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Eng 217 Great Books / Midterm / Babcock (Spring 2023): babcockm@byui.edu For the midterm exam, choose your five strongest representative questions: at least two must come from Planet of the Apes and at least two from The Piano Lesson. Paste each answer into the exam below its question. The deadline for exams is M, 10/23 at 1:00 p.m. Exams must arrive in your instructor’s inbox, as Word attachments , previous to this time (to avoid a late penalty). Exams may be emailed as early as T, 10/17/23. 1. Demonstrate your understanding of the literary concept of “grotesque.” Provide sufficient page numbers and at least three textual citations, or quotes, to adequately demonstrate your understanding of how the “grotesque” does or does not function in Boulle’s Planet of the Apes . Provide enough textual evidence from the novel, including page numbers, to fully support your observations. - The concept of the "grotesque" in literature often involves portraying elements, characters, or situations in a distorted or exaggerated manner, creating a sense of discomfort, unease, or the uncanny. In Pierre Boulle's "Planet of the Apes," there are instances that can be interpreted as conveying a sense of grotesquerie, particularly in the way it explores the inversion of human and ape roles. The entire societal structure in the novel, where apes occupy the roles of dominant, intelligent beings while humans are treated as primitive and inferior creatures, can be seen as a grotesque portrayal. One example is when they are being hunted by the apes (the hunters) and the humans (the pray) (70). Another grotesque thing is when after killing humans a gorilla took “a little pair of scissors out of her bag, leaned over a body, cut off a lock of brown hair, curled it around her finger, and then, with the others soon following her example, pinned it onto her hat” (71). The depiction of the "Zoological" practices of the ape society, where humans are treated as specimens in a zoo or subjected to experiments, can be considered grotesque. It is unsettling to read about the dehumanizing treatment of humans in this world (236-237). In "Planet of the Apes," the grotesque elements serve to challenge the reader's perspective on humanity, intelligence, and societal hierarchies. While the novel primarily falls within the science fiction genre, it does incorporate some unsettling elements to provoke thought and reflection, which is a characteristic of the grotesque in literature. 2. Drawing upon at least three substantive citations, or quotes, from the text, argue that the fate of a major character (Ulysse, Zaius, Nova, Zira, Antelle, Cornelius, or any character of your choice) in Boulle’s Planet of the Apes c onstitutes, or does not constitute, an example of poetic justice. Make sure you employ adequate page numbers, examples, and textual support in your answer. - The fate of Doctor Zaius in Pierre Boulle's "Planet of the Apes" can be seen as an example of poetic justice. Poetic justice is a literary device where the consequences

or fate of a character are in some way related to their actions or beliefs. Zaius's Opposition to Scientific Exploration is an example. Throughout the novel, Doctor Zaius opposes any attempts to explore the forbidden regions or to uncover the true history of the planet. He is a staunch advocate for maintaining the status quo and suppressing knowledge that might challenge the established order. This is evident in several interactions throughout the book, such as his objection to Ulysse’s scientific curiosity (141-142). This opposition to knowledge and exploration eventually leads to his downfall. He goes to great lengths to maintain the illusion of the ape society's superiority and humanity's inferiority (169). These actions contribute to the ironic twist in the story's conclusion. In the final chapters of the book, there is a revelation about the planet's true history and the humans' past (206-208). This revelation directly challenges the beliefs and actions of Doctor Zaius. The twist at the end of the novel, where the true nature of the world is revealed, is a form of poetic justice, as it exposes the hypocrisy and shortsightedness of Doctor Zaius and the ape society he represents. The fate of Doctor Zaius can be viewed as poetic justice because his efforts to suppress knowledge and maintain a false reality are ultimately overturned by the revelation of the truth. The consequences he faces are a direct result of his actions and beliefs, making it a fitting example of this literary device. 3. For five points, discuss at least one detailed example of “anthropomorphism” and at least one detailed example of “zoomorphism” at work in Boulle’s Planet of the Apes. Employ sufficient page numbers and textual support to adequately support and illustrate your observations. - In Pierre Boulle's novel "Planet of the Apes," both anthropomorphism and zoomorphism play significant roles in the portrayal of the characters and societies. The story is known for its exploration of the reversal of roles between humans and apes, which allows for the examination of these two literary devices. One clear example of anthropomorphism can be found in the character of Dr. Zira, a chimpanzee scientist who demonstrates human-like qualities and behavior. Dr. Zira's role as a scientist and her interest in studying the human protagonist, Ulysse Mérou, further emphasize her anthropomorphism, as she embodies curiosity, intellect, and scientific inquiry which are common traits among humans (122-123). Zoomorphism is also evident in "Planet of the Apes," particularly in the way the humans are treated and regarded by the apes. The humans, who have regressed to a primitive state in the story, are often described in animalistic terms. On page 68, Boulle writes, "They [humans] struggled frenziedly, thrashing out with hands and feet, ground their teeth, foamed at the mouth, and gnawed furiously at the strings of the net." This description of the humans mimicking the behavior of rabid animals

demonstrates zoomorphism in action. The apes perceive humans as subhuman creatures, and this perception is reflected in the way they are described. Another example of zoomorphism is seen in the treatment of humans as pets. The apes keep humans as pets, much like humans keep domesticated animals. The humans are leashed, groomed, and displayed in a manner similar to how people treat their pets. This reversal of roles underscores the dehumanization of humans and highlights the stark contrast between the two species. In "Planet of the Apes," both anthropomorphism and zoomorphism are used to challenge the reader's preconceptions about humanity, intelligence, and society. The novel explores the boundaries between humans and animals, pushing readers to question their assumptions about what makes a being intelligent, worthy, or superior. These literary devices serve as powerful tools for Boulle to comment on human nature and societal structures through the lens of a world turned upside down. 4. Employing at least three substantive quotes, or textual citations from The Piano Lesson , demonstrate your understanding of Wolfgang Iser’s reader-response concept of literary “gaps,” “blanks,” and/or “places of indeterminacy.” Be sure to provide page numbers and employ sufficient textual support to demonstrate your knowledge of the concept and to show how it functions in Wilson’s play. - Wolfgang Iser's concept of reader-response theory involves the idea that readers actively participate in creating meaning by filling in gaps, blanks, or places of indeterminacy left in the text. "The Piano Lesson" by August Wilson provides several instances where readers must engage in this process of interpretation. Berniece's Reaction to the Ghosts: In Act 2, Scene 5, Boy Willie has a powerful encounter with Sutter's ghost, and Berniece intervenes to protect him (107-108). After this dramatic confrontation, the text does not explicitly describe Berniece's thoughts, emotions, or how she knew to do that. Readers must fill in the emotional and psychological gaps to understand her response. This silence in the text leaves room for readers to engage with her character and speculate on her feelings and thoughts. The History of the Piano: Throughout the play, there are mentions of the piano's history and the story of how it came into the Charles family's possession. While the play provides some details about this history, there are gaps and blanks in the narrative. Readers are left to piece together the full story of the piano's journey, particularly in relation to the family's history of slavery and oppression. These gaps require readers to actively engage with the text and infer connections (Mostly 42-46). The Significance of the Piano's Legacy: The piano in the play represents a complex symbol, embodying both a painful history and an opportunity for a brighter future. Its significance is not explicitly defined, leaving room for readers to interpret the piano's role in the characters' lives and how it reflects their cultural and family legacy. Readers must engage with the text to understand the nuanced meaning of the piano. These examples demonstrate how "The Piano Lesson" employs Iser's concept

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of gaps and indeterminacy, encouraging readers to actively participate in the interpretation of the text. Readers must use their own knowledge, experiences, and imagination to fill in these gaps and construct a deeper understanding of the characters and themes within the play. 5. Utilizing at least three textual citations, or quotes, from Wilson’s The Piano Lesson, apply W. E. B. DuBois’s concept of “double consciousness” to the characters and situations in the play. Include page numbers and enough textual support to demonstrate convincingly that you understand the term and its function in the text. - W. E. B. Du Bois's concept of "double consciousness" refers to the psychological conflict experienced by African Americans living in a racially divided society. It involves the internal struggle of having two conflicting identities, one as an African American and the other as an American, due to the social and racial inequalities they face. Berniece's Resistance to Selling the Piano: Berniece represents the preservation of the African-American heritage and the struggle against assimilation. She refuses to sell the piano because of its connection to her family's history, reflecting a strong sense of double consciousness. Her resistance to Boy Willie's plan is deeply rooted in her understanding of the piano as a symbol of her ancestors' pain and resilience. This is evident throughout the play, especially in Act 2, when she confronts Boy Willie about the piano threatening him with a gun if he tries to take it (86). Boy Willie aspires to buy Sutter's land in order to achieve upward mobility. His focus on material success and the accumulation of wealth can be seen as a form of double consciousness. On page 46, Boy Willie says, "He spent his whole life farming on somebody else’s land. I ain’t gonna do that." In this quote, Boy Willie demonstrates how he seeks economic empowerment as a means of transcending the racial barriers that have historically oppressed African Americans. The ghost of Sutter, the white man who once owned both the land and Berniece and Boy Willie's ancestors, serves as a manifestation of the past's influence on the present. On page 57, Doaker says, “Sutter here cause of that piano. I heard him playing on it one time.” Sutter's ghost haunts the characters, and his presence represents the ongoing struggle of African Americans to reconcile their history with their present circumstances. These examples demonstrate how the concept of double consciousness is woven into the characters' identities and their interactions with the piano, reflecting the broader theme of African-American heritage and identity in a racially divided society. By analyzing the characters and their relationships to the piano, one can gain a deeper understanding of how this concept functions in "The Piano Lesson." 48/50

FALL2023+217+MIDTERM

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