagery, write a well-developed essay in which you explore this theme in the Anglo-Saxon poem, “The Wanderer”. You will be graded on the following: hook, thesis statement, order of development, proof from the text and analysis of text (the last part is worth 40 and the rest 10 pts each). Note that just plain summation will lose points from the analysis section of the scoring. You can compare “The Wanderer” to BEOWULF in your analysis.

"Monster and the Critics"

We are going to read J.R.R. Tolkien's "The Monster and the Critics". Your assignment is to post a blog entry outlining his arguments and then responding with your own thoughts about his ideas. I expect this blog posted by Monday. Take notes as you read- as in mark the text and have a reading journal next to you. Below is a study guide for Beowulf reading.

Go here to read an interesting essay on Anglo-Saxon heroes.

For Tuesday you'll need to post two more literary devices from your list.

BEOWULF STUDY GUIDE:

Answer the following questions on your own paper
1. Describe the following characters:

*Hrothgar
*Grendal
*Beowulf
*Shield Sheafson
*Wulfgar
*Ecgtheow

2. Describe Heorot
3. What is important about the descriptions of Shield Sheafson? What was his childhood like? What was has burial like?
4. Discuss the manner in which Beowulf addresses the sentinel guarding the coast? What is odd about it?
5. Give two reasons Beowulf comes to Denmark.
6. Why does Grendal attack Heorot?
7. How is Heorot symbolized before Grendal’s coming?
8. How long has Heorot remained empty?
9. What is the significance of Grendal being descended from Cain?
10. Give four examples of Kennings in the story.
11. Give four examples of Alliteration in the story.
12. Discuss wergild and how it has worked so far in the story.
13. Discuss how the following themes have appeared in the story: Loyalty, Reputation, good vs. evil, Christianity vs. Paganism, role of women, role of Kings, role of the Warrior, Beowulf as a anti-war poem. Give examples of scenes that back up each


14. How does Beowulf become king?
15. Who are the Geats sworn enemies?
16. What are some of Beowulf’s heroic exploits after Grendel and before the dragon?
17. How does Pride get the best of Beowulf?
18. Which of Hygelac’s sons was killed by his brother? What theme does this reinforced?
19. How does the role of the warrior vs. the role of the king work in these pages?
20. What purpose does the comparison between Beowulf and Siegmund serve? The comparison between Beowulf and Hermod?
21. Why is the story of Finn included just before Welthow appears?
22. Describe the lake.
23. What does Hrothgar warn Beowulf about in his speech?
24. Why are their ancestors so important to the warriors in Beowulf?
25. Identify and discuss the Christian influences on the poem.
26. Identify and discuss the Viking/Scandinavian elements in the poem.
27. Discuss the code of loyalty in Beowulf. How is the society structured? What is important to the warriors in Beowulf? What
qualities did they feel a good king should possess? What do they consider “courageous”?
28. Discuss the battle between good and evil in the poem. Who represents good? Who represents evil?
29. Discuss the role of women in this patriarchal world. Cite examples from the text.
30. Is Beowulf a hero? Why/why not?
31. Discuss the role of reputation in Beowulf. Cite examples from the text.
32. Compare and contrast the battles with Grendel and the dragon. Consider the cause of each monster’s attack, Beowulf ’s
motivation for countering the attack, Beowulf ’s battle preparations, and the conclusions of each battle.
33. Discuss the behavior of Beowulf ’s men in each of these battles.
34. What attitudes and actions lead to Beowulf ’s downfall? Defend your answer with examples.

Essay #1

Literary Analysis: BEOWULF
Due Date: 10/12/2011

This particular writing project requires you to read and write an in depth style analysis of a challenging work of literary merit. Due to the independent nature of the project, you will need to be vigilant in completing all of the tasks required because I will not be reminding you every week to work on this. There are two parts to this assignment. First, there is a dialectical journal you must keep while reading your novel (the guidelines for that journal will be provided separately) . Second, you must complete all of the sections detailed in this document.

For this project, you need to write about each of the areas below. For the sake of clarity and organization, please make sure that each of your sections has the proper heading, and that the sections are dealt with in the order in which they are listed on this assignment sheet. Due to the nature of this research paper you do not need to provide transitions between the different sections, you merely need to provide the heading. This assignment must be typed, with a standard 12 point Times New Roman font, and 1.5 spaced. The cover sheet should contain your name, class period, and date submitted. All of the standards for proper convections are expected. A paper that has a distracting number of errors will only be eligible to receive a “C” or lower.

Each section has a series of questions that are meant to stimulate your thinking and writing. They are not intended to be answered in order, but instead are intended merely to act as a guide for your analysis.

One last important note: FOR EACH SECTION, make sure that you connect your commentary both to DIRECT TEXT EXAMPLES (always cited with the correct page number!) as well as to the NOVEL AS A WHOLE. Only papers that accomplish this will receive an “A” grade.

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel. What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used? Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices. Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information? Is the perspective reliable, or is it highly subjective? How are important ideas received? Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues? Why is the perspective used particularly effective for this novel?

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text? How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet? Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.


5. SETTING: Where and when does the novel occur? How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described? Are there any important settings that contrast or parallel each other? Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted. What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme? Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on or evaluation of that concept through the text.

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

8. DICTION: Analyze the novelist’s word choice. Is the language high or formal, neutral, informal? Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain? Flowery? Concise? Vulgar? Dense? Elevated? Select a passage that illustrates your observations and discuss this passage directly.

10. TONE: What is the author’s attitude towards the subject of the novel? Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

11. TITLE: Why is this title so appropriate for the novel? Does it have literal or symbolic significance? Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

12. MEMORABLE QUOTE: Choose and type out one quotation that you believe to be significant or noteworthy. Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

13. PERSONAL RESPONSE: What did you enjoy about the novel and why? What did you not enjoy about the novel and why? Are you eager to read another novel by this author? Would you recommend this novel to a friend? Make a case for either adding the novel to the AP curriculum, or give reasons why it should not be a part of this course.

Beowulf Themes

THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, Revenge