Sunday, August 3, 2025

DRAMATIC MONOLOGUE

 Definition: A dramatic monologue is a poetic form where:

·        One speaker speaks at length

·        To a silent or implied listener

·        In a specific situation or moment

·        Often revealing personality, motives, and inner conflicts

Key Features:

1.     Single speaker throughout

2.     Silent audience or listener

3.     Psychological insight into the speaker

4.     Often set in a dramatic situation

5.     Mixture of revelation and self-deception

Famous Examples:

1.     “My Last Duchess” by Robert Browning

o   The Duke speaks to an envoy about his late wife, unknowingly revealing his pride, jealousy, and cruelty.

2.     “Ulysses” by Alfred Lord Tennyson

o   Ulysses reflects on his past and desire to keep exploring, revealing restlessness and heroism.

3.     “The Love Song of J. Alfred Prufrock” by T.S. Eliot

o   A modern monologue revealing insecurity, indecision, and social anxiety.

Purpose and Effect:

·        Offers deep character study

·        Blurs the line between speech and confession

·        Builds dramatic tension

·        Often reveals unreliable narration (what the speaker says vs. what the reader understands)

Dramatic Monologue vs. Soliloquy

Form

Speaker talks to…

Example

Dramatic Monologue

A silent listener

“My Last Duchess”

Soliloquy

Himself (in a play)

Hamlet’s “To be or not to be”

SYMBOLISM

 Definition: A symbol is something concrete (like a thing or action) that stands for something abstract (like an idea, emotion, or concept).

Example: A dove (concrete object) is a symbol of peace (abstract idea).

Common Examples of Symbols:

Symbol

Represents

Rose

Love, beauty, or romance

Dove

Peace or purity

Scales

Justice or balance

Hourglass

Time or mortality

Rain

Sadness, cleansing, or rebirth

Fire

Passion, destruction, or transformation

 

Symbol in Literature – Examples:

1.     The Green Light in The Great Gatsby by F. Scott Fitzgerald
→ Symbolizes Gatsby’s hopes and the American Dream.

2.     The Conch Shell in Lord of the Flies by William Golding
→ Represents law, order, and civilization.

3.     The Mockingbird in To Kill a Mockingbird by Harper Lee
→ Stands for innocence and goodness.

4.     The Road in The Road Not Taken by Robert Frost
→ Symbolizes life choices and their consequences.

Purpose and Effect of Symbolism:

·        Adds layers of meaning to a text.

·        Encourages interpretation and critical thinking.

·        Makes the work more memorable and impactful.

·        Helps convey themes and emotions in an indirect way.

 

IMAGERY

Definition: Imagery is the use of vivid and descriptive language that appeals to the senses to help readers visualize scenes, emotions, or experiences in a text.

Types of Imagery & Examples:

1.     Visual Imagery (Sight)
“The golden sunset spilled light across the quiet sea.”
→ Helps the reader see the scene.

2.     Auditory Imagery (Sound)
“The leaves rustled in the wind, whispering secrets.”
→ Appeals to the sense of hearing.

3.     Olfactory Imagery (Smell)
“The scent of freshly baked bread warmed the air.”
→ Appeals to the sense of smell.

4.     Gustatory Imagery (Taste)
“The lemon was sharp and sour, biting her tongue.”
→ Appeals to the sense of taste.

5.     Tactile Imagery (Touch)
“The icy water stung his fingers like needles.”
→ Appeals to the sense of touch.

Purpose and Effect of Imagery:

·        Creates mental pictures and emotional resonance

·        Makes writing more immersive and vivid

·        Enhances mood, tone, and theme

·        Helps the reader connect emotionally to the text

 Imagery in Poetry Example:

"I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils..."

— William Wordsworth

This uses visual imagery (golden daffodils, cloud) to describe a natural scene.

 

METAPHOR

 Definition:   A metaphor is a comparison in which one thing is said to be another, helping to explain an idea or make a description more powerful and imaginative.

Examples:

1.     "Time is a thief."
(Time steals moments from our lives, like a thief would)

2.     "The world is a stage."William Shakespeare
(Compares life to a theatrical performance)

3.     "He has a heart of stone."
(Suggests he is emotionally cold or unfeeling)

4.     "Her voice is music to his ears."
(Means her voice is very pleasant)

5.     "Books are keys to wisdom's treasure."
(Compares books to keys that unlock knowledge)

Purpose and Effect of Metaphors:

·        Enhance meaning through symbolic language

·        Make abstract ideas easier to understand

·        Add poetic beauty, emotion, and depth

·        Common in poetry, literature, speeches, and songs

Metaphor vs Simile:

Device

How it compares

Example

Simile

Uses like or as

"She is like a rose."

Metaphor

Direct comparison

"She is a rose."

 

SIMILE

 Definition: A simile is a comparison between two unlike things using "like" or "as" to make the description more emphatic or vivid.

Examples:

1.     "As brave as a lion"
(Compares someone's bravery to that of a lion)

2.     "She was like a rose"
(Compares a girl’s beauty or nature to a rose)

3.     "He ran like the wind"
(Suggests he ran very fast)

4.     "Life is like a box of chocolates"Forrest Gump
(Life is unpredictable, like not knowing what chocolate you’ll get)

5.     "As cold as ice"
(Emphasizes extreme coldness)

 Purpose and Effect of Similes:

·        Makes descriptions more vivid and imaginative

·        Helps the reader or listener visualize or understand better

·        Adds emotion, humor, or drama to writing

·        Common in poetry, literature, song lyrics, and everyday speech

 

Simile vs Metaphor:

Device

Comparison Words Used

Example

Simile

    like, as

"He is as strong as an ox."

Metaphor

   no like/as

"He is an ox."

Assonance

 Definition: Assonance is the repetition of identical or similar vowel sounds in neighboring words, particularly in stressed syllables, without repeating consonant sounds.

Examples:

1.     "Hear the mellow wedding bells" – Edgar Allan Poe
(Repetition of the "e" sound in hear, mellow, wedding, bells)

2.     "I lie down by the side of my bride."
(Repetition of the long "i" sound in lie, side, bride)

3.     "The early bird catches the worm."
(Repetition of the "e" sound in early, bird)

4.     "Go and mow the lawn."
(Repetition of the "o" sound in go, mow)

Effect of Assonance:

·        Creates musicality and rhythm in writing.

·        Emphasizes particular words or themes.

·        Enhances the mood or tone (e.g., light, somber, eerie).

·        Helps in memorability of lines (often used in slogans or songs).

Difference Between Assonance, Alliteration, and Consonance:

Device

Repeats what?

Example

Assonance

Vowel sounds

"The rain in Spain falls mainly..."

Alliteration

Initial consonant sounds

"Peter Piper picked a peck..."

Consonance

Repeated consonant sounds (anywhere)

"The lumpy, bumpy road"

 

Alliteration

 Definition: Alliteration is the repetition of initial consonant sounds in two or more closely placed words.

Example: “Peter Piper picked a peck of pickled peppers.”
(Repetition of the “p” sound)

Examples of Alliteration:

1.     "She sells seashells by the seashore."
– Repetition of “s”

2.     "The fair breeze blew, the white foam flew..."Coleridge
– Repetition of “b” and “f”

3.     "Whispering winds wandered wildly."
– Repetition of “w”

4.     "From forth the fatal loins of these two foes..."Shakespeare
– Repetition of “f” sound

Purpose and Effect of Alliteration:

·        Creates musicality and rhythm

·        Draws attention to particular phrases or themes

·        Enhances mood (e.g., soft sounds for calm, hard sounds for tension)

·        Makes language more memorable and engaging

Alliteration vs. Assonance vs. Consonance:

    Device

     Repeats…

            Example

Alliteration               

Initial consonant sounds

        “Big brown bear”

Assonance

Vowel sounds

        “Hear the mellow wedding bells”

Consonance

Any repeated consonant

       “The lumpy, bumpy road”

OLIVER TWIST (CHARLES DICKENS)

 Introduction

Oliver Twist, written by Charles Dickens in 1837–1839, is one of the earliest novels in English literature to center on a child protagonist. Set in Victorian England, the novel vividly portrays the harsh realities of poverty, child-labour, crime, and the failures of institutional systems like the Poor Laws and workhouses. It also offers a powerful critique of the social conditions.

The Plight of the Poor and the Workhouse System

The novel opens in a workhouse, immediately immersing in the grim world of England’s poor. The infamous scene where Oliver asks, “Please, sir, I want some more food,” underscores the cruelty and dehumanization of institutional charity. Dickens uses the workhouse to criticize the Poor Law Amendment Act of 1834, which forced the destitute into workhouses under the pretence of reform, stripping them of dignity. Characters like Mr. Bumble and Mrs. Mann represent corrupt and self-serving authority figures who exploit the very people they are supposed to help. By exposing these systems, Dickens evokes sympathy for the poor and forces readers to confront the injustice embedded in the society.

Innocence vs. Corruption

Oliver himself is a symbol of innate goodness and resilience. Despite his exposure to crime, abuse, and hardship, he never loses his moral compass. This contrasts starkly with characters like Fagin and Bill Sikes, who represent moral decay. Fagin's manipulation of children into a life of crime and Sikes' brutal violence reflect the corrupting forces of urban poverty and criminality.

Nancy, however, is a morally complex character. Though a member of the criminal underworld, she displays deep compassion and ultimately sacrifices her life for Oliver. Through Nancy, Dickens suggests that even in the darkest environments, humanity and redemption are possible.

Critique of Class and Social Injustice

Dickens illustrates how class determines the fate of individuals. Oliver’s unknown noble lineage protects him in the end, but Dickens critiques the notion that only the well-born are worthy of compassion and justice. The contrast between Oliver’s treatment as a pauper and later as a gentleman highlights the hypocrisy of Victorian society.

Additionally, the novel portrays the wealthy as morally responsible for the welfare of the poor. Characters like Mr. Brownlow and Rose Maylie embody this ideal, using their privilege to aid Oliver. Yet, Dickens also warns against the apathy of the upper classes and the dangers of ignoring the suffering around them.

Language, Tone, and Narrative Technique

Dickens blends satire, irony, and melodrama to expose societal wrongs. His descriptions are vivid and emotionally charged, often using humour to criticize authority. The omniscient narrator provides moral commentary, guiding the reader’s judgments and reinforcing the novel’s themes of justice and compassion.

Conclusion

Oliver Twist is more than a story of a mistreated orphan. It is a profound social document that challenges injustice, questions the morality of systems meant to help the vulnerable, and upholds the importance of compassion and moral integrity. Dickens’ portrayal of Oliver’s resilience amidst adversity remains a timeless reminder of the need for empathy in a world divided by wealth, class, and power.

 

 

 

 

 

 

 

Saturday, February 22, 2025

Animal Victims from Survival (Margaret Atwood)

 Introduction: Margaret Atwood in “Animal Victims” from Survival speaks about the dangers caused by human beings, especially the Canadians to animals. In symbolic tone, she also talks about how like animals, the Canadians are victimised by Americans, the imperialists. While she searches for animal stories in Canadian literature, she gets awe-struck as she comes across the animal stories written by Ernest Thompson Seton and Sir Charles G.D. Roberts and also some other Canadian authors. Their stories reflect the very Canadian psyche. The Canadian ‘animal stories’ as a genre differs from English and American animal stories. So, she contradicts Alex Lucas’ views found in “A Literary History of Canada” through this essay, “Animal Victims”.

British Animal Stories: The Canadian literary ‘genre’ and its approach to the subject, animal-victim is unique. In British Literature, for example, in Kipling’s “Mowgli” Kenneth Grahame’s “The Wind in the Willows” and Beatrix Potter’s “Tales” animals are personified and so they are benign like the while rabbits in “Allice in Wonderland”. The animals have an organized hierarchy like the one in human world. When these animal tales were translated into other forms like cartoon movies, and song-dance, the animals were given human speech and human nature.

American Animal Stories: However, in American animal stories these animals are able to speak English but they are not the centre of action, because these stories are ‘hunting stories’ which depend on human or animal hunters. For example, the white whale in “Moby-Dick” the bear in Faulkner’s “The Bear” the lion in Hemingway’s “The Short Happy Life of Francis Macomber” the grizzlies in Mailer’s “Why Are We in Viet Name?” are endowed with magic symbolic qualities. So, the hunters try to match themselves against these animals and finally conquer them by killing. “Winning” over “Nature” enhances their stature. In fact, in American animal stories the success of the animal lies in terms of adjustment to people – as in Jack London’s “White Frog”. However, in the animal stories of Seton and Roberts, (the authors who are part Canadian and part American) the death of the animals is seen as tragic or pathetic because the stories are told from the point of view of animals.

Canadian Animal Stories: English animal stories are about “social relation”, Americans’ are about “People killing animals” and the Canadians’ are about “animals being killed”. For example, in “Moby-Dick” the white whale exclaims “Why is that strange man chasing me around with a harpoon”? and so we mourn for the struggle of the whaler but in Canadian, E.J. Pratt’s “The Cachalot” we mourn for the death of the whale. However, all these animal stories have tragic tone. Seton in the Preface of “Wild Animals I Have Known” states that “wild animal always has a tragic end”.  But in reality, it is not the animal which speaks and writes about its story but it is people who write it, like how the “Indian stories” until recently were written by the White people.

In Seton and Roberts stories animals are killed either by another animal or by men. Seton reverse the “Nature-as-Monster” pattern in “Lobo”, “The Springfield Fox” and “Redruff” and writes that animals in these stories suffered or killed by men and not by other animals. Hence Atwood says that “Seton and Roberts suggest “pathetic” than “tragic” end because in ‘tragic’ the hero should possess some tragic-flaw but in ‘pathos’ as a literary mode simply demands that an innocent victim suffer”. To explain ‘animal victim’ by Seton, Atwood also quotes the essay “Lives on the Hunted: The Canadian Animal Story and the National Identity” by James Polk. So according to Atwood one can understand the Canadian psyche from the animal stories. She painfully says that in Seton’s and Roberts’ stories only the individual animal is killed by men but in Fred Bodsworth’s “The Last of the Curlews” and Farley Mowat’s “Cry Wolf”, the Canadian concern on doomed-and-slaughtered-animals spreads far beyond the range of the ‘animal story’. The editor, Michael Ondaatjee of the book, “The Broken Ark” in the editor’s note reveals that in Seton-and-Roberts tradition men do not want to classify or treat animals as pets.

In Alden Nowlan’s “The Bull Moose” the moose is tortured before being killed, but the man is portrayed as a scarified-God-figure. In stories such as “Cain” and The Bull Calf” by Irving Layton, “Mountain” by Bill Bissett and the poem, “The Death of Animal” by Al Purdy, and “God Sour the Milk of the Knacking Wench” by Alden Nowlan the animals are shown as worth-sacrificing creatures.

Late 20th Century Canadian Literature: Dave Godfrey’s “Death Goes Better with Coca-Cola” is also about animal as victim. But the link such as ‘death with coca-cola’ has a significant relevance to Konrad Lorenz’s book “On Aggression” because in the book Lorenz portrays the destructive effect of the so called “higher culture”. Like this “The Generation of Hunters” has an allusion such as ‘America – ‘the conquering nation’ is the killer and ‘Canadians’ are the killed. In fact, Canadians too are hunters of moose or fish which is like that of American towards them. In Aldon Nowlan’s poem, the hunter image of Americans hunting the Canadians continues. According to Nowlan, as the Americans gets bored off hunting animals turn their attention on Canadians: “Canada is the place where Americans now come to hunt. The dead bear is Canadian, a trophy to be taken from ‘here to ‘there’ and ‘there’ is seen as civilized, safe, non-wild, a place of rituals that have lost their meaning and of fake surfaces, of living skins turned into rugs. The function of the Canadian ‘guides’ is curious; they are the middlemen, converting their own live reality to dead trophies so they can sell it” (Survival 80). Thus, in Canadian literature ‘animal as victim’ is a persistent image.

Scientific Survey: A Biologist, Desmond Morris conducted a survey of people’s reactions to animals and the discovery is that ‘the animals’ that people choose depend on the size of it and also the age of people: small children like ‘parental’ animals like bear and elephant; slightly older children prefer white mice and squirrels; adolescents like companion or sexual-power figures like dogs and horses; childless couples tend to favour cats, lapdogs and house birds; elderly people in England tend to identify with threatened or nearly-extinct species. But in Canada people join in animal-salvation campaigns such as protest over slaughter of baby seals and the wolf. But Canadians are interested in ‘fur trade’. So according to Atwood, from the point of view of animals Canadians are as bad as the people involved in slave-trade.

New Revelation and Perception: However, Canadians empathy for animals has a new revelation in the present century as they realized that they are also at near-extinct as a nation: “the culture threatens the ‘animal’ within them”.  Seton says that “The animals are us”. In Quebec, the animal story is different because the French Canadians view themselves as animals that are victimized, conquered and exploited. For example, in Seton’s “The Trail of the Sandhill Stag” the narrator corners a stag after a long hunt but can’t shoot because during the meaningful gaze he realizes that the stag is his brother. The French Canadians’ views differ from the English Canadians’ because the English psyche always thinks about “winning over”. In Morris’ findings it is noted that the English Canadians identify themselves with animal image as they feel that they are ‘threatened victims, because they need to confront the “superior alien technology”. So, Atwood views this transformation invariably in the “Position” matrix. According to her “there comes a point at which seeing yourself as a victimized animal -naming your conditions, as the crucial step from the ignorance of Position One through the knowledge of Position Two to the self-respect of Position Three – can become the need to see yourself as a victimized animal, and at the point you will be locked into Position Two, unable to go any further”. (Survival 82).

 

This instinct of ‘Positions’ is explored in Graeme Gibson’s “Five Legs” and “Communion” Putting Gibson’s patterns together we find “animal victim’ in Canada. In another version of “Communion” by Riton, the central character like Felix escapes to America but finally dies while trying to save his American identity. He killed a child accidently like how Felix who killed his pet dog and becomes a psychotic to kill himself. So according to Atwood, Canadians are in two conditions (i) exploited victims and (ii) those who need to be exploited victims – the first could be changed by altering the external environment but the second also involves the alteration of self, of the way we see ourselves.

Optimism in Canadian Literature: Still Canadian Literature finds tone of optimism by the contributions of writers like Michael Ondaatje. In his animal poems, the animals are more likely to incorporate vitality and energy than to be suffering victims. Joe Rosenblatt’s book, “Brumblebee Dithyramb” has a number of animal poems, in which Rosenblatt sees animals as “centres of irrepressible vitality” which cannot be matched with human vitality. In Layton’s poem “A Tall Man Executes A Jig” a tall man in his venture of finding revelation resists temptation, witnesses the suffering but does not curse. Ultimately, he wins in the end. This kind of optimism, according to Atwood certainly withholds the spirit and identity of Canadians in the international arena.

Conclusion: Thus, in “Animal Victims” Atwood brings out the thematic pattern, ‘animal victim’ in Canadian literature in two senses – one is that the Canadians’ animal killing nature and the second is that the Canadians as ‘killed’ or ‘the pathetic victims’ in the hands of Americans or the so-called higher-culture or technology. According to Atwood the great Canadian animal-victim tradition is akin to the Tall Man’s experience – the “restraint is heroic”.

 

Wednesday, February 5, 2025

French and American Schools of Comparative Literature: A Comparison

 French vs. American Schools of Comparative Literature: A Comparison

Comparative literature, as a discipline, explores literature across different languages, cultures, and time periods. It seeks to understand literature in a broader context, examining themes, influences, and literary techniques that transcend national boundaries. However, the approach to studying comparative literature has evolved over time, giving rise to different schools of thought. Two of the most prominent schools are the French and American schools. Here's a comparison:  

French School:

  • Focus: The French school, also known as the "influence studies" school, emphasizes the study of direct and indirect influences between literary texts. It seeks to trace how ideas, themes, and motifs have traveled from one work to another, often focusing on historical and biographical connections between authors and their works.  
  • Methodology: This school employs a positivistic and empirical approach, relying on historical evidence and textual analysis to establish clear lines of influence. It often involves detailed research into authors' lives, their reading habits, and the circulation of literary works across borders.  
  • Key Concepts:
    • Influence: The movement of an idea, theme, or motif from one text to another.
    • Reception: How a literary work is received and interpreted in a different cultural context.
    • Borrowing and Imitation: The direct use or adaptation of elements from one text in another.
  • Limitations: The French school has been criticized for its narrow focus on influence, sometimes neglecting other important aspects of literary analysis, such as aesthetic value, cultural context, and the reader's role in interpretation.

American School:

  • Focus: The American school emerged as a reaction against the perceived limitations of the French school. It broadened the scope of comparative literature beyond the study of influence, embracing a wider range of approaches and methodologies. It emphasizes parallel studies and intertextuality.
  • Methodology: This school is more eclectic and interdisciplinary, drawing on various critical theories and approaches, including formalism, structuralism, post-structuralism, feminism, and postcolonialism. It encourages the comparison of literature with other art forms and cultural phenomena.  
  • Key Concepts:
    • Parallelism: The study of similarities between literary works from different cultures, even in the absence of direct influence.
    • Intertextuality: The complex web of relationships between different texts, including allusions, quotations, and echoes.
    • Cultural Context: The social, historical, and cultural factors that shape literary works and their interpretation.
  • Strengths: The American school has been praised for its broader perspective, its openness to new ideas and approaches, and its emphasis on the cultural and social significance of literature.

Key Differences:

Feature

French School

American School

Focus

Influence

Parallelism, Intertextuality

Methodology

Positivistic, Empirical

Eclectic, Interdisciplinary

Key Concepts

Influence, Reception

Parallelism, Intertextuality, Cultural Context

Scope

Narrower

Broader

Criticisms

Too focused on influence

Can be too diffuse

 

DRAMATIC MONOLOGUE

  Definition: A dramatic monologue is a poetic form where: ·         One speaker speaks at length ·         To a silent or implied lis...