The Uses of Music and Their Extensions in the Novels of Em Forster
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AWAR of INDIVIDUALS: Bloomsbury Attitudes to the Great
2 Bloomsbury What were the anti-war feelings chiefly expressed outside ‘organised’ protest and not under political or religious banners – those attitudes which form the raison d’être for this study? As the Great War becomes more distant in time, certain actions and individuals become greyer and more obscure whilst others seem to become clearer and imbued with a dash of colour amid the sepia. One thinks particularly of the so-called Bloomsbury Group.1 Any overview of ‘alter- native’ attitudes to the war must consider the responses of Bloomsbury to the shadows of doubt and uncertainty thrown across page and canvas by the con- flict. Despite their notoriety, the reactions of the Bloomsbury individuals are important both in their own right and as a mirror to the similar reactions of obscurer individuals from differing circumstances and backgrounds. In the origins of Bloomsbury – well known as one of the foremost cultural groups of the late Victorian and Edwardian periods – is to be found the moral and aesthetic core for some of the most significant humanistic reactions to the war. The small circle of Cambridge undergraduates whose mutual appreciation of the thoughts and teachings of the academic and philosopher G.E. Moore led them to form lasting friendships, became the kernel of what would become labelled ‘the Bloomsbury Group’. It was, as one academic described, ‘a nucleus from which civilisation has spread outwards’.2 This rippling effect, though tem- porarily dammed by the keenly-felt constrictions of the war, would continue to flow outwards through the twentieth century, inspiring, as is well known, much analysis and interpretation along the way. -
Analysis of Intrapersonal Conflict Characters in Sense and Sensibility's
ANALYSIS OF INTRAPERSONAL CONFLICT CHARACTERS IN SENSE AND SENSIBILITY’S NOVEL BY JANE AUSTEN THESIS Submitted by HAIRI MUNANDAR NIM. 140203178 Student of Fakultas Tarbiyah dan Keguruan Department of English Language Education FAKULTAS TARBIYAH DAN KEGURUAN UNIVERSITAS ISLAM NEGERI AR-RANIRY BANDA ACEH 2021 M / 1441 H HAIRI MUNANDAR NIM. 140203178 Student of Fakultas Tarbiyah dan Keguruan Department of English Language Education SURAT PERNYATAAN KEASLIAN (Declaration of Originality) Saya yang bertandatangan di bawah ini: Nama : Hairi Munandar NIM : 140203178 Tempat/tanggal lahir : Blang Pidie/21 April 1995 Alamat : Rukoh, Darussalam, Banda Aceh Menyatakan dengan sesungguhnya bahwa skripsi yang berjudul: Analysis of Intrapersonal conflict Characters in Sense and Sensibility’s Novel by Jane Austen adalah benar-benar karya saya, kecuali semua kutipan dan referensi yang disebutkan sumbernya. Apabila terdapat kesalahan dan kekeliruan di dalamnya, maka akan sepenuhnya menjadi tanggungjawab saya. Demikianlah surat pernyataan ini saya buat dengan sesungguhnya. Banda Aceh, 12 December 2020 Saya yang membuat surat pernyataan, Hairi Munandar ACKNOWLEDGEMENT Alhamdulillah, all praises be to Allah SWT, The Most Gracious, The Most Merciful, The King who owns the power over all the creatures and who always blesses and gives me health, strength and passion to accomplish this thesis. Peace and salutation be upon the prophet Muhammad SAW whom together with his family and companions has struggled whole heartedly to guide his ummah to the right way. First of all, I would like to dedicate my deepest gratitude and appreciation to my supervisors Khairiah Syahabuddin, M.Hsc. ESL., M.TESOL., Ph.D. and Rita Hermida, M.Pd. for their valuable guidance, advices, support, kindness, insightful comment, and immense knowledge in completing this thesis. -
Marianne Dashwood and Charlotte Lucas (The Christian Ideal of Marriage in Jane Austen)
Not Said But Shown 432 17. Marianne Dashwood and Charlotte Lucas (The Christian Ideal of Marriage in Jane Austen) ----- Marianne Dashwood at seventeen believes in “wholeheartedness.” One should cultivate right feelings as far as one possibly can, and express them frankly and to the full; and all with whom one can relate properly must do the same. One’s feelings should be intense, and the expression of them should be enthusiastic and eloquent. Towards those whose feelings are right, but who cannot achieve this freedom of expression, one must be charitable; but one should avoid all whose thought and behavior is governed by convention. Following convention corrupts one’s “sensibility,” so that one can no longer tell what the truth of natural feeling is. Thus, when Edward Ferrars and Marianne’s sister Elinor become mutually attached, Marianne approves of Edward — and she certainly agrees with her mother, who says, “I have never yet known what it was to separate esteem and love” (SS, I, iii, 16). But she cannot imagine how Elinor can be in love with Edward, because he lacks true “sensibility.” “Edward is very amiable, and I love him tenderly. But . his figure is not striking . His eyes want all that spirit, that fire, which at once announce virtue and intelligence . he has no real taste . I could not be happy with a man whose taste did not in every point coincide with my own . how spiritless, how tame was Edward’s manner in reading to us last night! . it would have broke my heart had I loved him, to hear him read with so little sensibility” (17-8). -
Virginia Woolf; the Art Historians Clive Bell and Roger Fry; and the Economist John Maynard Keynes
NEAR EAST UNIVERSITY FACULTY OF ARTS AND SCIENCE~~ DEPARTMENT OF ENGLISH .· ·/. , ,, .. , '~:· i l.._ 1 • . ; / ~ r:-, 11 .~ ~- LANGUAGE AND LITERATURE \·;:;>., - .. ,:. :'. \ · t.;"•r c..r''"' ' : ' '~~~/ A PASSAGE TO INDIA: "CRITICAL APPROACH" A Novel By E-M FORSTER UNDERGRADUATE THESIS • Prepared By : MURAT ILHAN •• SupervisedBy: Assoc.Prof.Dr.GUL CELKAN June,1998 T.R.N.C. TABLE OF CONTENTS * PREFACE * INTRODUCTION * E-M FOSTER'S LIFE * CHRONOLOGY OF FOSTER * WHAT IS THE SUBJECT OF THE PASSAGE? * WHAT THE TITLE IS ABOUT? * THE PLOT AND STRUCTURE * THEMES OF A PASSAGE TO INDIA * E-M FOSTER'S PORTRAYS MANY CHARACTERISTICS OF STYLE IN HIS NOVEL * THE CHARACTER OF Dr. AZiZ * CONCLUSION * BIBLIOGRAPHY PREFACE The English language and literature has always been attractive to my personality; because since I was a boy, I decided to educate myself in the area of the English language and to receive all the benefits it would give me. Therefore, I have chosen to study on one, of the greatest figures of the English literature, E-M Forster and, his best novel A Passage To India. I would like to give my special thanks to my chairperson, Associate Prof. Dr. Gill Celkan for her great help through my 4- year education in the department. Murat Illian, 1998 T.R.N.C. 2 INTRODUCTION A Passage To India is E-M Forster's most ambitious, and surely one of the classic modem English novels, a work both of modem chaos and aesthetic order. The echo in the Marabar caves levels all meaning to one declares "Everything exist; nothing has value". In which the j anus- face of the universe is visible, where its horror and smallness are simultaneously known, where "neither ignore nor respect unity". -
“—A Very Elegant Looking Instrument—” Musical Symbols And
('-a very elegant looking instrumgnl-"' Musical Symbols and Substance in Films of Jane Austen's Novels KATHRYN L. SHANKS LIBIN Department of Music, Vassar College, Poughkeepsie, NY 12604-0018 The recent flowering of Jane Austen novels on television and film raises fascinating issues of interpretation and authenticity. Great efforts have been made to recreate believable nineteenth-century backgrounds; the houses, furniture, costumes, jewelry, and so forth all show scrupulous historical research and attention to detail. origi- nal musical instruments have likewise been featured in these new visual versions of Jane Austen's texts. However, it is relatively easy to flt an attractive old instrument into its period setting; finding the right tone with the music itself is'a much more complicated problem, und fe* of the film makers involved with Austen's works have demonstrated perfect pitch in this matter. For the problem consists not simply of finding the right musical symbols: the proper instru- ments, or sound, or representative pieces of music that Jane Austen might have known; but of grappling, as well, with the musical substance ofher novels. In certain instances music is an essential plot device; and musical performance reveals key aspects of personality in many of her characters. Jane Austen herself faithfully practiced the piano, and copied out music into notebooks for her own use. Indeed, her music notebooks show that she was an accomplished musician, possessing a firm grasp of the rules and implications of musical notation and, not iurpiisingly, an elegant copyist's hand.' The mere existence of these notibooks, which represent countless hours of devoted labor as well as pleasure, shows the central role that music played in Austen's own life. -
JANE AUSTEN's SCRIPT of SISTERHOOD Each of Jane
ABSTRACT THE PROBLEM OF FEMALE RESERVE: JANE AUSTEN’S SCRIPT OF SISTERHOOD Each of Jane Austen’s novels looks at sisterhood from a different angle, exploring varying versions of sisterhood that all point to its indisputable necessity in the lives of women. At the same time, however, Austen illustrates that female reserve frequently prevents sister relationships from reaching their full potential. Sisterly reserve is often tied to romantic interests, as women succumb to cultural pressure to hide their feelings at all costs. This thesis analyzes the complexities of the sister relationships in Austen’s six novels, tracing the struggles with silence that often result in a temporary or even permanent breakdown of female community. Through her portrayals of sisters, Austen also raises questions about moral development and female isolation, indicating that strong sisterhoods cultivate greater moral awareness, and that women without sisters still benefit from the female communities they create. The complete script that surfaces from an examination of all her novels argues that sisters and women consistently experience stronger female communities and greater participation in the world of rationality and meaning when they are able to overcome these instances of silence and jointly negotiate their experiences. Kristen Akina May 2011 THE PROBLEM OF FEMALE RESERVE: JANE AUSTEN’S SCRIPT OF SISTERHOOD by Kristen Akina A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in English in the College of Arts and Humanities California State University, Fresno May 2011 APPROVED For the Department of English: We, the undersigned, certify that the thesis of the following student meets the required standards of scholarship, format, and style of the university and the student's graduate degree program for the awarding of the master's degree. -
Biographies and Autobiographies of Historians, Edited by Doug Munro and John G
7 Intersecting and Contrasting Lives: G.M. Trevelyan and Lytton Strachey Alastair MacLachlan This essay is about history and biography in two senses. First, it examines two parallel and intersecting, but contrasting lives: that of George Macaulay Trevelyan (b. 1876), probably the most popular historian and political biographer of early twentieth-century England – a Fellow and in old age the Master of Trinity College, Cambridge, an independent scholar for 25 years and, for 12 years, Regius Professor of Modern History – and that of his slightly younger Trinity protégé, Giles Lytton Strachey (b. 1880), a would-be academic rejected by the academy, who set himself up as a critical essayist and a historical gadfly – the writer credited with the transformation of a moribund genre of pious memorialisation into a ‘new’ style of biography. Second, the essay explores their approaches to writing nineteenth-century history and biography, and it assesses their works as products of similar but changing times and places: Cambridge and London from about 1900 to the 1930s.1 1 I shall therefore ignore Trevelyan’s later writings (he died in 1962), and concentrate on the biographies written by Strachey (S) and Trevelyan (T), with a focus on their nineteenth-century studies. 137 CLIO'S LIVES ‘Read no history’, advised Disraeli, ‘nothing but biography, for that is life without theory’. But ‘life without theory’ can be intellectually emaciated, and a comparative biography may have the advantage of kneading into the subject theoretical muscle sometimes absent in single lives, highlighting the points where the two lives intersected and what was common and what distinctive about them. -
Silent Love the Annotation and Interpretation of Nabokov’S the Real Life of Sebastian Knight
Silent Love The Annotation and Interpretation of Nabokov’s The Real Life of Sebastian Knight Silent Love The Annotation and Interpretation of Nabokov’s The Real Life of Sebastian Knight GERARD DE VRIES Boston 2016 Library of Congress Cataloging-in-Publication Data: The bibliographic data for this title is available from the Library of Congress. © 2016 Academic Studies Press All rights reserved ISBN 978-1-61811-499-0 (cloth) ISBN 978-1-61811-500-3 (electronic) Book design by Kryon Publishing www.kryonpublishing.com On the cover: Portrait of R.S. Ernst, by Zinaida Serebriakova, 1921. Reproduced by permission of the Nizhnii Novgorod State Art Museum. Published by Academic Studies Press in 2016 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective December 12th, 2017, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. The open access publication of this volume is made possible by: This open access publication is part of a project supported by The Andrew W. Mellon Foundation Humanities Open Book initiative, which includes the open access release of several Academic Studies Press volumes. To view more titles available as free ebooks and to learn more about this project, please visit borderlinesfoundation.org/open. Published by Academic Studies Press 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com For Wytske, Julian, Olivia, and Isabel. -
Silence and the Duel in Sense and Sensibility
“He to defend: I to punish”: Silence and the Duel in t Sense and Sensibility :Li VINCE BREWTON Vince Brewton (email: [email protected]) is Assistant Professor of English at the University of North Alabama. He has written for The Southern Quarterly and The Continuum Encyclopedia of American Literature. His ongoing research reflects on the relationship between identity and violence. A t the heart of Sense and Sensibility we find a little-noted duel, an affair of honor conducted between Colonel Brandon and Willoughby, two of the three male principals in the novel. The duel, though heavy with significance for the novel, is interestingly underemphasized in the text itself and largely unacknowledged in critical discussion. A Regency duel is an example of what Peter Gay calls “the cultivation of hatred,” i.e., the sub- limation of raw aggression as well as the deliberately nurtured expression of that same resentment.1 The “hatred” sufficient to provoke a duel arises over Willoughby’s seduction of Brandon’s ward, Eliza, and the duel exists for the reader only because its participants engage in a secondary discur- sive “duel” on the “site” of Elinor Dashwood, each confiding in her his grievance and his justification for his conduct. While the duel is never revealed to us in its details directly or indi- rectly, it is significant as an emblem of the power relations informing the plot of Sense and Sensibility. I want to place the unconsidered duel within the framework of power relations in the work while at the same time undertaking to read the novel in light of the duel’s significance and deter- mine the extent to which it alters or affirms our approach to the text. -
Una Actividad De Vídeo Y Literatura En El Aula De Inglés
UNA ACTIVIDAD DE VIDEO Y LITERATURA EN EL AULA DE INGLÉS Manuel Megías Rosa Escuela de Profesorado de Guadalajara Universidad de Alcalá Casi todos los profesores conocemos la utilidad del video en la cía*,,:! de idiomas. Sus pros y sus contras han sido analizados en múltiples ocasiones por un ^''an numero de estudiosos y la mayoría ha llegado a la conclusión de que se trata de un arma muy poderosa en la enseñanza de una segunda lengua. Hay una gran literatura escrita a este respecto y gran cantidad de material audiovisual disponible, ya sean videos grabados con una finalidad específica o bien materiales auténticos fáciles de obtener en la actualidad. Muchos profesores de inglés vemos la necesidad de que el alumno de COU y BUP tome algún tipo de contacto con la literatura Inglesa durante el periodo de aprendizaje del idioma. Hasta ahora, la mayor parte de los alumnos se limitan a leer ediciones reducidas de obras famosas cuya lectura se comprueba por medio de preguntas incluidas en los exámenes o por medio de resúmenes que el alumno tiene que realizar, incluso por medio de traduciones. Dicha actividad aporta fluidez en la comprensión de un texto escrito y acerca al alumno a un determinado autor y a su obra, pero, por lo que he podido comprobar hasta ahora, la mayor parte de los alumnos se aburren leyendo un libro por el mero hecho de haberles sido Impuesto y su lectura se prolonga durante días e incluso semanas. Los alumnos de EGB tienen pocas oportunidades de hacer lo mismo puesto que la literatura infantil y juvenil en versión original o en ediciones abreviadas parece quedar lejos del ánimo del profesor de lengua extranjera encargado de est? etapa inicial y de las empresas encaragadas de su confección. -
Sense and Sensibility Discussion Questions
Sense and Sensibility Discussion Questions 1. In this novel Austen parodies the 18th-century cult of sensibility, which valued strong emotions over reason and intellect. Consider the significance of the novel’s title. How are the qualities of sense and sensibility represented in the main characters? 2. Discuss the entailment of Norland, the Dashwood estate. Could the Dashwood sisters’ father have done more to provide for the future of his wife and daughters? 3. How does John Dashwood fulfill the promise to his father to “take care” of his half-sisters and stepmother? How is he influenced? 4. Who is the heroine of the novel? Is Elinor too good to be true, too perfect? Is Marianne too flawed to be the heroine? 5. Although Elinor Dashwood is not a first-person narrator, most of the story is told through her eyes and thoughts. Do you think Austen agrees with Elinor’s viewpoint? 6. What is your opinion of Marianne at the beginning and then at the end of the novel? 7. What qualities does Marianne find appealing in Willoughby? Compare Marianne’s initial impression of Colonel Brandon. 8. Austen’s parody of the cult of sensibility is primarily embodied in Marianne. What mistakes does Marianne make in being guided by the tenets of sensibility? How does it affect her judgment of Elinor? 9. How and why does Marianne become ill? In the end, does Marianne examine her own conduct? Does she grow as a character to become self-aware? 10. How did you feel about Willoughby when he first entered the novel? What clues does Austen provide about his character? Is his apology to Elinor at the end of the book believable? Do you feel sorry for him? Should Elinor have told her sister what he said? 11. -
Elinor Dashwood in Sense and Sensibility
SUMMARY -139- Elinor Dashwood in Sense and Sensibility KITAWAKI Tokuko Sense and Sensibility was Jane Austen’s first novel published in 1811. Its first manuscript was entitled Elinor and Marianne, which was written as the story of two sisters in 1795. This story was rewritten twice in the sixteen years before its publication. Sense and Sensibility is regarded as a debate or a dialogue. Elinor Dashwood is a symbol of sense and Marianne Dashwood is that of sensibility. Jane Austen tried to let sense and sensibility have a dialogue through this novel. In the end of the story we are able to deepen our understand- ing of these two ideas. Elinor is intellectual and prudent, but she is affectionate and her feelings are strong. Marianne is emotional and imprudent, but she is also sensible and clever. We should not think of one as superior to the other. Both Elinor and Marianne are more or less endowed with sense and sensibility. Marianne’s behaviour is based on her own feelings, and she often ignores the feelings of other people. Her slightest consideration of circumstances invites ultimately her sufferings. In spite of Elinor’s advice to pay much attention to formal social activities, Marianne will never listen to her and indulges herself in loving a play boy. She was betrayed by the materialist Willoughby, who was engaged to the wealthy Miss Grey. Marianne suffers from his desertion and becomes seriously ill. Through these sufferings she learns to thank the people around her and behave properly. Elinor is always thinking of the feelings of other people and controls her own strong feelings.