discussion question
41008Below you will see several categories of questions based on our readings in Unit 2. Each category has several questions. You are required to answer ONLY ONE question in one category for your initial post. Don’t forget to respond to another student’s post on a different question.
Please do NOT answer two questions in the discussion; answer ONLY ONE. Do not do what others have done before you; read my responses to other students before posting.
Category One: Romanticism
1. Define and explain American Romanticism. Use one of Whitman’s or Dickinson’s poem to help you define the movement.
2. Explain the importance or significance of Whitman’s OR Dickinson’s poetry. For example, why are they considered innovative or experimental? What makes either Whitman or Dickinson’s poetry revolutionary? Narrow and focus this question and be specific. For example, you could describe Dickinson’s use of the dash or her experimental poetic techniques.
3. Describe the significance of the question posed in “Song of Myself,” “what is the grass”? What are Whitman’s answers, for example? The grass is a metaphor for what?
4. Write a poetry explication of one of the sections of “Song of Myself,” “Crossing Brooklyn Ferry,” or one of Dickinson’s poems provided in the content. Explain one of the poem’s overall meaning or intent and the use of the poetic imagery or symbols to support this reading. Narrow and focus this question. Be specific.
5. Describe one of the analysis of one of the poems provided in the content – for example, Aubrey’s analysis of “Crossing Brooklyn Ferry,” Kreidler’s analysis of “Because I Could not Stop for Death” or any other analysis of one of Whitman’s or Dickinson’s poems. What does the author assert? Explain and be specific. For example, you could discuss how and why death is personified in “Because I Could not Stop for Death.”
6. “Crossing Brooklyn Ferry” is an attempt to transcend time and persuade the reader of the simultaneity of past, present, and future. Whitman said, “Past and present are not disjoin’d but joined. The greatest poet forms the consistence of what is to be from what has been and is. . . . He . . . places himself where the future becomes present.” The poem is also rich in imagery that suggests the coexistence of opposite values, such as fixity and motion, rest and activity, time and eternity. Explain.
Category Two: Realism
1. Define and explain American Realism. To answer this question you may explain how Realism differs from Romanticism. Realistic works differ from Romantic works in subject matter and purpose, for example – explain. Or you may explain what Realistic writers found “objectionable” in Romantic works.
2. Discuss how and why Twain found Cooper’s work objectionable – how did he use Cooper’s Romantic work to help explain what American Realism should accomplish?
3. Using Howells’ story, “Editha,” explain and define Realism. For example, explain how and why George and his mother present a realistic point of view while Editha presents a more Romantic concept of life.You may also explain how this story reflects Howells’ ideas about Realism – for example, how are Editha’s romantic ideas actually dangerous?
4. Comment on Engelhart’s essay. Identify one or more points in this article that you found helpful or illuminating.
5. “Editha” is an anti-war story. What war is Howells protesting and why? What is Howells’ purpose in writing both a Realistic story and an anti-war story?
6. Grandison is a trickster figure; who is he and how does he function in the story? Explain. What is the typical function of the trickier in literature? What role does he play? Explain. Were you surprised at the story’s ending – were you yourself “tricked”?Is Chesnutt himself a trickster as storyteller?
7. Comment on Cutter’s article – how did this article help you understand the story?
8. Explain what “passing” is and its significance/importance in this particular story. You may also explain how and why Chesnutt re-writes or re-examines the concept of “passing” in this story. What is Chesnutt’s purpose?
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