...the film “Smooth Talk” & Joyce Carol Oates’s short story “Where Are You Going, Where Have You Been” are supposed to be the same story, one can only wonder if the same message is actually being presented. Through extensive research on the criticisms of both the story and the film, I have come to the realization that the overall moral & the characters of the story have been changed so much for the film version that at the end it’s questionable at best if the overall message of the story comes across as intended. Beginning with the moral of the story, in an article by Joyce Carol Oates herself entitled "Where Are You Going, Where Have You Been? & Smooth Talk: Short Story into Film” she discusses how she “deferred in the end to Joyce Chopra's [The Film’s Director] decision to reverse the story's conclusion… [in which] the film ends not with death, not with a sleepwalker's crossing over to her fate, but upon a scene of reconciliation, rejuvenation” (Oates, “Where” para 10). Yet, as this deferral might seem slight, in actuality it changes the whole tone of the story, as critic John Simon put it, “[this] disgraceful ending… turns allegory, Gothic horror, and tragedy into soap opera” (Simon, “Lowering” para 1). Yet, besides the ending Joyce Carol Oates did approve of the film, in the same article she also stated, that “Laura Dern is so dazzlingly right as "my" Connie that I may come to think I modeled the fictitious girl on her” (Oates, “Where” para 9). Before I go on I would...
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...Real World as Seen in Oates’ “Where Are You Going, Where Have You Been?” Researchers have said for years that reading is good for you. It encourages the thought process and can relays methods of working through situations one has never encountered before; that reading is the difference between a smart well-prepared child and one set in stone for failure. This resonance is similar to that of Gretchen Schulz’s and R.J.R. Rockwood’s belief asserted in “In Fairyland, Without a Map: Connie’s Exploration Inward in Joyce Carol Oates’ ‘Where Are You Going, Where Have You Been?’” that, “The society depicted in ‘Where Are You Going, Where Have You Been?’ has failed to make available to children like Connie maps of the unconscious such as fairy tales provide, because it has failed to recognize that in the unconscious, past and future coalesce, and that, psychologically, where the child is going is where he or she has already been” (1453). The point Schulz and Rockwood are making is that Connie’s generation and many following it, are neglecting to read fairy tales as bedtime stories and are consequently inhibiting the child’s ability to experience and work through problems he will encounter in adolescence. Whether we are aware of it or not, these stories have lessons that engrain themselves deeper than that on the superficial layer of a hero will save the day. For my short story analysis I will exemplify Oates’ fairy tale references...
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...Where Is Your ID Going Where Has Your Superego Been? Connie, the main character in Carol Oates’ short story, “Where Are You Going, Where Have You Been” is a self conscious teenage girl with a quirky personality. Her condescending mother constantly measures her up against her older sister June, which leads to resentment and tension between Connie and her otherwise admirable sister. On a night out with her friend, Connie has a strange encounter with a boy at a drive in restaurant which introduces the personified Freudian struggle between the ID, Ego, and Superego. First, it is necessary to comprehend how Connie’s family is the personification of the Freudian Superego. By simply relating the characteristics used to describe each family member to the concept of a Superego, the reader can condense their apparent individuality into this definitive Freudian ideal. June, a twenty-four year old still living and working from her parents home, serves as an example of low-risk and conservative decision making. Early in the story Oates writes, “June did this, June did that, she saved money and helped clean the house and cooked and Connie couldn't do a thing, her mind was all filled with trashy daydreams” (Oates, 1), which provides supporting evidence in proving June’s...
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...Milano 1 Elizabeth Milano English 1102 Professor Crowther 9/11/2014 " “Where Are You Going, Where Have You Been” Literary Analysis “Where Are You Going, Where Have You Been” is a story that all teenage girls can relate to. It really reminded the readers how difficult life can be for a teenage girl because of all the pressure and feelings that come along with these angst-filled years. “Her name was Connie. She was fifteen and she had a quick nervous giggling habit of craning her neck to glance into mirrors, or checking other people’s faces to make sure her own was all right” (145 para. 1). Joyce Carol Oates does an amazing job creating such scenes that do happen to girls in their early teens years. In the story, “Where Are You Going, Where Have You Been?,” the main character Connie deals with many coming of age situations including her parents and sister, social situations, and Arnold Friend, a boy. Connie’s mother is always trying to bring her down. She always compares her to June, Connie’s older sister. “Why don’t you keep your room clean like your sister?…” (145 para. 2). This can lead Connie to having a horrible self esteem issue since her mother obviously does not see the best her youngest daughter can be. She is very jealous of how beautiful of a young woman Connie is becoming, and that gives her a reason to tear her down. “Her mother had been pretty once too…but now her looks were gone and that was why she was always after Milano 2 Connie.” (145 para. 1). Her...
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...Fantasy Versus Reality Fiction Analysis Oates Where Are You Going, Where Have You Been?: Truth Blinded by Fantasy It's not uncommon to catch ourselves snapping out of a daydream only to realize how extent our Imagination was. Not only do we fantasize what isn't possible, but also what we want to believe disregarding how close it is to reality. Joyce Carol Oates, the author of a short story, "Where Are You Going, Where Have You Been?" uses Connie's character to successfully portray the conflict between fantasy versus reality. Connie, who views the idea of maturity as being experienced with men and exceedingly independent, tries bit too hard to follow those approaches to appear sexually attractive. However, Connie's flirting comes to an end as Arnold's unexpected visit to her house escalates into a horrific incident of kidnapping. This experience forces Connie to confront the reality, ultimately having her fantasy world crumbled. As mentioned previously, the biggest fantasy of Connie's is her perception of maturity. Oates describes Connie as an attractive fifteen year old girl who had a "habit of craning her neck to glance into mirrors, or checking other people's faces to make sure her own was all right" (323). Clearly, Connie's major concern consists of finding her sex appeal and having her looks approved by older boys. Without having any proper preparation, Connie throws herself into the merciless world of adulthood. "Someone leaned out a...
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...My Analysis for who is Arnold Friend Since the beginning of time, stories have been told about the forces of good and evil. Some say the devil is the personification of evil, the enemy of God and humankind, and the evil force that never seems to prevail. In a biblical interpretation of Joyce Carol Oates’ “Where Are You Going, Where Have You Been?” one can see how Oates portrays one character, Arnold Friend, as the devil. The story is about a 15-year old girl, Connie, caught up in the insecurities and fantasies of puberty. After Connie sneaks to the movies with her friends one evening, the wicked eye of the devil spots her and decides to take her for his prey. Friend decides to go to Connies’ home one Sunday afternoon, when he knows her parents aren’t home, and, through the evil he is capable of, change her life for the worse. Oates demonstrates that Friend is the devil by giving him devilish characteristics such as a deceiving appearance of friendship, preying on the weak, and a persistence to do evil. Most evil things appear to be good at first, the later deceive, for who would want to take part in something that seemed evil to begin with? Just as the devil is dressed in a deceiving way, so is Arnold Friend, something more then a mere coincidence. Sex before marriage may seem like a fantastic, satisfying experience, yet “over half of all teens that had sex at least once reported that they wish they had waited (till marriage).” People are drawn into the evil...
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...know: a biographical critical analysis on Unless by Carol Shields Belo Horizonte 2013 Sumário Introduction 3 Men and Women 4 Writers and Readers 7 Goodness 9 Mothers and Children 10 Referências 13 Women we know: a biographical critical analysis on Unless by Carol Shields Introduction Unless is the last novel written by Carol Shields, before she passed away of breast cancer in 2003. The novel is structured in a first person narrative; the narrator is Reta Winters, a 44-year old writer and translator. Throughout the narrative, the reader follows a linear chain of thoughts by Reta on the central theme of the novel, which is her quest to find out why her daughter Norah decided to drop out of university and live on the street with a sign on her chest written "Goodness". The essay will be developed through research in primary sources – interviews – in order to analyze Carol Shield’s work using mostly, but not only, her own concepts and reflections on Literature, writing and being a writer, and composition process of Unless. Many scholars have made researches on the novel, especially about language resources, metafiction and gender issues. The most cited work is Nora Foster Stovel’s ““Because she is a woman”: Myth and Metafiction in Carol Shield’s Unless”. By investigating her compositional process in interviews, the intention of the essay is to create an analysis on the novel; the focus of the analysis will be on the preoccupation...
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...Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First published 2006 by Blackwell Publishing Ltd 1 2006 Library of Congress Cataloging-in-Publication Data Shaffer, Brian W., 1960– Reading the novel in English, 1950–2000 / Brian W. Shaffer. p. cm.—(Reading the novel) Includes bibliographical references and index. ISBN-13: 978-1-4051-0113-4 (hardback : alk. paper)...
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...В.А. Кухаренко ПРАКТИКУМ ПО ИНТЕРПРЕТАЦИИ ТЕКСТА Допущено Министерством просвещения СССР в качестве учебного пособия для студентов педагогических институтов по специальности № 2103 «Иностранные языки» МОСКВА «ПРОСВЕЩЕНИЕ» 1987 ББК 81.2 Англ К95 Рецензенты: кафедра английской филологии ЛГПИ им. А. И. Герцена; кандидат филологических наук, доцент МГПИИЯ им. Мориса Тореза О. Л. Каменская Кухаренко В. А. КЯ5 Практикум по интерпретации текста: Учеб. пособие для студентов пед. ин-тов по спец. № 2103 «Иностр. яз.».— Просвещение. 1987.—176 с. 4309000000—608 103(03)—87 Пособие предназначено для студентов старших курсов факультетов английского языка педагогических институтов. Оно написано в соответствии с программой по данному курсу и состоит из двух частей. Первая часть пособия включает 6 рассказов и образцы их интерпретации. Во второй части даны 16 рассказов, представляющих различные жанры короткой прозы писателей США, Великобритании, Австралии и Новой Зеландии, предназначенные для самостоятельной работы студентов. ББК 81.2Англ © Издательство сПросвещение», 1987 ПРЕДИСЛОВИЕ Настоящее издание представляет собой практическое пособие по интерпретации текста. Оно предназначено для студентов факультетов английского языка педагогических институтов и написано в соответствии с Программой МП СССР по курсу языкознания. Цель пособия — научить студентов не только умению глубоко проникать в художественный...
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...2013B Carefully read the following excerpt from the short story “Mammita’s Garden Cove” by Cyril Dabydeen. Then write a well-organized essay in which you analyze how Dabydeen uses literary techniques to convey Max’s complex attitudes toward place. ‘Where d’you come from?’ Max was used to the question; used to being told no as well. He walked away, feet kicking hard ground, telling himself that Line he must persevere. More than anything else he knew 5 he must find a job before long. In a way being unemployed made him feel prepared for hell itself even though he knew too that somewhere there was a sweet heaven waiting for him. How couldn’t it be? After all he was in Canada. He wanted to laugh all of 10 He continued walking along, thoughts drifting back to the far-gone past. Was it that far-gone? He wasn’t sure . . . yet his thoughts kept going back, to the time he was on the island and how he used to dream about 15 being in Canada, of starting an entirely new life. He remembered those dreams clearly now; remembered too thinking of marrying some sweet island-woman with whom he’d share his life, of having children and later buying a house. Maybe someday he’d even own 20 a cottage on the edge of the city. He wasn’t too sure where one built a cottage, but there had to be a cottage. He’d then be in the middle class; life would be different from the hand-to-mouth existence he was used to. 25 His heels pressed into the asphalt, walking on. And slowly he...
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...SEDL – Advancing Research, Improving Education The Impact of School, Family, and Community Connections on Student Achievement Annual Synthesis 2002 A New Wave of Evidence Anne T. Henderson Karen L. Mapp SEDL – Advancing Research, Improving Education The Impact of School, Family, and Community Connections on Student Achievement Annual Synthesis 2002 A New Wave of Evidence Anne T. Henderson Karen L. Mapp Contributors Amy Averett Joan Buttram Deborah Donnelly Marilyn Fowler Catherine Jordan Margaret Myers Evangelina Orozco Lacy Wood National Center for Family and Community Connections with Schools SEDL 4700 Mueller Blvd. Austin, Texas 78723 Voice: 512-476-6861 or 800-476-6861 Fax: 512-476-2286 Web site: www.sedl.org E-mail: info@sedl.org Copyright © 2002 by Southwest Educational Development Laboratory (SEDL). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from SEDL or by submitting a copyright request form accessible at http://www.sedl.org/about/copyright_request.html on the SEDL Web site. This publication was produced in whole or in part with funds from the Institute of Education Sciences, U.S. Department of Education, under contract number ED-01-CO-0009. The content herein does not necessarily reflect the views of the U.S. Department...
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...2013B Carefully read the following excerpt from the short story “Mammita’s Garden Cove” by Cyril Dabydeen. Then write a well-organized essay in which you analyze how Dabydeen uses literary techniques to convey Max’s complex attitudes toward place. ‘Where d’you come from?’ Max was used to the question; used to being told no as well. He walked away, feet kicking hard ground, telling himself that Line he must persevere. More than anything else he knew 5 he must find a job before long. In a way being unemployed made him feel prepared for hell itself even though he knew too that somewhere there was a sweet heaven waiting for him. How couldn’t it be? After all he was in Canada. He wanted to laugh all of 10 He continued walking along, thoughts drifting back to the far-gone past. Was it that far-gone? He wasn’t sure . . . yet his thoughts kept going back, to the time he was on the island and how he used to dream about 15 being in Canada, of starting an entirely new life. He remembered those dreams clearly now; remembered too thinking of marrying some sweet island-woman with whom he’d share his life, of having children and later buying a house. Maybe someday he’d even own 20 a cottage on the edge of the city. He wasn’t too sure where one built a cottage, but there had to be a cottage. He’d then be in the middle class; life would be different from the hand-to-mouth existence he was used to. 25 His heels pressed into the asphalt, walking on. And slowly he...
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...STYLISTIC ANALYSIS OF CHIMAMANDA NGOZI ADICHIE’S HALF OF A YELLOW SUN BY OHANEDOZI LILIAN C. ENG/ 2009/ 126 FACULTY OF MANAGEMENT AND SOCIAL SCIENCES CARITAS UNIVERSITY AMORJI- NIKE ENUGU STATE AUGUST 2013 e i TITLE PAGE STYLISTIC ANALYSIS OF CHIMAMANDA NGOZI ADICHIE’S HALF OF A YELLOW SUN BY OHANEDOZI LILIAN C. ENG/ 2009/ 126 A RESEARCH WORK PRESENTED TO THE DEPARTMENT OF ENGLISH IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF ARTS (B.A) DEGREE IN ENGLISH FACULTY OF MANAGEMENT AND SOCIAL SCIENCES CARITAS UNIVERSITY AMORJI- NIKE ENUGU STATE AUGUST 2013 e ii CERTIFICATION This is to certify that this research work is carried out by me. __________________ OHANEDOZI LILIAN C. ENG/ 2009/ 126 e iii APPROVAL We, the undersigned certify that we approve this research project carried out by Ohanedozi Lilian ENG/ 2009/ 126 as adequate in scope and quality for partial fulfillment of the requirements for the award of Bachelor of Arts (B.A) in English. ____________________ Mrs. Nwanne, V.N (project Supervisor) ______________________ Date ____________________ Prof. Amadihe Ezugu (Head, Department of English) ______________________ Date ____________________ External Examiner ______________________ Date e iv DEDICATION I dedicate this work to the supreme and infinite being for his incomprehensible mercies. e v ACKNOWLEDGEMENTS My profound gratitude goes to my able, tireless and loving supervisor Mrs Nwanne V.N for her motherly love and...
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...Кухаренко В.А. Практикум з стилістики англійської мови: Підручник. – Вінниця. «Нова книга», 2000 - 160 с. CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Craphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics of the Sentence. Syntactical SDs. Sentence Length…………………………………..38 One-Word Sentences. Sentence Structure. Punctuation. Arrangement...
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...Кухаренко В. А. Практикум з стилістики англійської мови: Підручник. — Вінниця: Нова книга, 2000. — 160 с. Кухаренко Валерия Андреевна, д.ф.н., проф., кафедра лексикологии и стилистики английского языка факультетеа РГФ ОНУ им. И. И. Мечникова CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Graphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics...
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