ENG4U Unit 1 Test
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ENG4U Literary Lens & Theory Unit Unit 1 Test Student Name: Mohammed Farwana
Total Marks:
Knowledge/Understanding = /10 Marks; FINAL: /43 Thinking & Inquiry = /18 Marks; Application = /15 Marks.
PART A: Terminology – All answers must be in full, complete sentences. Use part of the original question, in your answers, when possible. [Knowledge/Understanding = /10 Marks] 1. Define the following terms below, and be sure to link them to a literary lens. a) Bourgeoise [ /1 Mark]
In a literary context, particularly through a Marxist lens, the term "bourgeoise" refers to the class in society that owns the means of production and is often associated with a certain level of wealth and social status. In Marxist theory, literature often reflects the class struggles, with the bourgeoisie being portrayed as the oppressors or the elite class whose interest’s conflict with those of the proletariat (working class). This lens allows for an analysis of how literature portrays class dynamics, power structures, and social conflicts. b) Interpretive Communities [ /1 Mark]
This term is closely linked to reader-response criticism, a literary lens that focuses on the reader's role in creating the meaning of a text. Interpretive communities are groups of readers who share similar interpretive strategies or approaches to reading, influenced by their cultural, social, or educational backgrounds. This concept, introduced by literary theorist Stanley Fish, suggests that the meaning of a text is not inherent but is created by readers as they interact with the text, influenced by their communal norms and expectations. c) Form [ /1 Mark]
In literary studies, "form" refers to the structure and style of a work of literature - how it is constructed and organized. This term is central to formalist criticism, which emphasizes the importance of a work's form in understanding its meaning. Formalists argue that a text's meaning is inherently connected to its structure, literary devices, narrative techniques, and stylistic choices. This lens enables the analysis of how a text's form influences and shapes its content and overall impact on the reader.
2 2. Carl Jung coined the term collective unconscious, what does this term mean? [ /2 marks]
Carl Jung, a Swiss psychiatrist and psychoanalyst who founded analytical psychology, introduced the concept of the "collective unconscious." This term refers to a part of the unconscious mind that, unlike the personal unconscious, is not derived from individual experiences. Instead, the collective unconscious is a set of inherited psychic structures and archetypes that are shared among all humans due to their common ancestral past. Jung believed that this collective unconscious is universal and contains archetypes, which are primordial images or patterns of thought and behavior. These archetypes emerge in literature, art, dreams, and religions, reflecting common themes and experiences inherent in the human psyche across cultures and times. Examples of such archetypes include the mother, the Hero, the Shadow, and the Anima and Animus. The collective unconscious, according to Jung, acts as a psychological inheritance. It provides a set of shared psychic instincts and archetypes that shape and influence the way each person experiences the world. This concept has been influential in psychology, particularly in areas exploring the intersection of psychoanalysis with mythology, art, and religion. 3. Which literary theory or lens allows the reader to analyze literature with objectivity? Why is this the case? [ /3 marks]
The quest for objectivity in literary analysis has been a topic of considerable debate among scholars, as complete objectivity is challenging due to the inherently subjective nature of human interpretation and understanding. However, some literary theories or lenses strive for a more objective approach than others: 1. Formalism/New Criticism: Formalism, and its American counterpart, New Criticism, emphasize the analysis of literary elements within the text itself—such as structure, language, style, and theme—without considering external factors like the author's intentions, historical context, or the reader's response. This approach is considered more objective because it focuses strictly on the text as an autonomous entity. 2. Structuralism: Structuralism analyzes literature by examining the underlying structures that govern the composition of a text. It seeks to understand the 'grammar' of literature, looking for underlying patterns and frameworks that are common to all texts. This approach is seen as more objective because it
3 attempts to apply a scientific-like analysis to literature, seeking universal principles. 3. New Historicism: While not entirely objective, New Historicism offers a more structured approach to analyzing literature in its historical context. It considers the literary work in relation to the cultural, social, and political conditions of its time. This approach can be more objective in that it relies on historical facts and contexts rather than purely personal interpretation. 4. Stylistics: This approach involves the scientific analysis of style, using linguistic tools to dissect the language of the text. It's relatively more objective because it relies on quantifiable linguistic features. 4. When we say that gender is socially constructed, what does this mean? [ /2 marks]
Saying that gender is socially constructed means that society and culture play a
crucial role in shaping our understanding of gender and its expression. Unlike biological sex, which is determined by physical characteristics such as chromosomes, reproductive organs, and secondary sexual characteristics, gender refers to the roles, behaviors, activities, expectations, and societal norms associated with being male, female, or other gender identities. Here are key aspects of the concept of gender as a social construct: 1. Cultural and Social Influences: Gender norms and roles are influenced by cultural, societal, and historical contexts. Different societies have varied conceptions of gender roles and what it means to be a man, woman, or other gender identities. These roles and norms are learned and internalized through socialization processes. 2. Change Over Time: Gender norms can change over time within a society. What is considered "masculine" or "feminine" can vary significantly from one era to another, demonstrating that these concepts are not fixed or biologically determined. 3. Variation Across Cultures: Different cultures have different gender norms and may recognize more than two genders. This diversity in gender understanding across cultures indicates that gender is not a universal, biologically determined characteristic. 4. Impact of Institutions: Institutions like the media, education systems, and families play a significant role in reinforcing and perpetuating gender norms.
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4 These institutions often establish and maintain expectations for gender-
appropriate behavior. 5. Individual Identity and Expression: Individuals internalize and interpret gender norms differently, leading to a wide range of gender expressions and identities. People may identify with, reject, or modify the gender norms of their culture, and this can influence their personal gender identity and expression. 6. Intersection with Other Social Categories: Gender is not isolated; it intersects with other social categories like race, class, and sexuality, creating complex layers of identity and experience. In summary, understanding gender as a social construct means recognizing that gender identity and expression are shaped by societal expectations and cultural norms rather than being solely determined by biological or physical characteristics. This perspective allows for a more nuanced understanding of the diversity of gender experiences and identities.
5 PART B: Short Answer Questions [Thinking & Inquiry = /18 Marks] Answer the following questions below in full sentence. You want to ensure that you are providing quotes and references to any short story in the unit to support your answer if necessary. Use part of the original question, in your answers, when possible. 1. Pick only 2
of the different archetypes below, and explain how they are shown in the story The Dragon.
[ /4 Marks]
The Scapegoat The Temptress The Outcast Circle Images 1. The Scapegoat: In the story "The Dragon," the archetype of the scapegoat can be identified in a character or entity that is unfairly blamed for problems or negative circumstances, even if they are not responsible for these issues. Often, the scapegoat is an individual or group that is marginalized, powerless, or different from the dominant group in some significant way. They are subjected to blame as a way for the larger group to deal with guilt, fear, or responsibility. In the context of "The Dragon," if there is a character or group that is being unfairly blamed for the problems faced by others, or who bears the burden of the community's fears or failures, they would represent the scapegoat archetype. 2. The Temptress: This archetype typically represents danger and destruction cloaked in allure and seduction. The temptress lures the protagonist away from their path, often leading them into risky or morally ambiguous situations. In "The Dragon," if there is a character who embodies seduction or temptation, leading others astray or into danger through their allure, this character would be an example of the temptress archetype. This figure doesn't necessarily have to be a female or a literal temptress; it could be any character or entity that seduces or distracts the protagonist from their goals or morals. 2. Using the Jungian Theory of archetypes, w
hat could the dragon in the short story The Dragon
symbolize? [ /3 Marks]
In Jungian theory, archetypes are symbolic elements that represent universal patterns of human nature and experience. The dragon, as an archetype in a short story, can symbolize several different concepts depending on the context of the story.
6 1. The Shadow: In Jungian psychology, the Shadow represents the unconscious aspects of the personality which the conscious ego does not identify, or it can symbolize repressed or ignored aspects of oneself. A dragon in a story could represent these darker, unacknowledged parts of the characters or the society they live in. It might embody fears, immoral impulses, or wild, untamed nature that is often shunned by society. 2. Primal Forces or Instincts: Dragons often symbolize primal forces, power, and instinctual nature. They can represent raw energy, untamed strength, or the chaotic and uncontrolled aspects of the world or the human psyche. In a story, a dragon could be a metaphor for these elemental, powerful forces that are beyond human control or understanding. 3. Transformation and Change: Dragons are frequently associated with change and transformation. Encounters with a dragon in a story can signify a period of challenge that leads to significant personal growth or transformation for the characters involved. The dragon could symbolize the trials and tribulations that must be overcome to achieve maturity, wisdom, or a new understanding of the world. 4. Guardianship and Wisdom: In some cultural contexts, dragons are seen as guardians of wisdom and knowledge. In a story, a dragon might represent an obstacle that must be overcome to gain access to hidden truths or forbidden knowledge. It could symbolize the guardianship of something valuable that requires strength, courage, or intellect to attain. 5. The Anima/Animus: Depending on the gender associations and roles within the story, the dragon could also represent the Anima or Animus—the feminine aspect present in the subconscious of the male, or the masculine aspect present in the subconscious of the female. This interpretation would depend heavily on the interactions between the dragon and the main characters of the story. 3. Outline the ways in which the division between the bourgeoise and the proletariat is depicted in The Diamond Necklace.
[ /4 Marks]
"The Diamond Necklace," a short story by Guy de Maupassant, offers a vivid depiction of the social division between the bourgeoisie and the proletariat in 19th century French society. This division is illustrated through various aspects of the story: 1. Material Wealth and Social Status: The protagonist, Mathilde Loisel, belongs to the lower-middle class (proletariat) and is deeply dissatisfied with her modest lifestyle. Her longing for luxury and status, which she associates with the bourgeoisie, is a central theme. The story contrasts Mathilde's simple life with the
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7 opulent lifestyle of the upper class, exemplified by her wealthy friend, Madame Forestier, and the grandeur of the ball they attend. 2. Appearance vs. Reality: Mathilde's desire to appear wealthy and of a higher social status at the ball, despite her actual economic circumstances, highlights the societal pressure to conform to certain standards of wealth and appearance. The diamond necklace, which symbolizes wealth and status, turns out to be an imitation, mirroring the illusion of Mathilde's temporary transformation into a member of the bourgeoisie. 3. Work and Labour: The Loisels' struggle to repay the debt incurred to replace the lost necklace demonstrates the harsh reality of the working class's life. The story shows the physical and emotional toll of labor on the proletariat, as both Mathilde and her husband work tirelessly for years to pay off the debt, leading to a deterioration in Mathilde's beauty and a hardening of their lives. 4. Class Mobility and Its Limitations: The story implicitly comments on the limited mobility between social classes. Mathilde's dreams of rising to the bourgeoisie are ultimately futile, and her attempt to transcend her class through the illusion of the necklace leads to a harsher descent into poverty. 5. The Irony of Value and Worth: The ending of the story, where Mathilde learns that the original necklace was a fake, serves as a critique of the arbitrary nature of value and worth ascribed to objects and people based on their perceived social class. This twist highlights the superficiality of the societal divisions between the bourgeoisie and the proletariat. 4. In the short story Man Descending
how do the women exercise their power? What impact does this have on how they are perceived in the story? [ /3 Marks]
In "Man Descending," a short story by Guy Vanderhaeghe, the portrayal and exercise of power by women is nuanced and impacts both the dynamics of the narrative and the perception of these characters. The story focuses on the life of the protagonist, who is navigating various challenges and changes, with women playing significant roles in this context. 1. Emotional and Psychological Influence: The women in the story often exercise power through their emotional and psychological impact on the male protagonist. Their attitudes, behaviors, and decisions significantly affect his emotional state and self-perception. This form of power highlights the influence of interpersonal relationships and emotional connections in shaping one's experience.
8 2. Social and Familial Roles: The women may exert their power through their roles in the family or social settings. This can be seen in how they manage household dynamics, make decisions that affect family life, or influence the protagonist's social interactions. Their ability to shape the protagonist's domestic environment demonstrates a form of power that is rooted in social and familial structures. 3. Intellectual and Conversational Engagement: The way women engage in conversation or intellectual discourse in the story can also be a form of power. Their insights, opinions, and the way they communicate can challenge or affirm the protagonist's views, thereby influencing his thought process and actions. 4. Impact on Perception: The way these women exercise their power can impact how they are perceived in the story. If their influence is positive, fostering growth or understanding in the protagonist, they may be seen as wise, nurturing, or supportive. Conversely, if their influence is perceived as negative, manipulative, or overbearing, it can lead to a more critical view of these characters. 5. Narrative Function: The role of women in "Man Descending" and their exercise of power serves to deepen the narrative, adding complexity to character relationships and highlighting themes of control, influence, and personal change. Their actions and interactions with the protagonist are integral to understanding the broader themes of the story. 5. After reading the short story A Matter of Balance, what was your initial reacting the story, and why do you believe that you had this reaction? Do you believe that all readers would have a similar reaction to you? Why or why not? [ /4 marks]
"A Matter of Balance" often evokes reactions based on its themes, characters, and narrative structure. Readers might respond to the moral dilemmas presented, the character development, or the resolution of the story's conflict. For instance, if the story deals with themes of justice, retribution, or moral ambiguity, readers might feel conflicted or challenged by the decisions and actions of the characters. Similarly, if the story includes suspenseful or dramatic elements, readers might feel engaged or tense as the plot unfolds. Whether all readers would have a similar reaction is unlikely due to the subjective nature of reading and interpretation. People bring their own experiences, beliefs, and emotions to their reading, which can significantly influence their reactions to a story. What resonates with one reader might not affect another in the same way. Additionally, cultural background, personal values, and even the reader's mood at the time of reading can shape their interpretation and emotional response to a story.
9
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10 Part C: Response Essay [Application = /15 Marks] Read the new short story attached, Grimms Cinderella and write an analysis
paper of the story in your choice of literary theory that we have read in the unit, making connections between the theory and the new story
. As will all the answers in the test, you want to refer back to the story as much as possible, including specific examples. Be sure to use complete sentences. Your essay response should include: •
Introduction – with a thesis statement •
Body •
Conclusion [400-600 words] Analysis of Grimm's "Cinderella" Using Feminist Literary Theory In this analysis of Grimm’s “Cinderella,” I will apply the feminist literary theory to unveil the gender dynamics and patriarchal constructs inherent in the narrative. This theory, focusing on the roles, representations, and experiences of women in literature, provides a critical lens to understand how Cinderella, as a character, both reinforces and challenges traditional gender norms. The story of Cinderella is entrenched in a patriarchal society where women’s value is often measured by their beauty, passivity, and marital status. Cinderella, the protagonist, embodies the traditional feminine virtues of being good, pious, and patient. Her suffering and servitude under her stepmother and stepsisters symbolize the oppressive nature of a male-dominated society where women are often relegated to domestic spaces and roles.
11 However, Cinderella’s character also presents a subtle challenge to these norms. Her resilience and kindness in the face of adversity reflect a strength that is often overlooked in traditional patriarchal narratives. Her interaction with nature, particularly the hazel tree and the birds, can be seen as a symbol of feminine wisdom and connection to nature, a recurring theme in feminist literature. The stepmother and stepsisters represent the internalized misogyny within patriarchal systems. They embody the envy and competitiveness that such systems encourage among women, highlighting the societal pressure on women to conform to certain standards of beauty and behavior. The prince, as a character, is emblematic of the patriarchal reward system. Cinderella’s ultimate marriage to the prince can be interpreted in two ways: as a perpetuation of the idea that a woman’s success is measured by her ability to secure a powerful and wealthy husband, or as a subversive victory where Cinderella, through her inherent virtues, rises above her oppressive circumstances. In conclusion, Grimm’s “Cinderella,” when viewed through the lens of feminist literary theory, reveals the complex dynamics of gender and power. While it perpetuates certain traditional gender norms, it also offers a narrative of
12 female resilience and moral strength. Cinderella’s journey from oppression to liberation, though framed within a patriarchal reward system, highlights the potential for inner strength and virtue to overcome societal limitations and transform one's life.
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