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Violence in literature
Elements of violence in literature
Violence in literature
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Recommended: Violence in literature
Chapter 11
In Thomas C. Foster’s discussion of the significance of violence in literary works, one main and frequent part of literature is highlighted. Foster explains that literary violence goes beyond the mere explanation of a physical tussle. According to Thomas Foster, there are two categories of violence in literature- the injury of character on others or themselves and violence that causes harm in general. I personally agree with this because not all violence in literature is voiced through physical violence. An example is the novel Jane Eyre by Charlotte Brontë. Jane Eyre, the main character of the book is repressed by her aunt and other figures. Jane Eyre’s aunt did not allow her to go out and play with her cousins and have fun like
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Foster in this critique stresses to us that you should put yourself in the character’s shoes in order to appreciate the true nature of the work. He explains that you can’t just read the text to fully get all the emotions out of the novel. In order to get the full emotion you need to balance reading what the character is feeling and reading for or as the character. For example, in the novel Tuesdays with Morrie, the author Mitch Albom does an excellent job explaining how Morrie looked and how he felt when Morrie was passing. Although, in order to fully feel what Mitch as feeling at the time and how Morrie truly looked, you would need to put yourself in the positon that Mitch was in as well as . I agree with Mr. Foster’s analysis, for in order to truly feel what the author intended you to feel you need to not only read the text but feel through the text. Also, I agree with the fact that the reader does not have to feel something the same ways as someone else feels it. When putting yourself in the position that the character in is you might take it in a different way than someone else because you have a different way of living and one characters experience might be more related to you than someone else. This way of reading will in-turn help with the multi-layers of literary writing. Upon reading this my first reaction is shocked. I have never thought about actually putting myself in the shoes of the character. Have only ever read it as if I was reading about the
Sometimes the way people act around you isn’t the way they act around other people. A good example of this is Shirley Jackson’s, “The Possibility of Evil”. The main character, Miss Strangeworth, isn’t as nice as she may seem. Miss Strangeworth’s character can be analyzed by considering what she does, what the narrator says about her, and how other characters interact with her.
In the article Threshold of Violence published by The New Yorker Magazine, author Malcolm Gladwell alludes to the cause of school shootings and why they transpire. Gladwell tries to make sense of the epidemic by consulting a study of riots by stanford sociologist Mark Granovetter. Granovetter sought to understand “why people do things that go against who they are or what they think is right, for instance, why typically non-violent, law-abiding people join a riot”(Granovetter). He concluded that people’s likelihood of joining a riot is determined by the number of people already involved. The ones who start a riot don’t need anyone else to model this behavior for them that they have a “threshold” of zero. But others will riot only if someone
How to Read Literature like a Professor by Thomas C Foster is a how to do book that teaches children how to become better readers. The novel was written in second person. The purpose of this novel is to inform readers on details that they wouldn’t usually realize in literature. Students who read Thomas C Foster’s How to Read Literature like a Professor are suppose to gain knowledge of how to identify details of their story that have connections to other literature or have alternative meanings that the author is trying to get across to the reader. Thomas C Foster believes reading his novel can help develop you into a better reader. He believes this because the information that he includes can apply to your reading. When you realize the connections he talks about, it gives you a better understanding of the book you are reading.
In literature of significant standing, no act of violence is perpetrated without reason. For a story to be legitimate in the area of fine literature violence cannot be used in a wanton manner. In John Irving’s modern classic, A Prayer for Owen Meany the audience is faced with multiple scenes of strong violence but violence is never used without reason. All of the violent acts depicted in the novel are totally necessary for the characters and the plot to develop. This plot-required violence can be seen in the novel’s first chapter when Owen accidentally kills John’s mother and in the novel’s last chapter when John relates Owen’s grotesque, while heroic, death to the audience. The violence that is shown in this novel is used in such a calculated manner that it leaves a great impression on the audience.
The book How To Read Literature Like a Professor explains how to make connections to other pieces of literature and make them easier to comprehend. Thomas C. Foster decided to write the book in a second person perspective because he wanted to make it feel like he was talking to his reader instead of just speaking to an audience. Thomas Foster wrote this book because he wanted people to realize how most stories have a lot of references in them and many stories can be traced back to famous pieces of literature like The Bible or popular fairy tales. He overall wanted everyone who read his book to become a more educated reader and that having read his book, you could make connections and comprehending literature would become easier.
In conclusion, the brilliant novel “How To Read Literature Like A Professor” by Thomas C. Foster is a fantastic novel that helps grasp the basic ideas and structure that makes up a work of literature. Foster’s laid-back attitude made a major contribution to the great tone of the novel, and made it easier to understand. Many connections were included in the novel, along with some great quotes. After reading this novel, I have a better idea of what to look for when reading a novel.
What goes through your mind when you read? Do you read deliberately, looking for certain aspects, or do you read as a blank slate? When reading, professors expect a deliberateness that will help you to uncover meanings that are not readily apparent. Thomas C. Foster in his book “How to Read Literature Like a Professor” expands on this concept. He endeavors to instruct his readers in the way he believes they should read, in order to get the most out of each book. He concedes that, “When lay readers encounter a fictive text, they focus, as they should, on the story and the characters” but to truly read like a professor you must also divert a portion of your attention on “other elements of the novel” such as “memory… symbol… [And] pattern” (Foster, 15). Foster clarifies
Bradburry, Ray. "The Utterly Perfect Murder." The Language of Literature. Ed. Arthur N. Applebee. Evanston, IL: McDougal Littell, 1997. 799-805. Print.
Ours is a violent world where even the most common folk can find themselves faced with unspeakable horror through little or no intention. In Flannery O’Connor’s “A Good Man is Hard to Find,” the characters find themselves at the mercy of armed men because of a faulty memory and a few wrong turns. In Tobias Wolff’s “Hunters in the Snow,” a young man winds up shooting his friend in an apparent accident which culminates in a debate between saving that friend or whether it is more important to preserve the self. The stories work together to explore what humans will do when faced with terrible violence.
Through vivid yet subtle symbols, the author weaves a complex web with which to showcase the narrator's oppressive upbringing. Two literary critics whose methods/theories allow us to better comprehend Viramontes. message are Jonathan Culler and Stephen Greenblatt. Culler points out that we read literature differently than we read anything else. According to the intertextual theory of how people read literature, readers make assumptions (based on details) that they would not make in real life.
How is it that in the year 2016 violence is not only increasing but is also being accepted at a startling rate? Most teenagers in modern days believe “that it was acceptable for a boyfriend to act aggressively towards his partner in certain circumstances.” (Statistics). If teenagers today believe that acting aggressively towards your partner is okay, will they grow to believe that other forms of violence are acceptable as well? Will they create a world where domestic violence, rape, and murder are “no big deal”?
Throughout the novel the reader finds out that one cannot stew over a negative situation, but instead, find the positive in a negative situation and move on to better things. In addition, people should always be themselves because we all matter, no matter what our differences.
He wants the reader to feel those emotions strongly, but he uses surreal experiences to show this. In this story, late at night, two uncles are fighting drunkenly. “Victor watched as his uncle held his other uncle down, saw the look of hate and love on his uncle’s face and the terrified arms of his other uncle flailing uselessly. (3)” A nine-year-old can indeed sense love and hate, however in this situation, Victor is far away and watching late at night, where he is unable to see their faces.
An example of this is when Elizabeth in “The Leaving”, is ordered around by her husband “get over her ‘n’ make my supper wom[a]n!”, (Wilson, 1990 p. 3). This is a strong example because she is not appreciated or respected. Even though she lives in a different culture and time frame, the same sort of situation can be observed in “Another Evening at the Club”. This occurs when Samia does not have a choice of who she marries “you're a lucky girl,... he’s a real find” (Rifaat, 1998, p. 255). Along with these two women Anilam, Aqsa has to overcome their families not approving who they want to marry or how they want to dress. Finally, Mrs. Mallard also experiences this while she does not really love her husband but cannot confess to him as he has more power over her, so she has to just put up with him. This is shown when she says “free, free, free!” (Chopin, 1894 p 2), and she is finally happy even though he had died. Since all of the women in the story live in a patriarchal society or a repression they face really similar
Throughout our class we have discussed how violence has shaped the early modern world. One common thread between our sources has been the prevalence and the severity of the violence in the early modern world. While there are various reasons for this violence, the extent to which this violence occurs is a major theme throughout the sources. This violence can take numerous forms, whether it be violence to exploit workers, war, or even violence in the homes of early modern Europeans violence was a major part of the Europeans societies described by our readings and films. Susan Amussen’s article, “Punishment, Discipline, and Power” describes how violence worked to further social structures within early modern Britain.