Friday, February 16, 2018

Great Expectations -- Plot, Theme, and Style

PLOT STRUCTURE ANALYSIS
            Charles Dickens is said to have explored a new ground in his novel, Great Expectations. The theme of self-knowledge explored in the novel expresses in part Dickens’ own search for a sense of self. May readers and historians have suggested that Pip has a touch of Dickens in him, making the fictional book feel almost autobiographical.
            Structurally, the novel is a narration by a mature and retrospective Pip. It is divided into three distinct “stages,” each labeled as a specific “stage of Pip’s expectations.” In chronological fashion, these chapters trace Pip’s progress from industrious obscurity as a child through willful idleness as an adolescent and young adult, to a resigned and modest acceptance of his true place in society. This is an obvious variation on the picaresque theme and carries with it many of the significant overtones of earlier picaresque novels.
            The first stage introduces all the major characters and sets the plot in motion. Pip’s situation is developed fully, including the first seeds of his desire to be “uncommon.” It leads to the revelation by Mr. Jaggers, the lawyer, that Pip is to inherit a huge fortune and become a gentleman. It is something Pip considers as miraculous, though mysterious, as his patron’s identity is not to be revealed for the time being. Mr. Jaggers only imparts to him that his benefactor has great expectations from him and so with the support of his anonymous provider, Pip’s expectations of himself also rise, and the action shifts to London.
            The second stage of Pip’s expectations, therefore, has a change of setting. In this section, Pip’s development into a “gentleman” is explored. It describes the spendthrift and idle way Pip squanders wealth and what kind of person he has become. On the surface of things, Pip believes that he is living up to his great expectations. He also expects to have Estella’s hand in marriage. But this stage of his expectations is brutally shattered when Magwitch discloses his identity to Pip.
            The third stage of Pip’s expectations explores the complete collapse of Pip’s great expectations, which are replaced by a more mature sense of life and respectability. This section primarily constitutes his transformation, which has been at the heart of the novel. Such a pattern of growth, development and re-education reflects the Bildungsroman tradition of Great Expectations.
            The novel, though divided into these three stages, is further divided into episodic chapters due to the publication of the novel serially. Each chapter must necessarily have a complete movement as well as some sort of trigger that will induce the reader to buy the magazine the following week in order to see what will happen next.

THEMES - THEME ANALYSIS
            Pip’s great expectations are a dramatized exploration of human growth and the pressures that distort the potential of an ordinary individual, especially in the process of growing up. Pip is a simple blacksmith’s boy who aspires to cross social boundaries when he realizes his own upbringing is common; however, he has no means to change. Mysteriously, he is given the means, but wealth only brings with it idleness. He learns that happiness in life can be achieved only by hard work and that great expectations not grounded in reality can only lead to tragedy and heartache.
            Part of this theme is an exploration of the dignity of labor. Pip initially feels ashamed to associate himself with Joe but later realizes that hard work brings honor to a man. As for honor, Pip realizes the importance of traits like loyalty and kindness, and eventually understands that no amount of money can make up for the lack of those traits. Supplementary to this theme is the sharp juxtaposition of appearance and reality, as well as the traditional notion that pride comes before a fall. Pip learns valuable lessons from his misguided assumptions. And his pride causes him to do things he is later ashamed of. A final thematic consideration is the belief that goodness is always able to supplant evil, even in characters like Miss Havisham. Mrs. Joe, Magwitch, Estella, and Pip are further examples of characters whose inherent goodness is apparent despite their wrongdoings.
            Essentially, it is a novel about contentment and humility, as well as honor. The thematic notion of great expectations touches on every aspect of common emotions like pride, ambition, envy, greed, and arrogance. The lesson Pip learns is that one should never presume he is better than another. As Joe tells him, it is far better to be uncommon on the inside than the outside. A person’s possessions do not matter as much as a person’s actions.

AUTHOR'S STYLE
            Dickens has shaped Great Expectations on the lines of the Bildungsroman genre, which closely follows the inner growth of a protagonist from his childhood to middle age. In many respects, it contains themes and emotions directly related to the author’s experience. However, the fictional nature of the story allows Pip to relate incidents and events that are similar to sensitive spots in Dickens’ own life without becoming too deeply involved in the narration himself. For instance, the description of Pip’s childhood has some affinity with Dickens own life. Also, Estella seems directly inspired from Maria Beadwell, a lady whom Dickens loved; Beadwell snubbed him coldly because of his low social status.
            Great Expectations boasts a carefully designed structure in three emergent stages. The simplicity of childhood memories in stage one is reflected in the generally direct narrative style. In contrast, the texture of stage three is much more complex, because as the action accelerates, substantial information about the histories of Magwitch, Compeyson, Miss Havisham and Estella are revealed.
            Great Expectations is a rich text illustrative of Dickens’ gift for realistic and dramatic speech. The author carefully studied the mannerisms of people and reported them in the depictions of his characters. Joe is a good example. The speech patterns he uses characterize him well and endear him to the reader much more than mere incidents or descriptions that describe him to be soft hearted.
            A novel with a vast range of subject and incident like that in Great Expectations has to be written carefully, paying great attention to unity and detail. Of all Dickens’ works, this one is generally thought to be the best. The fine tapestry of the novel is woven with vivid scenes of London as well as misty recollections of the marshlands. The haunted stagnancy of Satis House is an ever-present character in and of itself. In the midst of all this graphic description and palpable action, there is also an internal transformation taking place, one in which Pip learns to appreciate his true self and position in society. The varied texture of the novel in all these aspects sustains and maintains the interest of the reader, highlighting the completely balanced style of Dickens as a master craftsman.


Friday, February 9, 2018

British Literature Class Notes -- Week 4 (February 8)

Greetings!

We had a good discussion in class.  We've progressed almost 600 years from the writing of Beowulf to Shakespeare's late 1500s.  Shakespeare wrote 37 plays and 154 sonnets.  Although he's known for his rhyming, the play that I've chosen for us to read, Much Ado About Nothing, is not written in verse. 
Image result for shakespeare
  While this is not one of Shakespeare's more complex plays, I feel that as a group we are able to dig a little deeper into the motivations and themes.  This week we discussed Benedick's and Beatrice's relationship, the idea of lies, spying, and overheard conversations, the theme of masks and mistaken identity, and character development.

For those who are interested, Librivox has an audiobook for the whole play.  Feel free to listen to this recording with the book in hand.

Next week will finish Much Ado and introduce Great Expectations by Charles Dickens. 


As I mentioned at the beginning of the semester, students will be taking turns leading the discussions.  I've modeled how to discuss the book and tie in the various questions that students bring to class.  Below is the discussion leader schedule:
Week 4 (2/8) -- Mrs. Prichard
Week 5 (2/15) -- Daniel
Week 6 (3/1) -- Mrs. Prichard
Week 7 (3/8) -- Daniel
Week 8 (3/15) -- Caleb
Week 9 (3/22) -- Sam
Week 10 (4/5) -- Mrs. Prichard & Daniel
Week 11 (4/12) -- Mrs. Prichard & Caleb
Week 12 (4/19) -- Mrs. Prichard
Week 13 (4/26) -- Sam
Week 14 (5/3) -- Mrs. Prichard
Week 15 (5/10) -- Caleb & Sam


Assignments for Next Week:
-- Read Acts III, IV, & V of Much Ado  (Make sure you get your reading done!)
-- Write 3 Discussion Questions

Links for this Week:
Class Notes
Utah University Much Ado performance (Latin American setting)
Bexhill Theater Performance  (1945 setting)

Have a great weekend,
Mrs. Prichard

Sunday, February 4, 2018

British Literature Class Notes -- Week 3 (February 1)

Greetings!

We had a great time in class with all 3 of our students!  At first I wondered if we would be able to fill the whole class time with only 3 students, but they have done a wonderful time filling up the class time with insightful comments and questions.

We finished Beowulf this week and discussed the final three quests of the book:  Grendel's mother and the dragon guarding a treasure.  This book in the form of prose is not the most stylistic piece of literature, but the themes and story are an important parts if the literary history of Britain.

Our next week we will start Shakespeare's Much Ado About Nothing.  This is one of the most enjoyable of the Shakespeare plays; rather than verse, it's written in prose.  The plot line has been copied by numerous stories and movies.  They should read Acts I, II, and III.

I also gave the students the book that follows the Shakespeare play, Dickens's Great Expectations, so that the students have it and can start in early with their reading.

Assignments for Next Week
-- Read Acts I, II, and III
-- Write 3 Discussion Questions


Links for This Week
Class Notes


If you're watching the Super Bowl, enjoy.
Have a great week!
Mrs. Prichard

Monday, January 29, 2018

British Literature Class Notes -- Week 2 (January 25)

Greetings!

My apologies for the lateness of these Class Notes.  I usually send them out before the weekend is over, but it just didn't happen this week.  Unlike my other classes that have a variety of types of assignments, the homework is pretty straightforward for this class:  Read the assigned sections and come up with some thought-provoking discussion questions.

This past week we worked through the first part of the classic Beowulf.  I've chosen a prose version of this story rather than the epic verse version because I thought the story would be easier to understand.  If you are interested in reading a poetic version, Seamus Heaney has the best translation, and here is a link to a PDF version.  

During or last class, we used the questions from the study guide for our discussions.  These questions modeled the types of questions that I would like the students to write themselves.  Simple questions that help us make sure we have the basics down (i.e. who, what, when, where),  but I would like the students to go beyond comprehension questions, asking questions that start with "How" or "Why."  (If you're interested, Bloom's Taxonomy describes the levels of thinking abilities that progress from basic to higher order critical thinking, and this website has a great chart that I've used in composing study guides.)

We've only had two weeks together, but I'm pleased with our discussions.  Even with a small class, we've kept ourselves engaged up until the end of our time.  Way to go, students!  Below are some helpful and interesting short videos related to the story of Beowulf.

Assignments for Next Week:
-- Finish Beowulf
-- Write 3 Discussion Questions (These must be written out and ready to hand in)

Links for This Week:
Class Notes

Happy Reading & Stay Warm!
Mrs. Prichard

Friday, January 19, 2018

British Literature Class Notes -- Week 1 (January 18)

Greetings!

Welcome to British Literature.  We've had a great start to this class.  This is one of my favorite classes to teach; I love British literature, and I love discussing it with students  This is a small class this semester, only 3 students, but I have high hopes for the quality discussions that we will have!

We began our class with a Quick Write, in which I wanted the students to respond to the question, "What is your favorite book and why?"  We then discussed the elements of quality literature and determined that books that stand the test of time do so because of the story they tell and the style that they tell it in.  

Our first book is a prose version of the ancient story, Beowulf.  Written as heroic poetry, I have the students read a prose version because for the sake of this class, I choose to focus on the story rather than the poetic style that it was originally written.  Written some time between the 8th and 11th centuries, this work had been somewhat forgotten until J.R.R. Tolkein revitalized the study of it, not only because of its literary qualities, but also because of its linguistic and historic aspects.  One of the key parts of this class is our group discussions about the literature that we're reading.  My favorite aspect of these discussions is that students will bring discussion questions to class.  Rather than answer questions from a study guide that I provide, they are to read the material and come up with their own questions that they feel would be good to "mull over" in a discussion.  While we will talk about the specific details of the plot and characters, these questions should aimed at more critical thinking and analysis topics.  In other words, "how" and "why" questions.  As the students read the first portion of the book, they are also to pay attention the themes (see this page from Sparks Notes)  

For those new to my classes, I send out weekly Class Notes to let parents know what we did in class and to remind students about the assignments, along with any attachments for that week.  I also put the Class Notes and the content for any handouts on a blog for this class.  Finally, I have a Google Drive  folder that also has copies of the handouts.

I forgot to mention to the class that I have PDFs of coloring pages for the story of Beowulf on the shared Google Drive.  I will bring some copies to class next week, but students can follow this link to view the pages and print any that they want.

This week's links:
Class Notes

Assignments for Next Week:
-- Read p. 1 - 30 of Beowulf
-- 3 Discussion Questions:  Either answer questions from the Beowulf worksheet or write your own questions.

Have a great week!
Mrs. Prichard

British Literature Spring Syllabus, 2018



Literature
Reading Assignment Due this Week
Writing
Assignment Due this Week
Week 1 (1/18)
Brief timeline of British History;
Introduce Beowulf

Week 2 (1/25)
Discuss Beowulf;
Read History of English Literature (I & II)
Read p. 1 – 30; 3 Discussion Questions
Week 3 (2/1)
Discuss Beowulf;
Introduce Much Ado About Nothing
Read History of English Literature (III)
Read p. 30 – 57; 3 Discussion Questions
Week 4 (2/8)
Discuss Much Ado About Nothing
Read History of English Literature (IV)
Read Acts I, II & III; 3 Discussion Questions
Week 5 (2/15)
Discuss Much Ado About Nothing
Introduce Great Expectations
Read Acts IV & V; 3 Discussion Questions
Read History of English Literature (VII)
Week 6 (3/1)
Discuss Great Expectations
Read p. 1 – 96; 3 Discussion Questions
Week 7 (3/8)
Discuss Great Expectations
Read p. 96 – 191; 3 Discussion Questions
Week 8 (3/15)
Discuss Great Expectations
Read p. 191 – 286; 3 Discussion Questions
Week 9 (3/22)
Discuss Great Expectations;
Introduce Poetry
Read p. 286 – 380; 3 Discussion Questions
Week 10 (4/5)
Discuss Poetry (Romantic & Metaphysical Poets)
Read History of English Literature (VI)
Poetry selections TBD; 3 Discussion Questions
Week 11 (4/12)
Discuss Poetry (Victorian Poets);
Introduce Pygmalion
Read History of English Literature (VII)
Poetry selections TBD; 3 Discussion Questions
Week 12 (4/19)
Discuss Pygmalion
Read Acts I, II & III; 3 Discussion Questions
Week 13 (4/26)
Discuss Pygmalion;
Introduce 39 Steps
Read Acts IV & V; 3 Discussion Questions
Week 14 (5/3)
Discuss 39 Steps
Read p. 1 – 42; 3 Discussion Questions
Week 15 (5/10)
Discuss 39 Steps
Read p. 43 – 88; 3 Discussion Questions
Reflection Paper



Tuesday, January 16, 2018

British Literature -- Spring Technology Information

Greetings!

CHAT classes started again this week, and I'm excited to start the spring semester of classes.  We're going to have a great semester!

Below are explanations of my online sources that I provide as a resource for families.  

Class Updates:  Weekly, following our class, I will send out an e-mail that explains what we covered in class and what the assignments are. Occasionally I will include links to interesting or pertinent sites that pertain to our class discussion.  Any handouts from the class will be attached to these e-mails.  Double check to make sure these e-mails are making it to your Inbox and not the Junk/Spam folder.

British Literature Blog:  The weekly updates and copies of most messages are also posted on this site.  If you need to see a number of the updates at once, this is an efficient way to do it. Copies of the handouts (with the exception of those that are pdfs) will be posted on this blog.  Also, photos, images, videos, and links to other websites will appear on this site.  If you're curious, you can peruse the blog for past posts in order to get a feeling for what to expect this year. (That's where you will find this post!)

Google Drive.  This is an online storage site, and I have folders with all of the documents that I use in a folder for this class.  If a student is missing a worksheet or a handout, he/she can find it there.  You can click on this link for the following folders related to the class:   Writing, Grammar, Literature.

My GradeBook:  This is the online grade book that I will be using this year.  It is new to me, but since it is similar to the one I had previously used, I don't anticipate any problems.  My paper grade book is up to date with every assignment, but it may take a week or so to get the grades onto this site.  That said, it should be a pretty accurate picture of what homework is missing and ongoing scores for the work.  


Long story short:
-- If a student isn't sure of an assignment, he/she can check
     -- the syllabus that was handed out
     -- the Class Update
     -- the blog

-- If a student is missing something that I handed out, he/she can find it 
     -- as an attachment to a Class Update
     -- on the blog
     -- in the Dropbox folder.

-- If you have questions about grades or missing homework, you can
     -- check My GradeBook
     -- send me a personal e-mail.

If you have any questions, let me know.  

I'm looking forward to teaching this great group of students!
Mrs. Prichard