Licenciatura en Lengua Inglesa UTN Literary Studies I Teacher: Mariana Mussetta Students: Bersia, M. Lucía Raccone, Valeria September 22 nd, 2012.

Slides:



Advertisements
Similar presentations
To advance to the next section, Mouse click on ! wherever it appears.
Advertisements

Dolch Words.
METAFICTION UTN FRVM Literary Studies Licenciatura en Lengua Inglesa
Introducing “Voice” to First Grade Students Instruction That Promotes the Discovery of Voice in Art and Literature By: Shelley Nicholson.
The Writing Prompt: Writing About a Quote Catherine Wishart Literacy Coach Copyright © All rights reserved.
Lytle ISD 17 years LJH = 10 years CLL = 7 years San Antonio Writing Project TC since 2007 Write For Texas Group.
Reading Strategies.
Introduction to Criticism
Breakfast PL April, Teacher read-alouds are planned oral readings of a range of texts. They are a vital part of daily literacy instruction in all.
Everything you need to know in order to set up your Reader’s Notebook
“Wife of Bath” Prologue. Calling Dr. Wife of Bath! What subject does the wife feel that she has expert knowledge? Marriage- she has been married 5 times.
How to Read Literature Like a Professor by Thomas C. Foster
A Level English Literature Making a thesis for your essays.
Literacy Development in Multilingual Programs. Learning Objectives To identify stages of literacy development in children and use strategies to build.
Writing a literary analysis essay English II Honors.
Theme: Trust & loneliness
Reading Self Help Tutor Skill: Understanding Text Connections.
Thinking About How You Read
Test Taking Tips How to help yourself with multiple choice and short answer questions for reading selections A. Caldwell.
As you’re waiting for the lesson to begin: Write down the most ambitious adjective you can think of to describe Lennie... Write down the most ambitious.
Narrative Structure. THE STRUCTURE of a narrative …is like the framework of girders that holds up a modern high-rise building: you can’t see it, but it.
Beginning to read.
Helping Your Child with Reading The Power of Reading! Creating a love of reading in children is potentially one of the most powerful ways of improving.
CAHSEE BOOTCAMP Distinguishing different essay styles ~Ms. Gieser Biographical Narrative Biographical Narrative Expository Essay Expository Essay Response.
Love Languages 5 The Health Coach Group Copyright 2013 All Rights Reserved 1.
Poetry Analysis.
Style & Writing English 12 Literature as Art? We consider paintings and music art because their interpretation is left open to the viewer, and its effects.
| Auster (day 1) Business? Poe’s Mysteries Mystery and metafiction Naming, Authorship, Identity HW – Responses due for Friday. – Read through chapter.
Helping Your Child with Reading. The Power of Reading! Creating a love of reading in children is potentially one of the most powerful ways of improving.
A WALK TO THE JETTY From “Annie John” BY Jamaica Kincaid
Do Now 9/16/14 Please take out your spiral notebook Write today’s date and title Module 1 “Academic Vocabulary”
Metafiction. Definition The prefix meta means beyond or transcending; thus the term metafiction literally means "beyond fiction." Thus metafiction can.
Postmodern Metafiction. Postmodern literature often calls attention to its own artificiality, its own status as fiction So it pays attention to not just.
Infancy to Adulthood Week Today’s objectives To understand Marcia’s 4 Identity states. To be able to apply the identity states to different case.
Jamestown Timed Reading Plus
Communication skills Test. You can judge your communication skills by answering strongly agree, agree, neutral, disagree or strongly disagree.
The Prodigal Son Year 5 Here I Am Lesson 4. The Prodigal Son Introduction Jesus told many stories to his friends to help them understand difficult things.
RPDP Secondary Literacy     Southern Nevada Regional Professional Development Program RPDP.net.
Second Grade Curriculum Night. Guided Reading  Expectations.
Literary Analysis To advance to the next section, Mouse click on ! wherever it appears. ! The blank boxes are “interactive” and typing is possible while.
Skills That Go Beyond the Single Word Level Inferencing/prediction Cohesion Main idea Summarizing Drawing conclusions.
Sight Word List.
Narrator and frame story
Close Reading “I don’t understand it, and I don’t like what I don’t understand.” - E. B. White, Charlotte’s Web.
“Think about It…” Answer the following questions HONESTLY… Do you ever read something but not remember what it says? What do you do if you catch yourself.
| My Body Schedule: 1.Attendance & Questions? 2.Revisions 3.Barth Discussion. 4.Shelley Jackson 5.HW – Play with the Mateas & Stern. Goal[s]: 
By: Mrs. Abdallah. The way we taught students in the past simply does not prepare them for the higher demands of college and careers today and in the.
English Language through Literature. Amy Lerope a High School English Teacher answered: ―When my students tell me they don't like to read, my answer is.
Questions raised while reading “Dr. Heidegger’s Experiment” By Nathaniel Hawthorne.
John 11:17-27 On his arrival, Jesus found that Lazarus had already been in the tomb for four days. 18 Bethany was less than two miles from Jerusalem,
Sight Words.
Judges 14:1-2 Samson went down to Timnah and saw there a young Philistine woman. When he returned, he said to his father and mother, “I have seen a Philistine.
Quote Analysis “ ”. Review: The format of an essay Intro Paragraph:  although you do not need to have a whole intro paragraph with IN CLASS ESSAYS, it.
Learning Mathematics Sarah Stover Literature and Society Dr. Sherry 10/03/11.
Dr. Fernando de Toro Metafiction The Theory and Practice of Self-Conscious Fiction.
Strategies for Close Reading
THE FIVE-PARAGRAPH ESSAY Writing on Old Man and the Sea 1.
ACT Prep Course English and Reading Skills Mrs. Kinney.
Your ISU Thesis and Outline. Different Ways of Reading » You could “read” both novels with a literary theory. » For example… » Marxist » Psychological.
Children’s Literature Unit. What is Children’s Literature? Children’s literature is a deep expression of human emotions, desires, and beliefs. Children’s.
TIPS FOR WRITING LITERARY ANALYSIS Plot Summary vs. Plot Interpretation vs. Analysis.
Writing a literary analysis essay English 11/12. Begin with the basics Read the book or books assigned Read the book or books assigned Ask relevant questions.
Essay Writing 101 Lesson #1: Writing introduction paragraphs for reading responses.
NOTICE AND NOTE SIGNPOSTS. Authors put some signposts in their stories that help us know what to watch for. These signposts tell us about the characters,
F I V E P A R A G R A P H E S S A Y. YESTERDAY We responded to the following prompt: Through reading Frankenstein, we have found that there are many similarities.
Literary Forms and Narration
Learning Goal Readers will understand and learn to apply Signpost Strategies to a short story Cite the textual evidence that most strongly supports an.
English 50 Ms. Lynde.
Your ISU Thesis and Outline
Presentation transcript:

Licenciatura en Lengua Inglesa UTN Literary Studies I Teacher: Mariana Mussetta Students: Bersia, M. Lucía Raccone, Valeria September 22 nd, 2012

GENERAL OVERVIEW *The author *“The Literature of Exhaustion” (1967) & “The Literature of Replenishment” (1979) *The Plot *Characters *Postmodernist & Metafictional traits *Intertextual references *Patriarchal society *Conclusions

John Barth John Simmons Barth (1930): American novelist and short-story writer (postmodernist and metafictional quality of his work). Degrees: B.A. in 1951 and M.A. in 1952 (John Hopkins University). Professor at The Pennsylvania State University from 1953 to Professor at The State University of New York from 1965 to Boston University (visiting professor, 1972–73) and Johns Hopkins University (1973–95) before retiring in 1995.

Barth talked about abandoning the “literature of exhaustion” for a recognition of the essentially parodic literature of replenishment: the aesthetic recognition that everything has always already been said before and that parody “replenishes” through a self- conscious recognition that implication in a prior discourse does not entail exhaustion and inert imitation. (Waugh 1) “The Literature of Exhaustion” (1967) & “The Literature of Replenishment” (1979)

THE PLOT Chimera: a 1972 novel composed of three connected novellas: Dunyazadiad, Perseid and Bellerophoniad, whose titles refer eponymously to the mythical characters Dunyazad, Perseus and Bellerophon. Dunyazadiad: retelling of the framing story of Scheherazade, the famed storyteller of the One Thousand and One Nights, by her younger sister Dunyazadiad. The author, Barth himself, appears from the future and expresses his admiration for Scheherazade and the 1001 Nights as a work of fiction, of which she has no knowledge. Luckily for Scheherezade, he has appeared before her first encounter with King Shahryar. As he sees that she does not know how she is going to deal with the King yet, the author himself suggests the idea of using a chain of interrupted stories to postpone her execution, and offers to tell her a new story for the King every day. Taking the author for a genie, Scheherazade agrees.

THE CHARACTERS *Dunyazadiad *Scheherezade *The Genie (narrator) *Sharyar *Shah Zaman

THEMES *Patriarchy *Reverse role *Love and sex *Feminism *Importance of language

POSTMODERNIST & METAFICTIONAL TRAITS According to Barth, the term POSTMODERNISM can be defined as: ” ackward and faintly epigonic, suggestive less of a vigorous or even uninteresting new direction in the old art of story telling than on something anticlimatic, feebly following a very hard act to follow.” (qtd in Waugh 21) “Metafiction is fictional writing which self-consciously and systematically draws attention to its status as an artifact in order to pose questions about the relationship between fiction and reality.” (Waugh 2)

“Little Doony,” she said dreamily, and kissed me: “pretend this whole situation is the plot of a story we’re reading, and you and I and Daddy and the King are all fictional characters. In this story, Scheherezade finds a way to change the King’s mind about women and turn him into a gentle, loving husband. It’s not hard to imagine such a story, is it? Now, no matter what she finds—whether it’s a magic spell or a magic story with the answer in it or a magic anything—it comes down to particular words in the story we’re reading, right? And those words are made from the letters of our alphabet: a couple-dozen squiggles we can draw with this pen. This is the key, Doony! And the treasure, too, if we can only get our hands on it! It’s as if—as if the key to the treasure is the treasure!” (Bath 15-16) “Are you really Scheherezade?” he asked. “I’ve never had a dream so clear and lifelike! And you’re little Dunyazade—just as I’d imagined both of you! Don’t be frightened (…)” (Barth 16) I’m going in circles, following my own trail! I’ve quit reading and writing; I’ve lost track of who I am; my name’s just a jumble of letters; so’s the whole body of literature: strings of letters and empty spaces, like a code that I’ve lost the key to.” (Barth 18)

“You’re a harder critic than your lover,” the Genie complained, and recited the opening frame of the Fisherman and the Genie, the simplicity of which he felt to be a strategic chance of pace for the third night—especially since it would lead, on the fourth and fifth, to a series of tales-within-tales-within-tales, a narrative complexity he described admiringly as “Oriental.” (Barth 31) Narrative, in short—and here they were again in full agreement—was a love relation, not a rape: its success depended upon the reader’s consent and cooperation, which she could withhold or at any moment withdraw; also upon her own combination of experience and talent for enterprise, and the author’s ability to arouse, sustain, and satisfy her interest—an ability on which his figurative life hung as surely as Scheherezade’s literal. (Bath 34)

(…) he had gone forward by going back, to the very roots and springs of story. Using, like Scheherezade herself, for entirely present ends, materials received from narrative antiquity and methods older than the alphabet, in the time since Sherry´s defloration he had set down two-thirds of a projected series of three novellas, longish tales which would take their sense from one another in several of the ways he and Sherry had discussed, and, if they were successful (here he smiled at me), manage to be seriously, even passionately, about some things as well. (Barth 36) “I don’t invent, “Sherry reminded him. Her voice was no less stead than his, but her expression—when I got hold of my senses enough to see it—was grave. “I only recount.” (Barth 37) He whished neither to repudiate nor to repeat his past performances; he aspired to go beyond them toward a future they were not attuned to and, by some magic, at the same time go back to the original springs of narrative. (Barth 17) “My project,” he told us, “is to learn where to go by discovering where I am by reviewing where I’ve been—where we’ve all been.” (Barth 18)

INTERTEXTUALITY It is the relationship between texts, especially literary texts (Oxford Dictionary) “Good lord!” the Genie cried. “Do you mean to say that you haven’t started your thousand and one nights yet?” (Barth 20) “What others?” Sherry cried. “In which order? I don’t even know the Ali Baba story! Do you have the book with you? I’ll give you everything I have for it!” (Barth 21) “The author of The Thousand and One Nights doesn’t invent,” the Genie reminded her; “he only recounts how, after she finished the tale of Ma’aruf the Cobbler Scheherezade rose from the King’s bed, kissed ground before him, and made bold to ask a favor in return for the thousand and one nights ‘entertainments. (Barth 38)

PATRIARCHAL SOCIETY Her second name (…)we chose in honor of our friend’s still-beloved mistress, whom he had announced his intention to marry despite Sherry’s opinion that while women and men might in some instances come together as human beings, wives and husbands could never. (Barth 35) What are they saved for, if not a mere protracted violation, at the hands of fathers, husbands, lovers? For the present, it’s our masters’ pleasure to soften their policy; the patriarchy isn’t changed: I believe it will persist even to our Genie’s time and place. (Barth 45) (…) Cut his bloody engine off and choke him on it, as I’ll do to Shahryar! Then we’ll lay our own throats open, to spare ourselves their sex’s worse revenge. Adieu, my Doony! May we wake together in a world that knows nothing of he and she! Good night! (Barth 46) (…) “Let’s make love like passionate equals!” “You mean as if we were equals,” Dunyazade said, “You know we´re not. What you want is impossible.” (Barth 62)

CONCLUSIONS “Dunyazadiad” is a metafictional work because  it is a work of fiction within a fiction;  the author is not only the writer of the story, but also a character;  it is a parallel novel which has the same setting, time period, and many of the same characters as the 1001 Nights, but it is told from a different perspective;  there are characters who express awareness that they are in a work of fiction;  it emphasises the writing as being a creation, a construction, not the representation or imitation of reality;  it reflects on the functions and construction of writing, reading, rewriting, rereading, and interpreting.

WORKS CITED Barth, John. “Dunyzadiad” in Chimera. Fawcett Crest, Print. Barth, John. “The Literature of Exhaustion” and “The Literature of Replenishment” in The Friday Book. John Hopkins University Press, Print. Waugh, Patricia. Postmodernism: a Reader. Oxford University Press, Print. Waugh, Patricia. The Theory and Practice of Self-conscious Fiction. Routledge, Print. Oxford Dictionary On line for Advanced Learners of English.