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Brit lit 202/208

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by: Logan Fletcher

Brit lit 202/208 ENGL 208

Logan Fletcher

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Class discussion notes
British Literature II
Dr. Ereckson Jarvis
Class Notes
25 ?




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"Better than the professor's notes. I could actually understand what the heck was going on. Will be back for help in this class."
Darrick Aufderhar

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This 9 page Class Notes was uploaded by Logan Fletcher on Tuesday February 16, 2016. The Class Notes belongs to ENGL 208 at University of Tennessee - Knoxville taught by Dr. Ereckson Jarvis in Winter 2016. Since its upload, it has received 14 views.


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Better than the professor's notes. I could actually understand what the heck was going on. Will be back for help in this class.

-Darrick Aufderhar


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Date Created: 02/16/16
English notes – February 9 th  Direct Discourse – Carly said, “okay.”  Indirect Discourse – Carly said it was okay.  Free Indirect Discourse – perceptions, thoughts of character merge with narration; stream of consciousness (character psychology)  What a character is thinking has become more and more important  Writing styles have shifted from direct to free indirect Northanger Abbey – part two  General Tilney  Catherine says murdered or imprisoned his wife is the only possible conclusion (satire)  Chest Catherine found  ancient manuscript or laundry list; stayed up all night wondering what was on the papers and it turned out to be nothing  Catherine “glamorizing” what her life could be like living at the Abbey.  Abbey  No chimneys, modern section (servant’s work)  Henry Tilney  sarcastic; messes with Catherine’s gullibility, but there is a sense of playful flirting; blushing (physical reaction)  General Tilney plans for Catherine and Henry to marry, and he drops hints but she misses them; when he finds out Catherine is poor, he overacts and shows to be materialistic (vanity); domineering (structured)  General Tilney, Isabella, and John T all have similar characteristics  John T  curses, oaths, crude (anti-Semitic)  Henry Tilney works, but most of the time when we encounter him, he is not working; Henry takes care of things and works, but he only works when necessary, he has other people take care of things for him for the most part.  Austen’s gothic = not enough depth; over romanticizes; not as legit as it seems (especially superficiality – fashion, keeping up appearances, gossip)  Austen wrote a more realistic picture for young women to learn from (you are what you read); didactic literature  Efferent – reading for facts  Aesthetic – reading for feelings and experience  Austen saying that novels need to be efferent; more like the real world  Things in this book develop situationally and its very unromantic  Unromantic shows the change of marriage to companionate marriage (friendship; wife and husband focus); before marriages were between father and son in law (woman was seen as a vessel for the bloodline & bring a dowry)(more about men making connections and the woman is the middle of that connection)  Analogs – comparisons (morelands, tilneys, thorpes, & the brother/sister pairings in the families)  Henry vs. John conversation/interaction with Catherine  John & Catherine – Catherine is quiet, awkwardness; no communication  Henry & Catherine – Contradicts him, conversation back and forth; pushes toward companion type marriage  Novel gives up precepts, but not types/categories  Example: not Henry as an individual, but Henry as a category; there are many Henrys out there  Novel  moves back and forth from efferent and aesthetic February 11 notes:  Felicia Hemans (Mrs. Hemans) 1793 – 1835; middle class (educated by her mother).  First volume of poetry was published when she was 14 and the money went for her brother’s army uniform; her writing was about money from the beginning.  Beginning of commercial writing during this time period  Felicia’s family didn't like the guy she wanted to marry and made them wait three years; they were married in 1812 when she was around 19.  1818 her poems started getting praise  Won a royal society award in 1821 Forget Me Not: evening prayer at a girls’ school:  Questions: what’s important or noteworthy? Why? What is it about? What is the shape of this poem?  Overall thematic structure of the poem follows the maturity of a young girl into womanhood; this maturity is not viewed as a period of happiness and peace, but instead “the innocent happiness of the young girls is tragically contrasted with the misery that lies ahead for them when they grow to maturity and take on the sorrows and woes of a woman’s lot.”  During this Romantic Period the religion/piety of a woman was one of her most treasured attributes.  “The attributes of True Womanhood, by which a woman judged herself and was judged by her husband, her neighbors, and society; religion was the core virtue and strength of a woman.  Innocence to womanhood  Emphasis that prayer will see you through the hard times  Poem is saying the young girls need to remember this moment in time that is spent in prayer in the calm of the evening because it will help them endure through the woes of womanhood that they have been warned about.  “Flute-like voices, mingling low” draws the emotion back to innocence briefly and then says will turn into the woe of “woman’s tenderness” (stanza 4)  Stanza 1 and 2 emphasize innocence and stanza two also talks about grief and death in which the young girls will “sink” to rest after prayer; stanza 1 talks about peace, quiet and stillness  In 7 stanzas this poem cycles through the important stages of womanhood and end back in the present time of the evening prayer. The poem shows the three stages of womanhood  A woman is called to bear “patient smiles” and a sense of joy in the trials of the “suffering’s hour” (representing pregnancy and the ever – challenging hardship of coping with “broken reeds” (which refers to death of an infant) and prayer seems to be the only solution to this.  Prayer and the heart to love unconditionally through the hardships of motherhood is given as a remedy for the “pain,” “vain,” and “decay” found in stanza 6.  Fall of man  talking about Eve Coventry Patmore  “The Angel in the House” – 1854, revised 1862  Annuals popular 1820 - 1830’s; served as tokens of remembrance; composed of poems and generally gifts women gave to one another  “The designs for covers instead of being naked women, should be something emblematic of the contents – poetry, the arts, etc., in short, polite literature” said by Alaric Watts, publisher of the Literary Souvenir.  “These annuals have grievously hurt the sale of all such books as used to be bought as presents. In this way my poem have suffered greatly – to the diminution, I doubt not of half their sale.” -Robert Southey, poet  Alaric Watts says too much poetry will surpass a woman’s capacity Wordsworth on Hemans:  “Her conversation, like that of many literary Ladies, is too elaborate and studied – and perhaps the simplicity of her character is impaired by the homage which has been paid her – both for her accomplishments and her genius”  Upset that Hemans doesn't know how to do needle work; women in his household would sew clothes, but also his poem.  Was very critic of her; wanted to push her in domestic sphere and she made it clear that she was staying in the poetic sphere English notes – February 4 th Satire:  Northanger Abbey is a satire  Poking fun at aspects of society  Criticizing to some end – usually  Humor + Social Critique  Ridiculing particular things through shaming/ skewering  Ridicules things like social norms, people’s actions, error  Ridicules particular things like people, books, individuals  Characteristics of satire – exaggeration, irony, burlesque (imitating but pointedly)  Swift – “A Modest Proposal”  What is being satirized in the video: US parents blaming others for kids behavior (no self reflection), Blaming more generally (foreign policy/ international politics), forming committees (PTA), kids themselves, Canada (poking fun), musicals. All of these things are being exaggerated  Can be a good teaching tool  here’s the problem  Blunt yet diffused (audience); satirical mask John Keats (1795 – 1821)  Robert Burns – Scotland; “peasant” poet/ lower class  Keats was educated but from the lower class, so his education was limited. John Clark ran the small village school that Keats went to. Keats knew Latin but not Greek. Most romantic poets read in Greek but he did in Latin.  Keats was an apprentice to be a surgeon (surgeons were of the same status of a barber back then)  1816 Keats passed the exam for him to practice surgery, but he decided to devote himself to poetry instead  The Examiner in 1816 – when and where Keats was first published  1819 Keats had first symptoms of tuberculosis and died in 1821 from it  During Keats life he was not noticed, but as soon as he died he was acknowledged  Negative Capability – first used by Keats in 1818; to change a capacity of those capable of creative process, a capacity that negates intellectual pursuit of answers George Chapman (1559 – 1634)  1598 – 1616 he translated Homer  “Out moded”  Less modern language  More accessible  Story style – “rougher”; moving through the information Alexander Pope (1688 – 1744)  1715 – 1720 translated Iliad  Neo – classical (big ideas)  Wrote in heroic couplets (rigid form = solidifying ideas); Ordered universe  Wrote “The Rape of the Lock”  Structured style & dramatic – overblown Group Work  Bards in fealty to Apollo hold religious dedication to Apollo (the ancient Greek god of music, plague, and many other things – most importantly poetry)  Apollo = god light, truth; gold is mentioned & Apollo is often picture with a golden lyre  After Keats reads Chapman’s translation of Homer, he was so moved by the power and aliveness of Chapman’s translation of Homer, that he wrote this sonnet. This sonnet describes the experience Keats has and how Chapman’s translation affected him; transformed his thinking  Pure serene = clear air; clarity  Keats says poets have power because Apollo grants it to them  Keats says I have read widely (travel metaphor), but I didn't truly read Homer until I read Chapman (Chapman made me breath)  Known  unknown, discovery, conquering new land (exploratory/ imperial)


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