JC2 LITERARY EPILOGUE A NEW SYLLABUS, A NEW HOPE
JC2 LITERARY EPILOGUE Please be seated in 6 groups of 5 members. Each group should have a mix of at least 2 Lit classes.
The Flow Objectives 5 min Question Exchange 15 min Discussion + Outline 30 min Answer Exchange 10 min The Best Present 20 min
Objective 1 Make an informed personal, critical response to the text - Break down a challenging question into RELEVANT concerns and methods - Construct an original THESIS that captures the text’s purpose
Objective 2 Develop a seamless, coherent and sophisticated argument - Write clear TOPIC SENTENCES with the concerns / purpose / ‘why’ in mind - Arrange them in a SEQUENCE that builds towards your thesis
Objective 3 Analyse writers’ methods and e ff ects relevant to the question - For (a), select relevant methods and key evidence with DISCRIMINATION - For (b), identify and engage the passage through detailed CLOSE ANALYSIS
Question Exchange Q1. Age - Confined relationships Q2. Age - Ch 31: social roles / values Q3. Age - Ch 14: art and culture Q4. All My Sons - A family’s struggles Q5. All My Sons - Grief and mourning Q6. All My Sons - Act 3: self-denial
Analysis Steps TOPIC / TRIGGER Character, concern or method / e ff ect? FILL IN THE GAPS Identify relevant concerns / methods. EVIDENCE Key episodes / scenes? Key lines?
Huh? Whazzat? Ahh! Don’t panic. Use the METHODS and CONCERNS you know. Choose wisely. Remember that Old New York, bildungsroman, idealism, social responsibility, family are never far away. Same for the ironic narrator, visions, narrative / dramatic structure, tragedy, pathos, setting...
Cheat Code Q1-2 Q1. Society : (i) Social code that ‘denies humanity’; (ii) dull, uniform social customs; (iii) rigid social expectations - of who to marry; (iv) surveillance and scrutiny. Relationships : (i) Archer-Ellen as ‘smothered’ by social duty and obligation; (ii) Archer-May as confined, artificial, lifeless; (iii) Beauforts / Wellands as pragmatic, convenient; (iv) not necessarily romantic relationships! Q2. Social roles : Archer’s marital obligation to May; to forsake the ‘wild oats; to relinquish his ‘freedom’; contrast to Archer’s determination to join Ellen in Washington and Japan after. Social values : deceit, lies and the hieroglyphic world; tolerance / contempt towards philandering; Archer’s double standards; ‘habit and honour and all the old decencies that he and his people had always believed in’.
Cheat Code Q3-4 Q3. Art : Winsett’s literary failure and the need to ‘abandon his real calling’ for reality / a wage; the role of Winsett in Archer’s development Culture : the absence of ‘old European tradition’, Old New York likened to ‘a deserted house’; Archer’s desire to ‘emigrate’ out of his ‘smaller box, with a more monotonous pattern’ for colour, art, Ellen... Q4. Sentimental : negation of play’s social message? Emotion and catharsis as the centre of the play’s e ff ects A family’s struggles : conflict and tension within the Keller household; Mother’s self-alienation, father-son tension, Larry’s ‘disappearance’ and the ruptures it causes, the strain in the Keller-Deever relation
Cheat Code Q5-6 Q5. No triumph : Keller’s suicide as a rupture, not a resolution; Chris’s fallibility as a hero; collective denial / guilt of the family; Deevers Grief and mourning : no easy message on social responsibility, the damage caused by Chris / Larry’s ideals, Mother’s ‘mourning’ over Larry and then Keller, denial of Larry’s death returns to haunt them; Jim and Sue as embodiments of failed idealism Q6. Self-denial : Jim’s emphasis on compromising on one’s own beliefs and values; to live ‘dishonestly’ for the sake of family; parallel between Jim (good husband) and Chris (good son) drawn by Miller
JC2 LITERARY EPILOGUE ANSWER EXCHANGE Age group to go on diplomatic mission to AMS group Build bilateral ties by paying respective dues: AMS share
JC2 LITERARY EPILOGUE Send today’s work to marckenjilim@gmail.com These will be compiled and uploaded on f.b. / the blog.
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