Author Archives: evelynoconnor

Titles

Sometimes you are asked to comment on the appropriateness of the title of a poem, novel, play etc…

Ask yourself what it is the writer wanted to get across in their title. He/she might want to

  • capture the essence of the storyline
  • make reference to the central theme/themes
  • have some symbolic undertones
  • rouse the reader’s curiosity

This is a careful juggling act however. A few years ago one of my students wrote a brilliant short story but spoiled it by leaving absolutely nothing to the imagination in her choice of title:” The Car Crash

I came across a similar case when I lived in France. A movie called The General’s Daughter was in the cinema. It tells the story of  murder victim Elisabeth and you are completely on her side until you find out some disturbing details about her past.The French title “Le déshonneur d’Elisabeth Campbell” totally spoils the audience’s experience (of being shocked as her secrets are gradually revealed) by giving too much information.

Take a title like “To Kill A Mockingbird”.

The entire plot revolves around the idea of innocent creatures being harmed – Boo Radley, Tom Robinson & his family, even Mayella Ewell so the essence of the plot is captured in the title.

The central themes are discrimination and growing up. Both are referenced in the title. Atticus teaches Scout not to discriminate against or harm any innocent creature and he knows that she has grown into a reponsible young girl when she follows this moral in her own life.

The full symbolic meaning of Atticus’ saying is fully understood by Scout in the final chapter when she decides that turning Boo over to the police and then having him exposed to the scrutiny of the entire community for his heroism would be ‘”sort of like shooting a mockingbird”.

However, on first glance, the title is a mystery and it is only upon reading the novel that it’s full significance is understood. The title is unusual & dramatic because it talks about killing but mentions a songbird. This clash of ideas grabs our attention. Even the grammar of the title is strange – it leaves us hanging because it’s not a complete sentence. Again our curiousity is aroused yet having read the book we feel the title perfectly captures the essence of the novel’s plot, themes & symbolism.

 

Broadsheets vs. Tabloids

TABLOID HEADLINES are usually:

  • SHORT + SIMPLE eg “COP KILLERS ESCAPE”
  • DRAMATIC + EMOTIVE eg. “JADE HOURS FROM DEATH”
  • BIASED eg. “THUGS TRASH PADDY”S DAY PARADE”
  • Use SLANG eg. “PUNTERS PUNISH HUNTERS”  “BONO NAGS BUSH”
  • Sometimes use ALLITERATION eg. “BECKHAM BIDS BYE-BYE”
  • Sometimes use PUNS eg. “SUPERMARKET SORRY 4 MIS-STEAK”
  • Sometimes use CLICHES eg. “CAN’T BUY ME LOVE”
  • Sometimes use RHYMES eg. “SIMON’S AGE RAGE”

A pun is a play on words eg. “Hole found in nudist camp wall. Police are looking into it.”

A cliché is an over-used/well-known phrase: “Good old days” “Monkey see, monkey do”

BROADSHEET HEADLINES are usually:

  • LONGER eg. “GOVERNMENT URGE MINIMUM ALCOHOL PRICE”
  • FACTUAL eg. “POOR FORECAST THREATENS POTATO CROP”
  • SERIOUS eg. “JADE’S STRUGGLE  FOR LIFE A TALE OF OUR TIMES”
  • TRUTHFUL + UNBIASED eg. “PSNI ATTACKED DURING ARRESTS”

 

Tragic Hero?

Just what is a tragic hero? Obviously someone who is ‘tragic’ has suffered a great deal and we feel sorry for them. Someone who is a ‘hero’ is someone we admire and respect. The definition of the tragic hero in literature is only slightly more complex. You need to look for the following three elements.

The tragic hero

  1. commands our respect and sympathy
  2. possesses some human flaw in character or judgement which partially brings about his downfall
  3. recognises that he is somewhat to blame

Two other elements are worth mentioning. The first is that the consequences far outweigh the fault – in simple terms, he suffers far more than he deserves to. The second is that his suffering provokes an emotional response in the reader – the ‘tragedy’ is created because we are filled with grief & sympathy at the unfairness of what he has to endure.

If we apply this definition to Hamlet you’ll see that he

  1. Immediately commands our respect & sympathy. He obeys his mother despite his disgust at her behaviour. He values honesty “I have that within which passes show”. He is grieving his dead father & attempts to come to terms with his mother’s betrayal which evokes our sympathy. He is suicidal but moral “o that the everlasting had not fixed his cannon against self-slaughter” and aware of his duty to obey the King “it is not nor it cannot come to good but break my heart for I must hold my tongue”. He is described by Ophelia as ‘honourable’ and treats Horatio as a friend rather than as a subject (proving that he has no sense of being ‘better’ than others despite his royal blood).  You then need to look at how our sympathy for him ebbs and flows however. There are moments when we struggle to accept his behaviour – for example his reaction to killing Polonius, his decision to send R&G to their deaths and his treatment of Laertes in the graveyard. However, he regains his nobility somewhat when he exchanges forgiveness with Laertes, when he finally kills Claudius, when he saves Horatio, and in the tributes paid to him by Horatio & Fortinbras. (THIS IS A SUMMARY – YOU MUST OFFER A MORE IN DEPTH ANALYSIS WITH QUOTES)
  2. Possesses some human flaw in character or judgement which partially brings about his downfall. His ‘flaw’ is his procrastination, although this is a flaw we can admire. He is determined to establish Claudius’ guilt before he kills him, showing that he is a person who believes in doing the right thing. The deaths of many characters – Polonius, Ophelia, Gertrude, Laertes, even R&G can be either directly or indirectly viewed as a consequence of Hamlet’s ‘delay’, his rage at his own inability to act and then his impulsive ‘rash and bloody deed’ in killing Polonius, thinking it was Claudius behind the arras. (THIS IS A SUMMARY – YOU MUST OFFER A MORE IN DEPTH ANALYSIS WITH QUOTES)
  3. Recognises that he is somewhat to blame. Throughout the play Hamlet makes reference to his tendency to think rather than act. Almost all of his seven soliloquies involve deeply self-critical commentary. He cannot explain, justify, or even understand “why yet I live to say this thing’s to do”. He is filled with shame when he compares himself to Fortinbras & Laertes. Thus Hamlet absolutely recognises his flaw. (THIS IS A SUMMARY – YOU MUST OFFER A MORE IN DEPTH ANALYSIS WITH QUOTES)

The entire play dramatically presents a battle between rage & despair in Hamlet’s soul as he struggles to come to terms with the fact that he must carry out a deed which is anathema to his personality “the time is out of joint o cursed spite, that ever I was born to set it right”. Thus we respect him, feel sympathy for him, recognise (as he does) his flaws and experience his death as deeply tragic yet in some ways inevitable. He ticks all the boxes so a question asking you to discuss whether or not Hamlet is a tragic hero could be fairly straightforward if you just keep these three things in mind!

You could complicate it further IF YOU WANTED TO make your answer more original.

Let’s think for a second about the idea of the anti-hero. This is a character who we ‘admire and feel sympathy for’ so that box is still ticked. What makes the antihero different is their personality – something in their character is different to our usual definition of a ‘hero’. In Hamlet’s case he doesn’t behave the way we expect the hero to behave in a revenge tragedy – we expect him to carry out his revenge quickly and unequivocally, without hesitation. Instead he examines the morality of what he must do, gets sidetracked into arguments with the women in his life, thinks long and hard about killing himself (but as with everything else he talks about, he doesn’t do it!), gives a lecture on good acting to some actors, fails to kill Claudius because he wants him to burn in hell forever, kills Polonius by accident, is sent away, makes a deal with some pirates, comes back and again gets sidetracked – this time into a fencing match which will prove fatal for all of the major characters who aren’t already dead. So his ‘flaw’ (procrastination) is also the thing which makes him more antihero than hero. If you wanted to you could describe him as a tragic antihero rather than as a typical tragic hero. Or you can stick with the simpler definition above.

Now think about this for a second. Do you like him? I find myself torn between sympathy (your mom’s a bitch) and frustration (just do it already!). Psychologists say the traits you most dislike in others are often the things you most dislike about yourself. Let’s apply that to Hamlet for a second – he annoys me because he talks about doing things instead of just doing them. Then I think about myself – I talked about doing this website for well over a year before I actually did anything about it. I keep talking about going to NY but I’ve never been. Right now I should be finalising things for the short story competition but I’m putting it off. Now think about yourself for a minute. Think about all the time you waste talking about and thinking about studying but not actually doing it! If Hamlet irritates you maybe that’s because he is so goddamned HUMAN. So weak, so flawed and so like all of us. Maybe we want our ‘heroes’ on telly, in the movies, in plays, to be more heroic and less real. Paradoxically however, the fact that he is so real, so ordinary, so flawed, so weak, so impulsive and so insecure is what makes him so fascinating, so compelling and so tragic.

Hamlet – typical questions

It’s difficult to predict what questions will come up for the Shakespearean play. A couple of years ago a lot of multinational companies in Ireland complained that graduates were increasingly finding it difficult to critically analyse data – in other words, to think about large amounts of information and pick out what mattered. Simultaneously, concerns were raised about grade inflation – the number of people achieving high grades in school and college exams kept increasing. The population weren’t getting any cleverer, so the exams must be getting easier.

The examinations commission responded and as a result the more predictable (‘there’s always a character Q’ or ‘personal response’ in poetry) questions are disappearing. There is no need to despair however. You know plenty – you just need a strategy to pick out what matters on the day.

If you figure out how to do this then you’ll also have developed a skill that will last you a lifetime, and one which multinational corporations will be looking for when you graduate college and are looking for a job. So it’s not all a big waste of time even if it feels like that now!

First of all let’s look at the broad categories questions usually fall into.

  1. CHARACTER
  2. THEME
  3. OPEN
  4. STYLE

You must be able to discuss the following when it comes to characters:

HAMLET

  • his state of mind (mostly revealed in soliloquies)
  • his ‘madness’
  • his delay (procrastination)
  • his nobility (is he a good man?) / strengths & weaknesses
  • a tragic hero or an anti-hero?
  • his relationship with Claudius (the struggle between them)
  • his relationship with women (Gertrude & Ophelia) & treatment of them

CLAUDIUS  (a good king? a villain? or an admirable villain?)

GERTRUDE (a good mother despite her flaws? a negative portrayal of women?)

OPHELIA (an innocent victim or a weak and foolish girl? a negative portrayal of women?)

I seriously doubt (please don’t let this come back to haunt me) they’ll ask you to discuss one of the minor characters like Polonius or Horatio, but be able to write one paragraph on each as they would be relevant in discussing good versus evil or loyalty and betrayal. You also need to be able to write one paragraph on Fortinbras and one on Laertes for the theme of revenge.

The major themes in the play are:

  • Revenge (and justice)
  • Good versus Evil
  • Loyalty & Betrayal
  • Appearance versus Reality (Deception)
  • Power & Corruption
  • Death
  • Love

For each theme – no matter what the wording – ask yourself

  1. WHO does this theme apply to?
  2. HOW / WHY does this character have to deal with this issue?
  3. Do they CHANGE over the course of the play?
  4. Are there any SCENES which highlight this theme specifically?
  5. What are our FINAL IMPRESSIONS of this issue?

Asking these questions – and being able to come up with answers yourself – is what critical analysis is all about. Also, anything you take the time to figure out for yourself sticks in your brain. Reading someone else’s ideas just isn’t quite the same!

Open questions ask you to discuss the entire play – not the plot, but your experience of watching/studying the play.

  • Favourite / most dramatic scene.
  • Relevance to a modern audience.
  • Although Hamlet is a tragedy, it is a play with many memorable comic moments – discuss.
  • Hamlet is a dark, depressing and pessimistic play – discuss.

Style questions are quite difficult and pretty rare in the new course (so far) – they ask you to look at how the play is written.

  • Language & imagery.
  • Dramatic function of various characters (how they make the plot more compelling).

No matter how the question is phrased on the day, you must stay calm. Keep using the words from the question and synonyms.

Write down the 5 key Q’s – 1. WHO? 2. HOW/WHY? 3. CHANGE? 4. SCENES? 5. FINAL IMPRESSIONS?

You must quickly plan your 6 paragraphs.

As you are writing, if one paragraph gets too long, turn it into two, no big deal.

Beware of just starting to write and writing until the hour is up (writing whatever comes into your head without doing any planning). This stream of consciousness approach tends to lead to waffle, plot summary and lots of irrelevant information which has nothing to do with the question.

Keep the question in your mind at all times as you write. Remember you must demonstrate that the information you are including is relevant to the question being asked.

If any of the questions above freak you out why not try to figure out what you might discuss now, rather than on the day? You don’t have to write the full essay, you could just plan your 6 paragraphs and think about what quotes you might include.

Good luck!

Comparative Modes

CULTURAL CONTEXT

Cultural context looks at the society the characters live in – the unique world mirrored/created in the text.

It also looks at how your culture can affect your behaviour and your opportunities.

Think about where and when each text is set.

Think about the values and attitudes that matter to these characters and about how they formed these beliefs – did their culture influence them?

The most powerful forces in a society include religion, gender roles, attitudes towards sex and marriage, social status/class, job opportunities/emigration, (wealth/poverty), politics, authority figures, stereotypes/ethnic identity.

The culture we live in can have a huge effect on how we live our lives. Our culture can shape our attitudes and behaviour. It can also limit our freedom.

GENERAL VISION AND VIEWPOINT

  • the view of life offered by the writer AND
  • the way the reader/viewer feels as they read/watch the text.

We already have certain expectations of a text once we know what genre it falls into – if it’s a tragedy, we expect the vision to be dark/sad/depressing. If it’s a comedy, we expect a lighthearted vision. If it’s a romance we expect a hopeful view of love. However, few texts fall neatly into one category -you can have moments of comedy in a tragedy, romances which don’t end in happily ever after, comedies which reveal sad truths about life.

You may want to ask yourself if the text is positive or negative

  • in the view of humanity it offers?
  • in the view of society it offers? does change seems possible?
  • in the way it ends? (the end leaves the most lasting impression)

Also ask yourself how you feel as you read/watch the text. Does it make you laugh? or cry? feel frustrated? or outraged? Does it leave you feeling like you have to challenge injustice? Make the world a better place? Or do you feel satisfied that all is well in the world?

THEME OR ISSUE

This one is pretty self-evident. Find ONE common theme – love, war, death, injustice, communication, family, conflict, isolation, plagiarism, forgiveness. Then look at how the theme is introduced, how it is developed, what our final impressions of this theme are.

LITERARY GENRE

Literary genre deals with how a story is told. On a basic level, the texts tell their stories differently depending on whether they are a novel, play or film. For the novel, this involves the use of descriptive prose with a narrator(s) forwarding the plot. In the play the story is told through the dialogue and stage directions. While we may study drama by reading its text, it is often easy to lose sight of the fact that playwrights intend for their work to be performed on stage and not simply read in a classroom. In this light, the performance of actors and indeed the production will be as critical as the text. This also applies to film-although interestingly we don’t study a film by reading its screenplay. However what distinguishes film from the other media is the ability of a director to use different camera angles and more elaborate sets/locations to tell a story.

The following aspects all contribute to how the story is told:

  • CHARACTERISATION: how are the character’s personalities revealed to us? how does the writer make us care about them and sympathise with them? All of the elements mentioned below contribute to characterisation.
  • NARRATION: Who narrates the story? Is there a narrator? Are there multiple narrators? If so, are they reliable? If not, how is the story advanced? How does the choice of narrator effect our attitude to the characters and our level of sympathy for them?
  • FLASHBACK: Do flashbacks fill in backstory and offer us a deeper insight into the characters? Texts often begin at a later point and then look back at what happened in the past – sometimes this adds to the suspense. We are literally filling in the blanks between then and ‘now’ (the point where the story began). Sometimes stories come full circle. This can be positive (so that’s how it all happened!) or negative (that’s so awful, all that effort and nothing has changed). Flashforward is used to jump forward in time and is very effective at keeping the reader/viewer engaged. Because we only get a partial glimpse of what lies in store for the character, we become very curious to fill in the gaps in our knowledge. Foreshadowing is a technique which just hints at what lies in store and this creates a sense of foreboding for the reader/viewer.
  • MUSIC & LIGHTING – this applies mostly to films and plays although some novels do make reference to songs that hold a special significance for the characters. Both are used to create and/or enhance a particular mood or atmosphere.
  • IMAGERY AND SYMBOLISM – are there any ideas that keep cropping up over and over again? What significance do they have? What do they represent in the journey the main character is on?
  • DIALOGUE – the writer can make use of local dialect, spell words phonetically (so the person’s accent is captured) or use varying degrees of formal and informal language both to reveal the characters social status/level of education and to show how comfortable or uncomfortable they feel with other characters.
  • COSTUMES/MAKE-UP/HAIR/PROPS – all of which reveal personality and inform us as to the era in which the text is set. Clothes can have a symbolic importance, reflecting how at ease characters are in their own skin and how well off they are. Hair and make-up can reveal emotions – wild or greasy hair reflecting laziness or depression, carefully groomed hair the desire to impress.
  • PLOT – CLIMAX/TWIST/RESOLUTION – how a text ends is enormously significant. This influences our feelings, our outlook on the themes and characters and the lasting impression the text leaves us with. Predictable endings can leave us feeling a bit left down (the ‘I could have written that myself’ syndrome!).