Showing posts with label conrad. Show all posts
Showing posts with label conrad. Show all posts

Monday, August 2, 2010

Johann's Summary - "An Image of Africa"

Link

Please see the link above for Johann's summary of Chinua Achebe's "An Image of Africa."  The summary is a Word attachment, so you will need to open or download it.

By the way, below is a picture of a young Achebe with Langston Hughes.  It is from Hughes' 1962 visit to Lagos, Nigeria.

 

 

Sunday, July 18, 2010

Study Guide for Midterm in EN 202 Summer 2010, pt. 1




Did you know that you can stay at the Casa Fitzcarraldo the next time that you are in Iquitos, Peru?  (The picture above is from this hotel's website.  The daughter of Walter Saxer, Fitzcarraldo's executive producer, owns and operates this hotel.)

On to our study guide!

On our first day of class, we watched the following videos on the DR Congo, the current name for the setting of Conrad's novel:

Today we watched the following videos.  The first is part one of Al Jazeera English's documentary on the DR Congo:

http://www.youtube.com/watch?v=_d4dFYiIzK8

The next is the presentation on King Leopold II of Belgium:
http://www.youtube.com/watch?v=9qU5IIiVW-E

I had intended to show the following video from Burden of Dreams, a film about the making of Fitzcarraldo:
http://www.youtube.com/watch?v=3xQyQnXrLb0

On July 13 and 14, we watched Werner Herzog's Fitzcarraldo (1982) with Klaus Kinski in the title role, Claudia Cardinale as his partner Molly, the Brazilian actor Jose Lewgoy as the robber baron Don Aquilino, and Huerequeque Enrique Bohorquez, a non-actor, as Huerequeque the cook.  Note that Herzog did *not* use CGI or models and that his actors pulled the boat up and down the mountain and into the river.

Here is the IMDB page for Fitzcarraldo:
http://www.imdb.com/title/tt0083946/

Roger Ebert's 1982 review is here:
http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/19820101/REVIEWS/201010325/1023

Ebert revisited the movie in 2005:
http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/20050828/REVIEWS08/508280301

On Wednesday we discussed the differences between novels and films as genres.  Novels' characters have interiority, and we often get much more exposition and back story in a novel.  We also talked about the roundness and flatness of characters.  Films draw on visual and aural elements--but is a picture worth a thousand words?.  They are collaborative (and commercial) whereas novels are more individual.  (However, oddly enough, Jane Austen wrote all over her novels in her family's parlor and not in a private study.) 


The picture below is Werner Herzog at work on Fitzcarraldo as his native actors look on.  (How does Herzog depict these natives and their culture?  How does Fitzcarraldo treat the natives?)  Further below is a picture of the British author George Orwell at work alone.


On Thursday (7/15), we discussed Fitzcarraldo and the beginning of Heart of Darkness.  We went over Joseph Campbell's monomyth ("The Hero's Journey") as it pertains to both Herzog's film and the beginning of Conrad's novel.  See this link for the outline that we used:
http://orias.berkeley.edu/hero/JourneyStages.pdf  However, there are more detailed outlines, so feel free to refer to them if you write about the hero's journey for your paper or the subjective exam.  It is ironic that Campbell's monomyth applies to Fitzcarraldo almost as well as it applies to more commercial movies such as Star Wars or Mulan. 

The picture below is from Joseph Campbell's The Power of Myth, his televised conversations with journalist Bill Moyers.


We also discussed the journey from the center to the margins.  This journey is especially important in thinking about colonialist and post-colonialist writing.  Note that, in Conrad's time, London was very much the center of empire whereas the Congo was quite marginalized.  Does Fitzcarraldo make the same kind of journey from the center to the margins that Marlow does? 

Also, Rudyard Kipling's "The White Man's Burden" will be on the midterm:

http://www.fordham.edu/halsall/mod/kipling.html

I didn't know that this poem was inspired by the Spanish-American War.  This war heralded the U.S.' entry into imperialism as it took over several of Spain's colonies: the Phillippines, Cuba, and Puerto Rico, for example. 

We also discussed the impact of historical context.  Note that over eighty years separate Heart of Darkness and Fitzcarraldo.  These more than eighty years include both World Wars, independence for a very many former colonies, and the Civil Rights movement.  Then we can also look at cultural differences.  Conrad was a former Russian subject who chose to become a British citizen.  Herzog was born during WWII, grew up in West Germany, and now lives in Los Angeles (but is not an American citizen).  One might also call him a citizen of the world as his work transcends the category of German or American cinema.

Note that Heart of Darkness has a frame narration.  An unnamed Englishman narrates the frame story.  In this story, his friend Marlow tells about his journey on the Congo River to rescue Kurtz, an agent for the Belgian company that Marlow once worked for.  Can we trust the unnamed Englishman?  Who is he?  Can we trust Marlow? 

Below is a picture from Apocalypse Now.  Here Kurtz (played by Marlon Brando, the shaven-headed man) and Willard (Marlow's name in the film) are conversing.


On Monday (7/19), we continued our exploration of Heart of Darkness, using Joseph Campbell's monomyth, Chinua Achebe's "An Image of Africa," and Werner Herzog's comments on the jungle to help us get further. 

How does Marlow's story follow the hero's journey?  And, if it does, what is Marlow's elixir?  How does it not follow the hero's journey?  Is he a hero?  Would Campbell consider him to be a hero?  Or is he more of an anti-hero?

Below is Dr. Kenneth Wheeler's definition of an anti-hero:

ANTIHERO: A protagonist who is a non-hero or the antithesis of a traditional hero. While the traditional hero may be dashing, strong, brave, resourceful, or handsome, the antihero may be incompetent, unlucky, clumsy, dumb, ugly, or clownish. Examples here might include the senile protagonist of Cervantes' Don Quixote or the girlish knight Sir Thopas from Chaucer's "Sir Thopas." In the case of the Byronic and Miltonic antihero, the antihero is a romanticized but wicked character who defies authority, and becomes paradoxically ennobled by his peculiar rejection of virtue. In this sense, Milton presents Satan in Paradise Lost as an antihero in a sympathetic manner. The same is true of Heathcliffe in Emily Bronté's Wuthering Heights. Compare with the picaro {or "knave or rascal who is the protagonist in picaresque novels" or novels about a young man's misadventures}.

Below is Gustave Dore's illustration of Satan in Paradise Lost.  Dore was active during the 19th century.


We also began to look at Marlow's depiction of women, beginning with his aunt (one of his helpers) and moving onto Kurtz' African mistress and his European fiancee.  Why does Marlow depict these women (especially his aunt) the way he does?  Why does he take pains to say that women are removed from the "world" and that they should not run things?  Why does he lie to Kurtz' Intended (the fiancee) about her beloved's last words? 

Here are some pictures of the New Woman (1890s/1900s).  The first is from 1911 and was part of a paper published in ...Nineteenth Century Gender Studies.  See the link below for the paper itself:  http://ncgsjournal.com/issue32/roundtable.htm

The other pictures are earlier, dating from the 1890s.  Although we take for granted women's ability to work outside the home and to exercise, these activities were once radical!  Again, remember what I said about the corset, which physically deformed and confined women.


 

We then examined some passages from Heart of Darkness, using Achebe's essay and Herzog's comments to find the effects of racism and the jungle.  Could Herzog's comments be in and of themselves racist or imperialist?  How might Marlow's fireman look from another perspective?  (The picture below is from Mother Jones and depicts Congolese "dandies.")

 

Note the effect that work has on both Marlow and his subordinates.  (You may also want to see what he says about the Europeans and their attitude towards work.)

 I'll conclude here with notes from Tuesday (7/20) since we finished up Heart of Darkness and we will be beginning Things Fall Apart on Wednesday (7/21).

At the beginning (or near beginning of class), Michelle gave her presentation on Sir Arthur Conan Doyle, author of the Sherlock Holmes stories (i.e., The Hound of the Baskervilles) *and* The Crime of the Congo, an expose of Belgian (mis)rule.  Unlike Conrad, ACD was a very prolific, popular writer.  As Michelle pointed out, he wrote not only the Sherlock Holmes stories but also science fiction, romances, and non-fiction.  He trained as a physician and went to Africa as a ship's doctor, but he chose to write instead of practice medicine after his return to Great Britain.  ACD wrote The Crime of the Congo in 1909 after both Rudyard Kipling and Joseph Conrad turned the assignment down.  Not only did ACD write this book but he also publicized it, meeting with world leaders and lecturing on it to the public.

Below is his portrait from 1897.

I will be posting Michelle's PowerPoint as soon as I am able to.  In the meantime, here is a link to the site where The Crime of the Congo is posted.

http://www.kongo-kinshasa.de/dokumente/lekture/crime_of_congo.pdf

We finished up our discussion of Heart of Darkness.  We explored whether or not Marlow had changed over the course of his story.  Of course, one could also think about whether or not he had changed since the events of the story.  Had he realized certain things as he brooded over what had happened in the Congo?  We also looked at whether or not Kurtz had affected him and why his responses to him swung wildly.  We briefly talked about Marlow's response to the young Russian's hero worship of Kurtz.  (Later we saw Dennis Hopper's performance in Apocalypse Now.)  We concluded by comparing Kurtz' mistress and his fiancee.



Then we watched the following clips from Apocalypse Now, Francis Ford Coppola's transformation of Conrad's novel about the Congo into a film about Vietnam...or one that was Vietnam.

Marlow's meeting with the Army brass follows:
http://www.youtube.com/watch?v=5iw1KobfPwk&feature=related

Next is a link to Dennis Hopper's scenes.  He plays an American photojournalist, and this person is Coppola's equivalent of Conrad's young Russian. 
http://www.youtube.com/watch?v=BGKSuDleYVU

You may also want to look at these other scenes:

I like how Willard (Marlow's name in the film) states that he is waiting for a mission.
  http://www.youtube.com/watch?v=ZzM4D2_uOP0&feature=related


Here is a link to the infamous Ride of the Valkyries.  Robert Duvall plays Kilgore, a colonel who is relatively unscathed by the war.  Perhaps he is Coppola's equivalent of the Accountant.
http://www.youtube.com/watch?v=vHjWDCX1Bdw

These are scenes from the boat:
http://www.youtube.com/watch?v=9kT8rTsaHI4

http://www.youtube.com/watch?v=cueJbgGa5-Y


Finally, see this link for scenes with Marlon Brando's Kurtz:
http://www.youtube.com/watch?v=2BqloFdNq2Y


Wednesday, June 23, 2010

Reading Heart of Darkness 21 Years Later




The picture above is of a Polish translation of Heart of Darkness although the translation is not one of the ones mentioned by Ewa Kujawska-Lis in her comparison of translations from English to Polish.  (Polish was Joseph Conrad's first language.)

To begin with, I'd like to link to my review of Reading Heart of Darkness, a book that juxtaposes five ways of reading this classic novel. 

Link

Interestingly, that twenty-plus year old book did not include Chinua Achebe's critical reading.  Although I discuss it elsewhere, here is a link to Achebe's "An Image of Africa":
http://kirbyk.net/hod/image.of.africa.html

Note that Achebe is one of the founders of modern African literature.  His first novel Things Fall Apart is one of our readings, and it is probably the first modern African novel that everyone reads.


In "An Image of Africa," Achebe fiercely criticizes Conrad for relying on racist stereotypes of Africa and Africans as well as working to perpetuate these stereotypes in his Heart of Darkness.  Furthermore, Achebe maintains that, for the most part, Conrad refuses to let Africans speak in his novella.  Then, he notes that when they are allowed to, their few words confirm European prejudice.  He also criticizes readers for the degree of prejudice that has allowed them to gloss over Conrad's depiction of Africa and Africans.  Achebe particularly censures readers who gloss over Africa, regarding the continent as " merely a setting for the disintegration of the mind of Mr. Kurtz."  For Achebe, Conrad's novel is especially dangerous because it is so central to our conception of literature in English. 

And it is so false.

Indeed, the picture below is an 17th-century engraving of a procession through Benin City, the capital of the Edo kingdom in what is now Nigeria.

Below is a picture of a bronze bowl dating from the ninth or tenth century CE.  (The bowl is from the Igbo, another group or, as Achebe states, "nation," in Nigeria.)

British author Caryl Phillips interviewed Achebe in 2003.  Here, in this article from the Guardian, Achebe expands on his criticism of Conrad.

http://www.guardian.co.uk/books/2003/feb/22/classics.chinuaachebe


Now I'd like to go back to Ewa Kujawska-Lis' "Turning Heart of Darkness into a Racist Text:
A Comparison of Two Polish Translations," an article that appeared in the Summer 2008 Conradiana.  Although Heart of Darkness was written in English, it is extremely interesting to see how the novel would have been translated into the author's first language.  Kujawska-Lis compares two translations.  The first was by Aniela Zagorska, Conrad's cousin whose translation appeared in 1930, shortly after his death.  The cover pictured right above is of Ms. Zagorska's translation, and Kujawska-Lis notes that her text continues to be used in schools.  The second translation is, of course, more recent.  It is Ireneusz Socha's version from 2004, one of several that have appeared in the last twenty years.  Kujawska-Lis has chosen it as it is the most recent version.  Unfortunately, I cannot seem to find a cover for this version although this may be it.


Kujawska-Lis does mention the challenges of translation, specifically the translator's inevitable fingerprints on the text.  For the most part, she focuses on how racial terms and descriptions of Africa and Africans are translated into Polish.  As Conrad's first language was Polish, she argues that Zagorska's translation may provide a window on Conrad's attitude towards race.  Yet, being the author's cousin and friend, she also would have had an interest in representing him and his work favorably.  Kujawska-Lis suggests that Zagorska recognized the harshness of the English terms that her cousin used to describe Africans.  Socha's translation, on the other hand, reflects current readings of Conrad's work, particularly Achebe's, and perhaps even a reaction towards Conrad's current status in Poland.  (Ironically, during his lifetime, Conrad was criticized for "abandoning" Poland to live in England and write in English.)  More recently, she observes, Polish readers view Conrad as a moralist and a "national treasure" whose characters inspired readers during WWII.

Overall, Kujawska-Lis describes Zagorska's tendencies as "humanizing" and Socha's as "dehumanizing."  For example, the earlier translator's word choices emphasize the humanity of the Africans whereas the later translator's choices liken them to animals.  She appears to consider Zagorska's choices to be more deliberate and Socha's to be more careless even though his version has a clear ideological bias. 

Kujawska-Lis also criticizes Achebe for an exaggerated reading of Conrad.  However, as she also indicates in her article, her perspective is quite different from his, and she recognizes that she is writing about Conrad's impact on a specific audience, namely Polish readers who are oriented towards Polish history.

For more information about Conrad's multilingualism, see this article by Dr. Alicia Pousada of the University of Puerto Rico:

http://www.home.earthlink.net/~apousada/id4.html

Saturday, July 11, 2009

Study Guide for Midterm (Summer 2009)

It seems like we've just begun,but I'd like to start posting our midterm guide as soon as possible.  The take home midterm is due July 27, but since it will cover what we've discussed in class, I want to make up this guide sooner rather than later.

We began our summer session by defining literature and watching some scenes from Francis Ford Coppola's film Apocalypse Now (1979).  Coppola's film reworks Heart of Darkness, resetting it during the Vietnam War.  For people in the late 1960s and 1970s, Vietnam was extremely controversial and, for some, disillusioning.  (BTW, in the interview we saw, Joseph Campbell alludes several times to Vietnam--even though the interview took place in the mid-1980s.)


If you would like to rewatch some of the scenes that we saw, here are links to YouTube videos.  The first is the beginning when Willard (Coppola renamed Marlow) is in Saigon, waiting for his mission:

http://www.youtube.com/watch?v=ZzM4D2_uOP0

Next Willard gets his mission:

http://www.youtube.com/watch?v=5iw1KobfPwk

Then he and his men meet Col. Kilgore. 

http://www.youtube.com/watch?v=TmrEo85vuEI

I am not able to find a video of the rest of this scene, but here is the scene where Lance surfs and Willard mutters "Charlie don't surf."

http://www.youtube.com/watch?v=WiRTONtkVb8

Finally, here is the scene where Willard & Chef encounter the tiger:

http://www.youtube.com/watch?v=YbFvAaO9j8M




Tuesday we discussed the first part of Heart of Darkness.  I gave a brief definition and history of the novel.  Here is a link to a more extended definition.

http://www.nvcc.edu/home/ataormina/novels/history/define.htm


Here are some outlines of the 18th, 19th, and 20th century novel.  Note that Conrad is not included in this history! 

http://www.nvcc.edu/home/ataormina/novels/history/origins.htm

http://www.nvcc.edu/home/ataormina/novels/history/19thcent.htm

http://www.nvcc.edu/home/ataormina/novels/history/20thcent.htm

For more information about Conrad's life, see this very full chronology:

http://conrad-centre.w.interia.pl/pages/chronology_en.html

This page has more detailed information about Conrad's most well-known novels:

http://www.mantex.co.uk/ou/a319/conrd-01.htm

Below is the album cover for the soundtrack of a 1960s movie based on Conrad's novel Lord Jim.  (Marlow also narrated this novel as well.  In this novel, he mentions that he likes to mentor young men.)


Among the topics we discussed Tuesday were the frame narrative (story within a story), the unnamed narrator & Marlow's depictions of London, Marlow's depiction of Brussels ("whited sepulcher"), his description of Africa (coast & the first station), his audience's perception of him, our perception of him, his relationships with women (specifically his aunt), his relationship with other Europeans, and his perception of the native workers.  Since we discussed Marlow's admiration for the accountant with his starched cuffs and collar, we watched a little more of Apocalypse Now's scenes featuring Col. Kilgore.


On Wednesday we moved on to part 2 of Heart of Darkness, focusing on its depiction of Africa and Africans as well as of Europeans.  Some key scenes were Marlow's depiction of his fireman, his reaction to the death of the helmsman, and his encounter with the young Russian.  A number of you mentioned Chinua Achebe's "An Image of Africa":

http://www.idst.vt.edu/modernworld/d/Achebe.html

We also took another perspective on Conrad's novel, examining the more recent history of the Democratic Republic of the Congo (aka DR Congo or Zaire).  For more specific information, see this link to my earlier Multiply entry:

http://worldlit2.multiply.com/journal/item/84/Reading_Heart_of_Darkness_Historical_Background>Reading Heart of Darkness (Historical Background)

Here you may rewatch the YouTube documentary on Patrice Lumumba that we saw in class:

http://www.youtube.com/watch?v=HrcX3XUm7eA

In addition, these are links that I sent you with the questions for Wednesday:

This is a link to an English-language trailer of the movie Lumumba :

http://www.youtube.com/watch?v=iLh4LGadxoU

Here are links to Al-Jazeera English's documentaries on the Congo:

http://www.youtube.com/watch?v=_d4dFYiIzK8

http://www.youtube.com/watch?v=kpd3ykS4QOQ



Although we did not listen to the music of the Baka people until Thursday, I am linking it here since it fits in better with Wednesday's emphasis on African history and culture.

http://www.youtube.com/watch?v=98Xj_oLkRT4


Thursday we moved on to part three of Heart of Darkness and another perspective: Joseph Campbell's outline of the hero's journey.  Do you think that Marlow follows the hero's path?  If so, where does he cross the threshold?  who are his helpers?  and what is the elixir that he brings back?  Was his elixir that compassion that he shows to Kurtz's fiancee? 

To review the outline, you may go to this link from UC Berkeley:

http://orias.berkeley.edu/hero/JourneyStages.pdf

To watch more of the video that we saw in class, go to this link:

http://www.mythsdreamssymbols.com/herojourney.html

We also discussed Marlow's expectations of Kurtz, his impressions of him, the reasons why Kurtz escaped into the woods & Marlow went after him, and his final interview with Kurtz's fiancee, his Intended, as well as the novel's last paragraph.

On to Things Fall Apart!!




Wednesday, July 8, 2009

Heart of Darkness (Cultural Background)

As it turns out, there are more than two hundred ethnic groups or tribes in the DR Congo, so this entry will do much less than scratch the surface.  However, I thought that this topic would complement today's class and Chinua Achebe's lecture nicely.

Let's begin with a link to historian John Henrik Clarke's article on the ethnic groups *before* colonization:

http://www.africawithin.com/clarke/LumumbaCongo.html

The Encyclopedia of the Nations has a brief overview of the Congo's ethnic makeup.

http://www.nationsencyclopedia.com/Africa/Congo-Republic-of-the-ROC-ETHNIC-GROUPS.html

This index from Wikipedia is simply a list, but it is a fairly specific list:

http://en.wikipedia.org/wiki/Category:Ethnic_groups_in_the_Democratic_Republic_of_the_Congo



Let's begin with a few links about the Kongo (or Bakongo) after whom the region was named.  The Kongo Kingdom extended from what is now the DR Congo to what is now Angola.

http://www.uiowa.edu/~africart/toc/people/kongo.html

http://countrystudies.us/angola/5.htm

This site includes more specific information about their art.

http://www.zyama.com/kongo/pics..htm


The figure pictured above is a power figure.  For more information, see this article:

http://www.uiowa.edu/~africart/toc/chapters/kml/KME5.html

This article concerns the Kongo's original religion:

http://philtar.ucsm.ac.uk/encyclopedia/sub/kongo.html

After 1491, the Kongo were Christian.  The crucifix below is in New York's Met Museum.

http://www.metmuseum.org/toah/hd/acko/hd_acko.htm





The DR Congo has a number of pygmy ethnic groups such as the Mbuti and the Mbenga.  They may be the original inhabitants of this region.  Blogger Rashid Faridi has written up a fairly comprehensive overview of these groups.  The picture above is of a Ba Aka family.

http://rashidfaridi.wordpress.com/2009/02/06/pygmiesafrican-peoples-of-the-rainforest/

For more information about the Ba Aka, see this site:

http://tiki.oneworld.net/features/survival/survival_2_ba-aka.html

http://www.baka.co.uk/baka/

Another group is the Efe:

http://www.nctimes.com/articles/2003/11/26/entertainment/art/11_25_0312_31_09.txt

National Geographic has recently published an article on the Mbuti.  The picture below is not from that article but from Yale University's Tropical Resources Institute.  One of its students worked on a project with the Mbuti.

http://ngm.nationalgeographic.com/ngm/0509/feature5/

For more information about Ellen Brown's project, see this link:

http://www.yale.edu/tri/fellows2004/Africa.html#ellenbrown


Not suprisingly, the Mbuti are known for the bark cloth that they make:

http://www.indigoarts.com/gallery_africanart_textl7.html


Or you may prefer music:

http://www.tower.com/mbuti-pygmies-ituri-rainforest-various-artists-cd/wapi/106408965

http://www.youtube.com/watch?v=LW2lv7_2KQg


However, the pygmies have been victims of outrageous cruelty recently:

http://news.bbc.co.uk/2/hi/africa/2933524.stm

http://news.bbc.co.uk/2/hi/africa/3869489.stm

To add insult to injury, logging companies have devastated the rainforests where the pygmies live.

http://www.independent.co.uk/news/world/africa/congos-pygmies-take-on-world-bank-to-save-rainforest-from-loggers-396903.html




I'll move on to a little bit about the Chokwe:

http://www.uiowa.edu/~africart/toc/people/Chokwe.html

http://www.zyama.com/chokwe/index.htm

http://www.rebirth.co.za/chokwe_mask_history.htm

Below is an image of one of their masks.  This was used at a king's coronation.

The Chokwe are also known for their chairs and stools:




I'll conclude with some information about the Kuba Kingdom.  The picture above is of a Bwoom mask from that group.

http://www.metmuseum.org/toah/hd/kuba/hd_kuba.htm


These links contain information about this kingdom's art:

http://www.clemson.edu/caah/history/faculty/Miller%20Kuba/Kuba%20Site/kuba_home.html
http://www.zyama.com/kuba/pics..htm


http://www.randafricanart.com/kuba_Bwoom.html

http://www.marlamallett.com/kuba.htm

Below is a picture of the Kuba's raffia cloth:



There is so much more that I could post, but I think that I will stop here for now. 

How does this information add to your understanding of Heart of Darkness?

Tuesday, March 3, 2009

Essay #1

Out-of-Class Essay #1– Due March 27, 2009

Outcomes:·

To study great, representative literary works from around the world, analyzing them in depth and applying appropriate literary terminology;·

To survey a selection of world literature from Africa, Asia, Europe, and the Americas (after 1650);·

To promote understanding of these works through written response;·

To identify and appreciate major literary genres, content, and style in a variety of works;·

To acquire and practice literary terminology;·

To develop critical thinking through comparative consideration of world literature and, where appropriate, secondary sources;·

To examine literature in relation to its political, social, and historical environment;·

To build on group discussions and blog entries of issues pertaining to the literature and its criticism;·

To write multi-page papers that demonstrate critical reading of texts (primary & secondary sources) and use a style appropriate for academic discourse;·

To maintain academic honesty and use MLA citation (in-text and works cited)

In this assignment, you will be writing a two to five page argument responding to a reading from our class schedule or a video that we’ve seen in class.   This essay may be a traditional literary analysis, exploring one element in a work.  This element may be a work’s genre, its plot, character, setting, theme, imagery, tone, or diction.  You may even want to explore the meaning of a specific passage. 

You may also explore the work’s cultural context (Candide as an Enlightenment text or Oroonoko as an abolitionist text) or its position within world literature.  For example, how does Candide fit with novels like Oroonoko or lifewriting like "The Interesting Narrative"?  What role does the slave narrative play in world literature?  What role does life writing play?

Consider the role of language in world literature.  Joseph Conrad chose to write in English, his third language, rather than in Polish or French.  Chinua Achebe chose to write in English; he also argued that doing so would guarantee him a wider audience.  However, Ngugi wa'Thiongo writes in Gikiuyu, his first language, because he states that to do otherwise would perpetuate colonialism.  What do you think?  Consider that in this part of the semester, we have read a number of English-language works (Heart of Darkness, Oroonoko, Incidents in the Life of a Slave Girl, Things Fall Apart) *and* translated works (Candide, The Story of the Stone, A Doll's House, Mother Courage).  Our movie, Raise the Red Lantern, will be in Chinese.

 Finally, use this assignment to explore a topic that has come up in class or among the journal prompts. If you are in the honors module, I encourage you to write on one of the optional writings.  You may also use a reading from our anthology to illuminate one of our assigned readings.  You may use secondary sources from literary criticism, especially if you are in the honors module. 

At this point, though, I am much more interested in what you think of Things Fall Apart or Candide for example, based on your reading of the text rather than what I think or what some literary critic thinks.   However, depending on the approach that you’re taking, you may need to use some secondary sources to provide additional background or support a point that you are making.  Keep in mind that these secondary sources are simply that—background material and support.  They will assist you as you make your case, but make sure that you have the best possible source.  Even though I have gathered a number of web sites, I try to choose the most scholarly yet accessible sites. For citation, even if you do not use secondary sources, you will be using MLA (in-text and works cited). 

Please see me if you need additional information, especially if you are using a source that is not in our anthology or if it has been a while since your last freshman composition course.It goes without saying that I expect this paper to be your own work.  Feel free to draft your paper in your blog or journal.  I’ll also be happy to talk over or look over your ideas during my office hours or (internet connection permitting) online.  If you’d like a second opinion, you may also want to work with one of the Writing Center’s tutors.

Grading

An A paper will be outstanding on all or most levels: close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  (I have listed each level in order of importance; however, errors in the last area will affect your grade.)  It may be on a reading we’ve discussed to death.  In that case, it will show me new insights derived from your close, critical reading and, if necessary, secondary sources.  Alternately, this paper may be on a reading that has been assigned but not discussed in class.  This option may not produce an easier “A,” as I will be looking at your ability to scrutinize a text and produce a well-written essay without the opportunity to discuss your text (and listen to others’ insights about it) in class.  However, it can be a productive route to an A.

 A B paper will be effective on all or most levels: close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  (I have listed each level in order of importance; however, errors in the last area will affect your grade.)  It may be on a reading we’ve discussed in class or a reading that I’ve assigned but not discussed in class. 

A C paper will be adequate on all or most levels: close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  (I have listed each level in order of importance; however, errors in the last area will affect your grade.)  It may be on a reading we’ve discussed in class or a reading that I’ve assigned but not discussed in class.  Note that a C is not failing, simply “average.” 

A D paper will contain significant problems on one or more levels:  close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  The first five areas are especially important.  Papers can also be too long or too short.  Please check in with me or a tutor at the Writing Center if your paper has fallen into this category.

A failing (F) paper will be inadequate on one or more levels:  close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  The first five areas are especially important.  Papers can be too long or too short.  Please check in with me if your paper has fallen into this category.

I reserve the right to give your paper a grade of R.  This is not a failing grade, but I am requiring you to rewrite your paper because of problems on one or more levels:  close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  I may also assign this grade because of what I perceive to be insufficient effort or inadequate understanding of the assignment.  If your paper falls into this category, please see me to talk about ways to rework your paper.

Remember to submit your final draft to www.turnitin.com before you hand it in to me.  Let me know if you are having problems starting up your account or submitting your paper.  I’m always happy to walk you through the steps.

Please let me know if you are having problems with your paper or may have to hand in your paper late.  There will be a late penalty of one-third of a grade per day, but I will waive the penalty if you’ve talked to me ahead of time.

Sunday, January 25, 2009

Almayer's Folly

I think I know what one of my summer projects will be....to read (and reread) more of Conrad's novels.  This week I read his first novel, Almayer's Folly.  I wish that I had been able to find a picture of one of the covers, but I couldn't find one that was the right size.  The picture above is from the Earth Hope Action Network's site and shows one of the rivers that run through the island of Borneo.  Below is a map as well to show you where it is.

Here is a map of the island itself from Orangutantrop, another conservation site.

I think that I have probably included enough about the setting of Almayer's Folly. 

This novel is the story of Almayer, a Dutchman who has lived all of his life in the colonies.  (He was born in Java, a part of Indonesia, which was then a Dutch colony.)  At the time the story begins, he is a middle-aged merchant whose ambitions have always gone astray.  In fact, he had married his wife in the hope that he would inherit her foster father's considerable wealth.  (He does not.)  He is waiting for a younger man, the son of the sultan from Bali, to return from an expedition.  This expedition, he hopes, will give him enough money to leave Borneo for the Netherlands.  He fantasizes that he and his beautiful daughter, Nina, will enjoy Europe...and that he can leave his wife behind in the colonies.  Dain Maroola, the younger man he is waiting for, on the other hand, has fallen in love with Nina and wants to bring her with him to Bali.  Nina loves him madly, and her mother is more than happy to spoil Almayer's schemes.

Below is a blogger's photograph of a Balinese wedding:

In some ways, Almayer's Folly is a very modern novel, especially if you are used to reading 19th century British novels like Jane Eyre or Pride & Prejudice or David Copperfield.  Almayer has failed at life, and the narrator makes it clear that his neighbors laugh at him, take advantage of him, or both.  His wife, a Filipino, is clearly contemptous of him even as he looks down at her in a passive aggressive way.  Nina is much more sympathetic towards her father, but she has chosen to align herself with her mother, in part because of the way she was treated as a young girl by Europeans.  Nina is also very resilient, and I really like the way that Conrad depicts her as skillfully rowing here and there as she needs to. 

In 2004, there were plans for a film version of Almayer's Folly.  It hasn't made it to imdb.com, but here are some links to stories about this production:

http://www.balifilm.com/almayer.htm

http://www.nst.com.my/Current_News/NST/Saturday/Columns/2454977/index.pda

http://www.lebrocquyfraser.com/index/film.php?id=8&status=4

Apparently it is still in development!

Monday, January 19, 2009

The Several Lives of Joseph Conrad (part two)

I don't like writing super long Multiply entries, so here is part two of my entry on the lives and works of Joseph Conrad. 

The picture above is of Conrad with his wife and younger son.  I think that it fits John Batchelor's bio nicely since this biographer does a better job of putting Conrad in context than Stape did.  Also, I suspect that Stape might have lost patience with Conrad.  Unsurprisingly, this can be an occupational hazard with biographers, and if one shies away from Conrad's work and hones in on his letters, it is easier to lose patience with him.

Since Stape, however, does a better job of writing about Conrad's earlier life (in Poland, France, and the merchant marines), this entry will focus on his later life as a writer. 

I wonder how an ESL teacher or theorist would look at Conrad's work.  After all, he was writing in a language that he did not learn until he was an adult.  (English was his third or fourth language, perhaps even his fifth.  I suspect that living in an area that Russia occupied, he had to know some Russian.)  An ESL teacher or theorist would shed interesting light on Conrad's struggles with writer's block and his collaboration with native writer Ford Madox Ford during the 1900s. 

Also, of course, a large part of Conrad's life in England was his attempt to establish and sustain an identity.  I imagine that this added to his tension.  Early on, Polish writer Eliza Orzeszkowa criticized him for writing in English even though he had not lived in Poland since he was a teenager.  Later, English natives such as Lady Ottoline Morrell & Bertrand Russell and would-be natives such as Henry James patronized him as an exotic foreigner.  When Conrad and his agent Pinker were quarrelling in 1909 & 1910, the agent struck back at him by claiming that he did not speak or understand English well enough.  Conrad, of course, responded with a stinging retort.  He also changed agents for a time.  Moreover, when Conrad did go to Poland in 1914, as Batchelor notes, his customary depression and anxiety lifted, only to return once he was in England again. 

Here is a quick outline of some of Conrad's work.  Although Heart of Darkness is perhaps his most celebrated and read work, he wrote many other novels, novellas (short novels), and short stories.  In fact, Marlow (the chief narrator in Heart of Darkness) narrates several other of Conrad's works: Youth, Lord Jim, and a later novel, Chance.  Some critics speculate that Marlow may have been Conrad's English-self or the Englishman he would have liked to have been.

In part 1 of this entry, I mentioned Almayer's Folly (1894), Conrad's first novel.  It is set in Borneo, quickly establishing Conrad's identity as an author who set his stories in exotic places.  At this point, Conrad had been a British citizen for 14 years, but he had spent most of this time at sea in the merchant marine.

Here is a picture from Borneo, a place known for its rainforests and wildlife.

As with Marlow, Conrad would continue to revisit one character from Almayer's Folly, Lingard, in "An Outcast of the Islands" (1895) and The Rescue (published 1920 but begun in the mid-1890s). 

Both Batchelor and Stape discuss Conrad's habit of beginning novels only to drop them and begin a short story that would ultimately become a novel or novella.  Heart of Darkness (1902) began this way, as a short story called "An Outpost of Progress."  Similarly, his novel Lord Jim (1900) began as "Jim: A Sketch."  However, as I have mentioned above, Conrad struggled with writer's block, and moving from project to project seemed to be his best way of dealing with it...even though this strategy was annoying to his agent and his publishers.

Below is a picture of the cover of Lord Jim, a novel about a young man who attempts to redeem himself after he jumps ship.  Batchelor compares the novel's protagonist, Jim, to Hamlet.

 

  Nostromo (1904), The Secret Agent (1907), and Under Western Eyes (1911) are Conrad's most overtly political novels.  The first is set in South America; the other two are set in England and Europe.  In each of these novels, Conrad views political radicalism and intrigue with extreme skepticism. 

 

With Chance (1914), Conrad had his first popular success.  This novel, like several of his earlier works, is set at sea, and it concerns a captain's attempt to ship explosives safely.  (The story that became Chance was titled "Explosives.")  However, unlike his earlier works, Chance includes a love story between an Englishman and an Englishwoman that ends happily.  Prior to this, women did appear in Conrad's work, but as you may notice from "Heart of Darkness," they are often vehicles for the author's social criticism or, as with Winnie Verloc of the Secret Agent or Emilia Gould in Nostromo, voices for this criticism.  In Victory (1915), Conrad's next novel and another success, he places a love story between Heyst, the son of a cynical philosopher, and Lena, a prostitute, at the center of his work; however, she is killed, in part because her relationship with Heyst probably could not exist outside their island.

Conrad continued to write during and after World War I.  His works received much acclaim and respect, perhaps more than their share.  He also tried his hand at adapting several of his works for the stage.  Probably his most successful adaptation was of his late novel Victory, which "ran for eighty-two performances" in 1919.  In 1923, he traveled to the United States.  When he died in 1924, Conrad was working on a novel set during the Napoleonic era in the early 1800s.