DOCSLIB.ORG

Severus Snape As the Tragic Hero in Harry Potter Series by J.K Rowling

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI SEVERUS SNAPE AS THE TRAGIC HERO IN HARRY POTTER SERIES BY J.K ROWLING AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By ROSA VIRGINIA DHAYINTA PRATAMA PUTRI Student Number: 154214008 DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TITLE PAGE SEVERUS SNAPE AS THE TRAGIC HERO IN HARRY POTTER SERIES BY J.K ROWLING AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By ROSA VIRGINIA DHAYINTA PRATAMA PUTRI Student Number: 154214008 DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019 ii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A Sarjana Sastra Undergraduate Thesis SEVERUS SNAPE AS THE TRAGIC HERO IN HARRY POTIER SERIES BY J.K ROWLING Drs. Hirmawan WijanarICa; Advisor Arina Isti'anah, S.Pd., M. Hum. September 16, 2019 Co-Advisor iii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI -, STATEMENT OF ORIGINALITY I certify that this undergraduate thesis contains no material which has been previously submitted for the award of any other degree at any university, and that, to the best ofmy knowledge, this undergraduate thesis contains no material which has been previously written by any other person except where due the reference is made in the text ofthe undergraduate thesis. September 10, 2019 Rosa Virginia Dhayinta Pratama Putri v PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma Nama : Rosa Virginia Dhayinta Pratama Putri Nomor Mahasiswa : 154214008 Demi pertimbangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul SEVERUS SNAPE AS THE TRAGIC HERO IN HARRY POTTER SERIES BY J.K ROWLING beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memerikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, menga1ihkan da1am bentuk media lain, mengolahnya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pemyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal September 10, 2019 Yang menyatakan Rosa Virginia Dhayinta Pratama Putri vi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MOTTO PAGE HAPPINESS CAN BE FOUND, EVEN IN THE DARKEST OF TIMES, IF ONE ONLY REMEMBERS TO TURN ON THE LIGHTS ACKNOWLEDGEMENTS vii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ACKNOWLEDGEMENTS Praise to the Lord for the great blessing and presence so that I finally finished my undergraduate thesis. I thank God as He always protects and loves me. To my father and mother who give me unconditional love, I am very thankful for their support both emotionally and financially during this past four years of my college life. My deepest gratitude goes to my advisor, Drs.Hirmawan Wijanarka, M. Hum., and my co-advisor, Arina Isti’anah, S.Pd., M.Hum., for the guidance, patience, and support during the writing of my undergraduate thesis. I also send my thanks to all lecturers of English Letters Department for giving me the opportunity to learn and grow to be the best version of me all this time. I am also thankful to Universitas Sanata Dharma for providing me with a friendly environment to study. To my dearest friends, I would to express my sincere gratitude, especially Ingin Cepat Lulus who are Valen, Adel, Ejhon and Julius, and also Bibi Bohem who are Igna, Falin, and Tyas for giving me happiness and holding my hand through the hard times. To Titus Arga Widiastana, thank you for giving me your shoulder and hug whenever I felt tired. Last but not least, my thank goes to all my friends who have helped me in this journey. Rosa Virginia Dhayinta Pratama Putri viii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS TABLE OF CONTENTS TITLE PAGE ........................................................................................................ ii APPROVAL PAGE ............................................................................................. iii ACCEPTANCE PAGE ........................................................................................ iv STATEMENT OF ORIGINALITY .................................................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS .............................................................. vi MOTTO PAGE ................................................................................................... vii ACKNOWLEDGEMENTS ............................................................................... viii TABLE OF CONTENTS ..................................................................................... ix ABSTRACT .......................................................................................................... xi ABSTRAK ............................................................................................................. xii CHAPTER I: INTRODUCTION ........................................................................ 1 A. Background of the Study ..................................................................................... 1 B. Problem Formulation ........................................................................................... 3 C. Objectives of the Study........................................................................................ 3 D. Definition of Terms .............................................................................................. 3 CHAPTER II: REVIEW OF LITERATURE .................................................... 5 A. Review of Related Studies .................................................................................. 5 B. Review of Related Theories ................................................................................ 9 1. Theory of Character and Characterization .................................................... 9 2. Theory of Tragedy .......................................................................................... 13 3. Theory of Tragic Hero ................................................................................... 14 C. Theoretical Framework ...................................................................................... 16 CHAPTER III: METHODOLOGY .................................................................. 17 A. Object of the Study ............................................................................................. 17 B. Approach of the Study ....................................................................................... 19 C. Method of the Study ........................................................................................... 20 CHAPTER IV: ANALYSIS ............................................................................... 23 A. The Description of Severus Snape Presented in Harry Potter Series .......... 23 1. Outward and Physical Appearances ............................................................. 23 2. Personality ....................................................................................................... 26 a. Being Sarcastic ................................................................................... 26 b. Being Cruel and Mean ........................................................................ 29 ix PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI c. Being Brave ........................................................................................ 32 d. Being Loyal and Trustworthy ............................................................. 35 B. Severus Snape as the Tragic Hero .................................................................... 37 1. Having an Unrealized Mistake or Tragic Flaw (Hamartia) ...................... 37 2. Proud of Himself (Hubris) ............................................................................ 40 3. Fate Must Be Greater Than Deserved ......................................................... 41 4. Having a Reversal of Fortune (Peripeteia) .................................................. 42 5. Realizing Something About himself (Anagnorisis) ................................... 43 6. Evoking the Reader’s Pity and Empathy (Catharsis) ................................ 44 CHAPTER V: CONCLUSION .......................................................................... 46 REFERENCES .................................................................................................... 49 x PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ABSTRACT PUTRI, ROSA VIRGINIA DHAYINTA PRATAMA. (2019). Severus Snape as the Tragic Hero in Harry Potter Series by J.K. Rowling Yogyakarta: Department of English Letters, Faculty of Letter, Universitas Sanata Dharma. Harry Potter is the famous series written by Joanne Kathleen Rowling telling about the wizarding world. Besides Harry Potter as the main character, other characters also take part to the story, especially Severus Snape who holds many secrets. Due to the mistake he made, he has to live a secretive life that lead him into his tragic ending. Tragic hero has appeared in many Greek tragedies,
Recommended publications
  • Stereotypes and Prejudices in the Magical World of Harry Potter

    Stereotypes and Prejudices in the Magical World of Harry Potter

    Stereotypes and Prejudices in the Magical World of Harry Potter Gagulić, Jasmina Master's thesis / Diplomski rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:137249 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-27 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Osijek Diplomski studij engleskog jezika i književnosti (nastavnički smjer) i pedagogije Jasmina Gagulić Stereotypes and Prejudices in the Magical World of Harry Potter Diplomski rad doc. dr. sc. Biljana Oklopčić Osijek, 2016 Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Osijek Odsjek za engleski jezik i književnost Diplomski studij engleskog jezika i književnosti (nastavnički smjer) i pedagogije Jasmina Gagulić Stereotypes and Prejudices in the Magical World of Harry Potter Diplomski rad Humanističke znanosti, filologija, teorija i povijest književnosti doc. dr. sc. Biljana Oklopčić Osijek, 2016 2 Abstract This paper presents the analysis of stereotypes and prejudices in the Harry Potter series. The paper is divided into several parts, with the definition of stereotypes and the discussion about gender and house stereotypes in the first part of the paper and the definition and the discussion of prejudice, namely racial prejudice, in the second part. Stereotypes are challenged in the portrayal of many characters whose behavior calls into question traditional gender roles as well as the traits commonly associated with the four Hogwarts houses.
  • As the Pages Turn by Stormyskize

    As the Pages Turn by Stormyskize

    As the Pages Turn by StormySkize AdultFanFiction.net Ashwinder http://ashwinder.sycophanthex.com/viewstory.php?sid=13233 Author’s Archive Digital Quill FanFiction.net FictionAlley LJ Author’s site LJ Community Mugglenet Obscurus Books OWL The Petulant Poetess The Restricted Section The Snape Hermione Gift Exchange The WIKTT Archives 1 A/N: This story is a combination of many genres. It is part parody, part romance, part general drama, and completely A/U. I have followed canon very loosely, drawing some inspiration from the films as well as the books. I have completely ignored the ending of HBP. For the purposes of this story, I needed Dumbledore alive, and so alive he is – at least here! The events of the books are meant to serve only as a framework on which to hang my plot. Events that, in the books, may have taken place over several days or even weeks are compressed into one day, or completely ignored. This is deliberate and I intend no disrespect to the story that JKR is telling. Almost all encounters between Hermione Granger and Severus Snape are the product of my own imagination. I wrote this story in response to a challenge posed on the WIKTT forum by Ladyofthemasque. The Challenge goes like this: Lost in a Book Challenge Offered by Ladyofthemasque Based upon the story “Lost in a (Not So) Good Book” by Bubblebunny (http://ashwinder.sycophanthex.com/viewstory.php?sid=12466) Here’s the Lost in A Book Challenge: 1. Hermione Granger and Severus Snape encounter a wizarding romance novel 2. They get sucked literally into the storyline, taking on the roles of the hero and heroine 3.
  • 2-Łamanie (11).Indd

    2-Łamanie (11).Indd

    Yearbook of Conrad Studies (Poland) Vol. 11 2016, pp. 75–86 doi: 10.4467/20843941YC.16.005.6851 ROMEO AND JULIET: A NEW CONTEXT FOR VICTORY? Nic Panagopoulos National & Kapodistrian University of Athens Abstract: The contention of the present comparative study is that the closest Shakespearean work to Conrad’s Victory is not The Tempest, as has previously been thought, but Romeo and Juliet. Besides various thematic links between these two texts, also noted by Adam Gillon (1976), I argue that Victory and Romeo and Juliet are connected on the level of genre, plot, and characterization, with whole scenes in Conrad’s novel mirroring those in Shakespeare’s play. In conclusion I suggest that the striking similarities between the two works can either be explained by a conscious desire on Conrad’s part to imitate Shakespeare’s art, or by a kind of involuntary emulation, whereby the nov- elist had so far assimilated the Bard’s work as to follow it unconsciously while composing his own novel. Keywords: Conrad and Shakespeare, tragedy/comedy, mirroring, Victory, Romeo and Juliet, com- parative study, cryptomnesia In his famous extended essay “Joseph Conrad and Shakespeare,” the late Adam Gillon does a remarkable job of tracing the many textual and thematic parallels between Conrad’s major works and virtually the whole Shakespearean canon. He be- gins by pointing out that Conrad could have read The Two Gentlemen of Verona at the age of eight as his father was translating many of the Bard’s works into Polish around 1856. As is often the case, Shakespeare must have been one the fi rst writers that the young and impressionable Conrad was exposed to, and certainly one of the fi rst English writers in that category.
  • AP English Literature Required Reading

    AP English Literature Required Reading

    Kerr High School AP English Literature Summer Reading 2019 Welcome to AP Literature! I’m fairly certain you are parched and thirsty for some juicy reading after a year of analyzing speeches and arguments, so let us jump right in. After months of deliberation and careful consideration, I have chosen several pieces from as far back as 429 BC Athens, to 1200 AD Scotland, venturing on to Africa 1800s, and finishing up in 20th century Chicago. Grab your literary passport and join me as we meet various tragic heroes and discover their tragic flaws and tragic mistakes. You will learn the difference between an Aristotelian tragic hero and a Shakespearean tragic hero, not to mention gain a whole bunch of insight into the human condition and learn some ancient Greek in the process. I made sure each piece is available in PDF online. If you choose to use the online documents, be certain you are able to annotate and have quick access to the annotated text for class discussions. The only AP 4 summer writing you will do is five reading record cards. Four of your reading record cards could include all of the required summer reading pieces. It is my expectation that you earnestly read, annotate, and ponder each of the required pieces and be ready to launch into discussion after your summer reading exam. Heavily annotated notes on the four attached tragic hero articles and your handwritten reading record cards will count as one major grade and are due Thursday, August 15, by 3:00 pm. Instructions for the reading record cards are attached.
  • Houses of Hogwarts – a Study of Predestination in the Harry Potter

    Houses of Hogwarts – a Study of Predestination in the Harry Potter

    _____________________________________________________ English 60-90: C – Essay _____________________________________________________ Becoming The Chosen One The choice, identity and destiny of Harry Potter Oscar Holst EN3300 – English as a World Language Supervisor: Anna Greek Spring 2008 Examiner: Johan Höglund Högskolan i Kalmar Table of Contents Introduction……………………………………………………………………….1 Method…………………………………………………………………………….2 Background………………………………………………………………………..4 The nature of the Free Will problem………………………………………4 The concept of Free Will and the threats to it……………………………..4 Literary criticism on the subject of Harry Potter and Choice……………..6 1. The choice of being part of a society – the world of wizards……………...9 Harry determined? ………………………………………………………10 2. The choice of being part of a group - houses of Hogwarts……………….12 The aspect of difference/similarity……………………………………….13 The aspect of division/unity……………………………………………...16 The aspect of constancy/change………………………………………….18 Harry determined?………………………………………………………..19 3. The choice of being an individual - Harry Potter………………………...25 The advocate of Determinism – Professor Trelawney ………………….26 The advocate of Free Will – Professor Dumbledore……………………..28 Harry determined?………………………………………………………..30 Conclusion……………………………………………………………………….36 References………………………………………………………………………..37 Appendix…………………………………………………………………………39 1 Introduction The Road Not Taken Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long as I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, … Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I – I took the one less traveled by, And that has made all the difference (Robert Frost, 1916) We cannot have it all.
  • Harry Potter, Lord Voldemort, and the Importance of Resilience by Emily

    Harry Potter, Lord Voldemort, and the Importance of Resilience by Emily

    Harry Potter, Lord Voldemort, and the Importance of Resilience by Emily Anderson A thesis presented to the Honors College of Middle Tennessee State University in partial fulfillment of the requirements for graduation from the University Honors College Spring 2017 Harry Potter and the Importance of Resilience by Emily Anderson APPROVED: ____________________________ Dr. Martha Hixon, Department of English Dr. Maria Bachman, Chair, Department of English __________________________ Dr. Teresa Davis, Department of Psychology ___________________________ Dr. Philip E. Phillips, Associate Dean University Honors College ACKNOWLEDGEMENTS I would like to thank Dr. Hixon for her knowledge and endless support of this thesis even when finishing seemed impossible. I would also like to thank my family for the countless hours spent listening to the importance of resilience in Harry Potter and for always being there to edit, comment on, and support this thesis. i ABSTRACT Literature and psychology inadvertently go hand in hand. Authors create characters that are relatable and seem real. This thesis discusses the connection between psychology and literature in relation to the Harry Potter series. This thesis focuses on the importance of resilience or lack thereof in the protagonist, Harry, and the antagonist Voldemort. Specifically, it addresses resilience as a significant difference between the two. In order to support such claims, I will be using Erik Erikson’s Theory of Psycho-Social Development to analyze the struggles and outcomes of both Harry and Voldemort in relation to resilience and focus on the importance of strong, supportive relationships as a defining factor in the development of resilience. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS……………………………………………………………......i ABSTRACT……………………………………………………………………………….ii CHAPTER 1: INTRODUCTION ......................................................................................
  • Deal Simultaneously with Literary Forms. with the Chronological

    Deal Simultaneously with Literary Forms. with the Chronological

    .1\ * 4 411, 1, 1, 44' .041. 1 t i s 4 I .4 . DOCUMBN.T RESti.01E ED 033 114 . I. f g , .to O . 604 4 0,4 re 44 4. I 'to TE 001 533 By Sauer, Edwin H. I to *. t et°. Sequence and Uniformity in the High School Literature Program. o Metropolitan Detroit Bureau of School Studies. Inc.. Mich. ' Pub Date 28 Mar' 63 .., . 4 Y. 1* Note-16p.; Address before the 13th Annual English Conferenceof the Metropolitan Detroit Bureau of School Studies. Detroit. Michigan. EDRS Price MF -$025 HC -$0.90 Descriptors -Classic& Literature. Comedy. Curriculum. *Curriculum Design.Drama. *English. English Instruction. Literary Genres. Literary History. *Literature. Mythology. Novels.Poetry. Satire. *Secondary Education. *Sequential Programs. Thematic Approach. Tragedy A good. sequential literatureprogram for secondary school students should deal simultaneously with literary forms. with thechronological development of literature, and with broad themes of humanexperience. By employing the abundance of teaching aids.texts. and improved foreign translations available today.an imaginatively planned program can help studentsdiscover themselves as wellas become aware of their cultural heritage and rapidlychanging world. In grades 7-9. such a program should include mythology from all periodsand cultures. the literature of the great heroes from Agamemnonto Robert E. Lee. and the mysteryor cycle plays of the English Middle Ages. In grades 10-12.the lyric poem. satire and irony. the comic and tragic hero. the comedy ofmanners. the 'problem drama. the historical romance. the social novel, the novel of sensibility, the theme ofmovement, and such non-literary components as current eventsmay be covered.
  • Harry Potter and the Order of the Phoenix

    Harry Potter and the Order of the Phoenix

    FADE IN EXT. - LITTLE WHINGING - NIGHT It is sunset. We drift through the clouds, approaching NUMBER FOUR, PRIVET DRIVE. We sail over the roof of NUMBER FOUR and continue on past it into the street. We drift down into an abandoned playground. A lone figure sits on the only unbroken swing.. It is HARRY POTTER. He appears deep in thought. Had he been watching more carefully, he would have seen the old MRS. FIGG watching him from her front porch. MRS. FIGG adjusts her porch chair in order to watch Harry better. The sound of harsh laughter reaches Harry's ears. He looks up. Dudley and his gang of followers are walking down the street, telling crude jokes and laughing. They ignore Harry and continue on out of sight. Harry gets to his feet and follows them. EXT. STREET - NIGHT Harry rounds the corner, only to find himself surrounded by Dudley's gang. DUDLEY Oh, it's you. GANG THUG #1 What should we do with him, Big D? Harry laughs. HARRY Big D? Cool name, but to me, you'll always be Ikkle Duddicums. DUDLEY Shut up! One of Dudley's gang steps in as if to punch Harry. Harry glares at him. The gang member pauses, then steps back again. DUDLEY Ooo, tough guy. Not so tough in your bed, are you? 2. HARRY What? MRS. FIGG stands up and goes to the edge of her porch. MRS. FIGG You boys go home now, or I'll be calling your parents! They pause and edge away from Harry.
  • HARRY POTTER and the Order of the Phoenix

    HARRY POTTER and the Order of the Phoenix

    HARRY POTTER and the Order of the Phoenix J.K. ROWLING All rights reserved; no part of this publication may be reproduced or transmitted by any means, electronic, mechan- ical, photocopying or otherwise, without the prior permission of the publisher This digital edition first published by Pottermore Limited in 2012 First published in print in Great Britain in 2003 by Bloomsbury Publishing Plc Copyright © J.K. Rowling 2003 Cover illustrations by Claire Melinsky copyright © J.K. Rowling 2010 Harry Potter characters, names and related indicia are trademarks of and © Warner Bros. Ent. The moral right of the author has been asserted A CIP catalogue record of this book is available from the British Library ISBN 978-1-78110-011-0 www.pottermore.com by J.K. Rowling The unique online experience built around the Harry Potter books. Share and participate in the stories, showcase your own Potter-related creativity and discover even more about the world of Harry Potter from the author herself. Visit pottermore.com To Neil, Jessica and David, who make my world magical CONTENTS ONE Dudley Demented TWO A Peck of Owls THREE The Advance Guard FOUR Number Twelve, Grimmauld Place FIVE The Order of the Phoenix SIX The Noble and Most Ancient House of Black SEVEN The Ministry of Magic EIGHT The Hearing NINE The Woes of Mrs Weasley TEN Luna Lovegood ELEVEN The Sorting Hat’s New Song TWELVE Professor Umbridge THIRTEEN Detention with Dolores FOURTEEN Percy and Padfoot FIFTEEN The Hogwarts High Inquisitor SIXTEEN In the Hog’s Head SEVENTEEN Educational Decree Number
  • Wands & Witches

    Wands & Witches

    Wands & Witches Version 0.42 by @Great_Chicken_Studio Guide by @Manfegor Wands & Witches v0.42 guide @Manfegor Guide Introduction ................................................................................................................................................................. 4 Prologue .................................................................................................................................................................................. 4 Interface ................................................................................................................................................................................... 5 Courses .................................................................................................................................................................................... 7 - Defend Against the Dark Arts lesson ............................................................................................................................... 8 - Potions lesson ..................................................................................................................................................................... 8 - Transfiguration lesson ........................................................................................................................................................ 8 - Charms lesson ....................................................................................................................................................................
  • Lord Voldemort's Request

    Lord Voldemort's Request

    Harry Potter and the Sacred Text Book 6, Chapter 20: Lord Voldemort’s Request - Good Will Vanessa: Chapter 20 Lord Voldemort’s Request ​ Vanessa: (reading aloud) Harry and Ron left the hospital wing first thing on Monday morning, ​ ​ returned to full health by the ministrations of Madame Pomfrey and now able to enjoy the benefits... I’m Vanessa Zultan. Casper: I’m Casper ter Kuile. Vanessa: And this is Harry Potter and the Sacred Text. ​ ​ Casper: This week’s episode is our last one before we take a two week holiday break. So, if you’ve been running behind, now is your chance to catch up. And we’ve got less than a week left to donate to RAICES, as part of our amazing “Don’t Be A Dursley” campaign. We have set goals, you have beaten them. We’ve set another goal, you’ve beaten it again. It’s been amazing to watch how our entire community has come together to support this issue. And we’re so, so grateful. Thanks to anyone who’s got a final donation to make in this last week. Vanessa: Also, Casper, did you know that my favorite director is a man named Richard Linklater? And that he lives in a city named Austin, Texas? (Casper laughing) And I am curious ​ ​ if he is a member of our local group there. Casper: They are the amazing Longhorn Snorkacks and it’s run by Caitlin Mimms. And if you wanna join our local group in Austin, so to HarryPotterSacredText.com/groups where you can find their info as well as more than 55 groups around the world now.
  • High-Voiced Dark Lords and Boggarts in Drag: Feminine-Coded Villainy in the Harry Potter Series

    High-Voiced Dark Lords and Boggarts in Drag: Feminine-Coded Villainy in the Harry Potter Series

    ORIGINAL SCIENTIFIC PAPER 821.111.09-93-31 РОУЛИНГ Џ. К. DOI:10.5937/ZRFFP49-23058 BOJANA S. VUJIN1 VIKTORIJA E. KROMBHOLC2 UNIVERSITY OF NOVI SAD FACULTY OF PHILOSOPHY DEPARTMENT OF ENGLISH STUDIES HIGH-VOICED DARK LORDS AND BOGGARTS IN DRAG: FEMININE-CODED VILLAINY IN THE HARRY POTTER SERIES ABSTRACT. Representations of villains in fiction tend to make them conspicuous and easily recognisable, and this is even more frequent in children’s literature, which speaks to an inexperienced reading audience and is more likely to follow established narrative patterns or rely on less-than-subtle means of characterisation. An important element in the portrayal of villains, in chil- dren’s and adult literature alike, is their physical appearance, as is the extent to which they (do not) conform to socially accepted ideas about gender and sexuality. The tendency to represent male villains as somehow aberrant in this sense stems from a long history of viewing the female as a monstrosity in itself, and ascribing feminine features to a man as one of the shortest routes to transforming him into an evil character. Using this theo- retical framework as its starting point, this paper will take a closer look at the portrayal of Lord Voldemort, the principal villain of the Harry Potter series, and Severus Snape, whose villainy is revealed to be a ruse only at the very end. The analysis will focus on the ways in which the feminine-coding of these two characters amplifies, but also at times complicates, their status as the villains of the story. KEYWORDS: children’s literature; villain; gender; monstrous-feminine; Harry Potter.