The French Lieutenant’s Group Work #3 45- 61
My apologies for not being able to end this with a class discussion (Turn in what you have done at the end of the period – if you do not, you will get a 0 for the entire assignment) – I do promise to put my two cents in to the discussion online though (see the last question below). If this is a shortened period you must finish this individually for homework.
1. Begin by just talking (no writing required – hurray!) about whatever you want about the novel – the multiple endings, the author on the train – anything you want – discuss and enjoy (make sure you have the time keeper move you on to question 2 after 5 minutes)
2. This novel brings together, alludes to, or otherwise references many other works that we have covered this year. An example might be Charles’ favorite poem – “To Marguerite” (by Tennyson). List 10 connections between this book and other works we have read (yes, from Beowulf on). They may be direct and literal (as with the Tennyson example – or poems we’ve actually read such as by Matthew Arnold) or they may have to do with art, history, or facts. What you should NOT do is to stretch the connection – make it as direct, pertinent, and impressive (a good chance to show me your critical thinking skills). Be sure to list the item from The French Lieutenant’s Woman, the other work, and its significance. This would be a good time to split the work up – different members looking at different time periods for instance (Anglo-Saxons, Medieval, Shakespeare, etc). Be sure to elaborate and explain.
3. omniscient point of view: “a common term for the convention in a work of fiction that the narrator knows everything that needs to be known about the agents and events; is free to move at will in time and place, to shift from character, and to report (or conceal) their speech and actions; and also that the narrator has privileged access to the characters’ thoughts and feeling and motives, as well as to their overt speech and actions.” (A Glossary of Literary Term, M.H. Abrams)
“Evolution is simply the process by which chance (the random mutations in the nucleic acid helix caused by natural radiation) cooperates with natural law to create living forms better and better adapted to survive Martin Gardner” (FLW).
3a. Use the above two quotes as a starting point to answer the following question: Why does John Fowles present the reader with two (or three) distinctly different endings to his book? How does this (or doesn’t it) make the novel modern as opposed to Victorian? Why does he put himself (on the train) into the story – this is actually very closely related to the first part of the question? Remember, the coin flip? Why does he wish to make the reader so aware of the narrator? Jane Austen didn’t do this – why does he? Consider what you learned in Literary Criticism about the modern ideas of the fallacy of author intentionality and Deconstructionism (especially the idea of aporia – or text falling apart upon close examination) (how do they support Fowles’s putting himself in the book) Be specific?
3b. What about the other modern novels that we’ve read in this book – though they may not be as bold as to put themselves as characters in the story – Don’t Gardner (Grendel) and T.H. White also directly address the reader at times (use your group to reach back and remember specific examples of them doing so). Don’t forget the quote about evolution above. Explain.
4. Using your text (Elements of Lit, 790-791) as a guide (the introduction to the Rossetti’s), explain why Sarah would find support and comfort at the Rossetti household (brotherhood). Why is it fitting that she ends up there? How about Fowles’s inclusion of the Brotherhood – how is it fitting in this book that looks backward (to the Victorians), while using the tools of a modern writer (ah – yes this is a very cool metaquestion). Even here we have more connections – the painting of The Lady of Shallot – seen directly to the left was done by was done by John William Waterhouse – a member of the Brotherhood – think back to the substance of Tennyson’s poem (“The Lady of Shallot”) as well as the picture (couldn’t she stand in for Sarah) – explain the connection.
5. Online: I’m sorry we didn’t get more of a chance to talk about the book in class – for homework (due next Friday) – you are to post at least one thoughtful, original comment to The French Lieutenant’s Woman forum on AwaytoTeach – and you are to reply to two different comments that others have made. Remember – be specific and use critical thinking in your questions and comments and give quotes whenever you can. Print out your comment and replies and turn in Friday.
Homework: Friday – Keep to your calendars, but make sure you’ve done you Hardy reading and intro to the Brownings (both) for a quiz. Monday – Research Papers are due at the beginning of your assigned period – NO LATE PAPERS WILL BE ACCEPTED – if you missed any of the parts – they must have been in to me by Friday