Unit 5 Advanced Notice - Core Assessment Essay and Video Refle ✓ Solved

In Unit 8, you will submit a 5-8 page literary analysis essay. You are free to come up with your own topic for the paper, with the caveat that you must use at least two readings by different authors. Your primary texts need to be ones that we’ve read for this class, and you should attempt to use some of the literary terms you have learned in this class. This essay is considered a Core Assessment because it addresses all of the Core Learning Outcomes we have been attempting to achieve this semester.

These outcomes include:

  • Identifying features of fiction (CLO #1)

  • Discussing fictional texts (CLO #2)

  • Articulating a response to related texts (CLO #3)

This is your chance to show all you have learned! You will need to have a clear argument/thesis with plenty of supporting examples from the text(s). Your thesis should be clear, specific, relevant, debatable, and original. Everything in your essay should relate back to this central argument or thesis. An argument refers to a writer’s attempt to establish the validity of a given position.

You should choose something that interests you. You are welcome to use one of your short papers, discussion posts, or journal entries as a starting point for your essay. You might consider:

  • What similarities do these two texts share?

  • Why put these two texts together?

  • What might their similarities (or differences) say about the cultural contexts in which they were written?

  • Besides analyzing your primary fictional texts, you should have at least 3 secondary sources to support your argument.

Make sure they are credible, which you can guarantee by getting them through the library databases or asking your instructor. Use scholarly articles that have a point you want to explore further, sources that provide historical or biographical context to the primary text or author, or sources that focus more on specific literary elements such as narrative point of view or genre. Be sure to include in-text citations as well as a Works Cited page, listing the sources you use.

Lastly, in addition to your essay, you will create a short video (~3-5 minutes) explaining to your classmates and instructor what you wrote about and what you have learned about fiction over the course of the semester. This video is worth 20 points.

Paper For Above Instructions

The study of fiction serves as a lens through which we explore the human condition, interpret our experiences, and express our emotions. In this literary analysis, I will examine two significant works from our class readings: “The Things They Carried” by Tim O’Brien and “A Rose for Emily” by William Faulkner. These texts provide rich narratives that delve into themes of memory, trauma, and social context, showcasing how individual experiences shape perceptions of reality. This essay will argue that both authors employ unique narrative techniques and literary elements that reflect the complexities of their characters' lives and the cultural settings in which their stories unfold, ultimately illuminating the significance of fiction in understanding human experiences.

Thesis and Argument

The primary thesis of this essay is that “The Things They Carried” and “A Rose for Emily” utilize distinct narrative structures and literary devices to convey profound themes related to memory and social context. Tim O’Brien’s semi-autobiographical narrative employs a fragmented structure, intertwining fiction and reality to portray the psychological impact of war on soldiers. In contrast, Faulkner’s gothic narrative follows a linear progression, exploring themes of isolation and societal expectations in the American South. By analyzing the similarities and differences in these texts, we gain deeper insights into how fiction captures the nuances of human experience.

Analysis of “The Things They Carried”

O’Brien’s “The Things They Carried” is a poignant exploration of the burdens carried by soldiers during the Vietnam War. The narrative presents a blend of fact and fiction, as O’Brien draws from his personal experiences to depict the emotional and physical weight of combat. The titular “things” symbolize not only the tangible items the soldiers carry but also their emotional scars and memories. O’Brien’s use of diverse narrative techniques, such as metafiction and non-linear storytelling, highlights the fragmented nature of memory. For instance, the story blurs the line between reality and fiction through its self-referential elements, allowing readers to engage with the emotional truth of the soldiers’ experiences rather than a straightforward account of events (O’Brien, 1990).

Furthermore, O’Brien’s focus on individual characters, such as Norman Bowker and Kiowa, emphasizes the varied responses to trauma and the struggle to articulate these experiences. By incorporating elements of magical realism, O’Brien enables readers to grasp the surreal nature of war and its long-lasting effects. The narrative structure itself echoes the chaos of war, as the often disjointed and fragmented recollections mirror the soldiers’ memories and the haunting impact of their experiences.

Analysis of “A Rose for Emily”

In contrast, Faulkner’s “A Rose for Emily” unfolds in a linear narrative that explores the life of Emily Grierson, a woman trapped in the confines of societal expectations. Set in the southern town of Jefferson, the story encapsulates themes of isolation, tradition, and the decay of old Southern ideals. Through the unreliable narrator and the use of flashbacks, Faulkner reveals the complexities of Emily’s character and her struggle against a changing society. The townspeople’s perceptions of Emily reflect broader social attitudes, highlighting the tension between the individual and the community (Faulkner, 1930).

Faulkner’s gothic elements, such as the decaying mansion and the ominous presence of death, serve as metaphors for Emily’s psychological state. The narrative’s climax, revealing the horrific secret in Emily’s bedroom, underscores themes of control and desperation. Faulkner’s intricate character development allows readers to empathize with Emily while simultaneously critiquing the societal pressures that confine her.

Comparative Analysis

Both O’Brien and Faulkner employ unique narrative strategies to convey their themes, yet they share a common focus on the impact of memory and societal context. O’Brien’s narrative reveals the haunting nature of trauma and the struggle to communicate experiences that are often beyond comprehension. In contrast, Faulkner’s narrative exposes the destructive effects of isolation and the weight of tradition on individual identity.

The juxtaposition of O’Brien’s fragmented storytelling with Faulkner’s linear approach highlights how different narrative techniques can underscore similar themes. Both authors compel readers to confront the complexities of their characters’ realities, prompting reflection on the broader human experiences of loss, trauma, and societal expectations. Through these analyses, it becomes evident that fiction serves as a powerful medium for grappling with the multifaceted nature of life.

Conclusion

In conclusion, the literary analysis of “The Things They Carried” and “A Rose for Emily” showcases the potent ability of fiction to illuminate the depths of human experiences. Through their distinctive narrative styles and themes, O’Brien and Faulkner contribute valuable perspectives on memory and social context, revealing how literature can foster empathy and understanding. As we reflect on these works, we not only appreciate their artistic merit but also recognize the profound insights they offer into our shared human condition. The exploration of fiction is not merely an academic exercise but a journey that deepens our understanding of ourselves and the world we inhabit.

References

  • Faulkner, William. "A Rose for Emily." The Portable Faulkner, Viking Press, 1946.

  • O’Brien, Tim. "The Things They Carried." Houghton Mifflin, 1990.

  • Booth, Wayne C. The Rhetoric of Fiction. University of Chicago Press, 1983.

  • Hirsch, Edward. "The Poet's Companion: A Guide to the Pleasures of Writing Poetry." Houghton Mifflin, 1997.

  • Levine,Laura. "The Art of Fiction." The Writer's Chronicle, vol. 32, no. 1, 1999, pp. 26-30.

  • Rimmon-Kenan, Shlomith. Narrative Fiction: Contemporary Poetics. Routledge, 2002.

  • Holland, Norman N. "The Dynamics of Literary Response." New York: Norton, 1975.

  • Fowler, Alastair. Kinds of Literature: An Introduction to the Theory of Genres and Modes. Harvard University Press, 1982.

  • Woolf, Virginia. "A Room of One's Own." Hogarth Press, 1929.

  • Bloom, Harold. "The Western Canon: The Books and School of the Ages." Harcourt Brace, 1994.