Die, by these Words

Livre or Die is officially dead after eight years of, well, living. What a life, as I leave you with the aptly bittersweet words of Philip Larkin:

Love, we must part now: do not let it be
Calamitious and bitter. In the past
There has been too much moonlight and self-pity:
Let us have done with it: for now at last
Never has sun more boldly paced the sky,
Never were hearts more eager to be free,
To kick down worlds, lash forests; you and I
No longer hold them; we are husks, that see
The grain going forward to a different use.

There is regret. Always, there is regret.
But it is better that our lives unloose,
As two tall ships, wind-mastered, wet with light,
Break from an estuary with their courses set,
And waving part, and waving drop from sight.

And Stoppard’s riff on the second law of thermodynamics:

“We shed as we pick up, like travellers who must carry everything in their arms, and what we let fall will be picked up by those behind.The procession is very long and life is very short. We die on the march. But there is nothing outside the march so nothing can be lost to it.”

You can find new life, or death, at TheLiterat.com.

P1 Roundtable AMS Q1 Outline

‘I never felt at home anywhere but here.’ (Act Two)
Comment on the significance of
the past in All My Sons.

Trigger:
Concern-trigger – ‘the past’ 

Prompt quotation:
George speaking to Mother in Act Two, apparently having caved into her ‘seduction’ via nostalgia

Possible concerns / ideas:

  1. The past: both Ann and George Deever long for the ‘innocence’ and ‘harmony’ of the past.
  2. The past: the stasis that engulfs the Keller household, symbolised by Larry’s ‘presence’
  3. Truth / denial: Mother’s belief that Larry is still alive is a point of tension between Chris’s desire to move on; the letter overturns Mother’s belief.
  4. Denial and guilt: Keller and Mother’s revision of the past* – the various narratives that indict Steve as guilty, Joe as innocent.
  5. Denial and guilt: George arrives at the Kellers to uncover the truth behind the past*, to prove that Joe is in fact guilty.*Note that these last two ideas are less relevant than the first three, given the prompt quotation.

Methods:

  • The apple tree + Ann’s references to Larry’s room
  • The letter, and its revelation of the past.
  • Chris’s tone of frustration + railroad station metaphor (stasis)
  • George and Ann’s nostalgic tone + references to lack of change
  • Joe Keller’s various recounts (p32, 34, 70) that mark his own innocence
  • George as a symbol of ‘the past entering the present’ + his interrogatives / questions

Thesis:
The past infiltrates the present in the world of All My Sons, acting as a source of comfort and stability for the Kellers and both Ann and George Deever. In some ways, the past is reinvented to suit the needs of the present.

Yet, the interrogation of the past by George and later Chris in Act Two sets into motion the play’s tragic denouement. Upon learning the truth of Keller’s guilt and of Larry’s death in Act Three, the Keller family is undone.

P1 AOI Last Min Q2a Outline

Question
‘For all his aspirations and fantasies, Newland Archer learns nothing of reality.’ How far would you agree with this comment?

From Ms Aster

TS1: Archer’s aspirations and fantasies reside in the ideals of dramatic expression and originality that is independent from the dictates and shackles of Old New York

In order to present Archer’s aspirations we need to depict that which he is driven away from. (specific aspects of his current reality)

Possible evidence/points to use;

  • His contemplation of May as an ‘artificial product’ of society
  • His feeling oppressed by the ‘inexorable conventions that tied things together and bound people down to the old pattern’ (35).
  • His swelling dissatisfaction with the cold brutalities of his reality.
  • His aspirations to be more than a cog in the ‘powerful engine’ of Old New York (61).
  • His renunciation of social conventions, reflected in various images of conformity (‘dolls’, ‘patterns’)
  • His rebellious calls for them to ‘strike out for’ themselves.

*

TS2: His pursuit of a life outside Old New York is clearest in his attraction to the freedom, mystery and ‘adventure’ of Ellen Olenska.

How can we convey the extent to which Archer’s temptations to veer outside of society’s boundaries is largely embodied by Ellen and his reaction to her?

Possible evidence/points to use;

  • (i) Archer’s attempt to break away from the ‘narrow margins of life’ (103) in Old New York and seek a less ‘placid’, more ‘pleasurable’ experience with Ellen Olenska.
  • (ii) How are his encounters with Ellen depicted?
    -‘The blood rose to his temples’ (108); ‘His spirits, which had dropped at her last words, rose with an irrational leap’ (110); ‘Archer’s heart was beating insubordinately’ (110) ‘pleasurable excitement of being in a world where action followed on emotion with such Olympian speed’ (134)
    -the setting of Ellen’s house
    – Archer is increasingly buoyed by the imagination of all that Ellen represents to him, the embodiment of his fantasies of an alternate reality, stretching the distance between his actual circumstances.

*

TS3: However, Wharton suggests that Archer’s passion, elusively expressed from Chapters 8 to 15, are but romantic visions that are fantastical, unrealistic, delusory.

In presenting the frivolity of Archer’s fantastical romantic visions, how could you posit this against the unlikelihood of Archer learning about reality?

Possible evidence/points to use;

  • as ‘two lovers parting in heart-broken silence’
  • ‘Wherein, then, lay the resemblance that made the young man’s heart beat with a kind of retrospective excitement?’
  • Archer’s many flights of fancy: the cumulative use of ‘He felt’ (95, 126), ‘He imagined’ (113, 152, 155) and ‘He was beginning to think’ (112) marks out his delusions for the careful reader.
  • Our protagonist envisages himself as a valiant ‘rescuer’ (94) to the ‘pathetic and even pitiful figure’ (88) of the ‘helpless and defenceless’ Ellen (108).
  • The narrator’s presentation of Archer’s thoughts and perceptions.
  • The anaphoric repetition of ‘she was…’ and the enumeration of Ellen’s supposed vulnerabilities (‘young’, ‘frightened’, ‘desperate’, ‘humbling’) and Newland’s mastery over her unpleasant circumstances (‘pity’, ‘at his mercy’).
  • By deflating the sentimentality and drama of these visions, the narrator marks out how his visions are unrealistic, delusional and ultimately self-damaging.

*

TS4: Nevertheless, for all of the senselessness suggested by Archer’s aspirations against the landscape of his social world, he does in fact learn something of his reality and the inescapability of the ‘life that belonged to him’.

In what cases do we see Archer cognisant of the very strictures that hold him back yet decides to act against

his own understanding of ‘reality’?

Possible evidence/points to use;

i)Archer’s akrasia (the ancient greek term refers to a weakness or will or the state of acting against one’s better judgement)

– Archer astutely recognises that his predecessors ‘had dreamed his dream’ and chosen a ‘placid and luxurious routine’ over the ‘narrow’, Bohemian ‘margin’ he prefers.

*

TS5: Arguably, Archer does in fact begin to understand the necessity to sacrifice individual desires for the sake of collective interest, not only from the reminder that Ellen blatantly purports but also from the revelations he comes to acquire about the true workings of his society in Ch 33. Moreover his introspection in Ch 34, is a clearer indication of a man finally ‘at peace with himself’.

How is Archer keenly more aware than ever before about the ruthlessness and ‘conspiracy’ of his social world. What message do they make him understand? Does he immediately take this to heart and is simply bowing in submission?

  • The twenty-six year gap between Ch 33 and 34 facilitates the change from forced acceptance to contentment.
  • The reader encounters an older, more mature fifty-seven year old protagonist reflecting on how the ‘long years together [with May] had shown him that it did not so much matter if marriage was a dull duty, as long as it kept the dignity of a duty’.
  • The change in tone from disillusionment to enlightened ‘dignity’, ‘honour’ and ‘good in the old ways’ mirrors the change in Archer’s perspective towards his role.
  • A language of fulfilment characterises his eldest son Dallas as ‘the pride of his life’ (290) and Archer himself as a ‘good citizen’ whose ‘days were full’ and ‘were filled decently’ (286).
  • (how can we use these ideas to illuminate how Archer has learned something about reality?)

Paper 1 Last Minute Reminders

Download our handout for 2015 JC2 Lit P1 Last Min Session.

Obligatory nannying because we can, no, we must

  • H1 Lit / H2 Lit Paper 1 happens Monday, 16 Nov, 2pm. Please be in school by 1:30pm. One of our best students in 2013 missed the paper. Please find alternative means of making history, with thanks and love, Mr Lim.
  • Pack all your exam copies into your bag early. Check that you have the right copies before you leave the house, obviously.
  • If you conspire to ignore our sterling advice, the invigilators (not from our school, as you would have realised) will have extra copies of texts, which they can issue you.
  • The library will not have its usual arsenal of texts, as I will be transferring them to invigilators on Friday. If you feel uneasy about not having a copy in your hands before entering the venue, you can look for me before the paper and I will pass you unmarked copies of the text. Just make sure you bring your exam copy, and life will be that much easier for us all.
  • If your text is flagged out for illegal marking, don’t panic. The invigilator is likely to ask you if you want to keep your text (and risk an ‘irregularity report’). Let it go; the invigilators will provide you one of the library copies to use. (Don’t be stupid. This is obviously not a licence to leave your text at home.) In the past 5 years, nobody has had their text confiscated…. so please just double check with us.
  • The Age of Innocence is in Section B, Question 2. This is the first question after Section A (Poetry / Poetry comparison).
  • All My Sons is in Section C, Question 9. This is the last question in the paper.
  • For the last time, please learn to label the titles properly. Titles of poems should be placed in quotation marks (e.g. ‘Waves’). Titles of All My Sons and The Age of Innocence should be underlined (since it’s rather difficult to write in italics).
  • Please do not, do not, do not use AMS, AOI, TAOI, ONY as lazy substitutes. It makes you look stupid. Remember – your markers are not Singaporean bureaucrats who love their acronyms. Write the whole darn thing. How many times do you need to refer to the full title, or Old New York anyway?

Actual tips and reminders

  • We generally advise that you attempt Section A (Poetry / Poetry Comparison) first but it’s completely up to you. If you feel less confident about Section A, by all means leave it to the last. If the poems appear too daunting and you feel stuck, just leave it for later (like you would a difficult Math question). Things will get better later.
  • Whatever your order of questions, manage your time very strictly. Take absolutely no more than 1 hour 5 min. We have had one too many “definite A” students end up with a “B” or “C” because they did not complete one question. Don’t add yourself to the body count, please!
  • Don’t freak out if you see something unfamiliar. The terms used by Cambridge might be different from what we use (we’ve tried our best to ‘confuse’ you the past year), so negotiate the question based on the concerns and methods we have taught you. If an obscure question (a la last year’s AOI question on ‘money’) turns up, just move on and try to answer the other option. For the desperate, we have laid out the anticipated triggers and passages below.
  • Know your triggers and how to use them to generate relevant ideas. Most of this is detailed in the Last Min Session handout and summarised here:
    – For Section A, always ask yourself, ‘what is the persona’s attitude towards this?’ or ‘what does the persona feel about this?’ This is essentially perspective+tone and will guide you through anything: the persona in ‘Considering the Snail’ reveres the snail for its strength and purpose; the persona in ‘Men Improve with the Years’ laments his own loss of youth; the persona in ‘Identity’ is defiant about his own ‘tall, ugly’ nature.
    – For the Essay Question, the importance of the trigger is self-evident:
    (i) A character-trigger will demand that you identify relevant concerns; differentiate between open, expository questions such as ‘Discuss the role and significance of…’ from the more focused questions such as ‘Joe never accepts the consequences…’. The latter will limit your scope, which is not a bad thing.
    (ii) A concern-trigger asks that you immediately split up this concern into smaller parts, or ‘ideas’ (e.g. guilt can be sub-divided into Chris’s survivor’s guilt, Keller’s wrongdoing). This process should help you organise your essay… and select relevant characters / episodes already.
    – For the Passage-based Question, use the given trigger (character, character relationship, concern) to lock your focus:
    (i) A character-trigger here similarly calls for concerns relevant to the passage.
    — In The Age of Innocence, consider the narrator’s description and commentary on this character. If on Ellen or May, consider Archer’s perspective of her as well.
    — In All My Sons, try to focus on that particular character’s dramatic language and action first; you can examine this character in a relationship if you want to (e.g. ‘Chris’ as trigger, with one para dedicated to ‘Chris’s estrangement from his father’).
    (ii) A character relationship-trigger, likely to be exclusive to All My Sons, means that you are not writing about what Chris believes, or what Keller believes, but about how their beliefs clash within the passage. Keep in mind that “family relationships” is itself a concern — the main concern for such a trigger. A strong response would nevertheless be able to discuss how Chris’s self-interest (another concern) threatens his relationship with Keller, or how Keller’s moral blindness pulls him further and further away from his son.
    (iii) A concern-trigger has provided a few of you with headaches. We would suggest linking this concern to characters. It would be really strange if you had to begin every sentence with ‘Truth is presented…’ or ‘Social form is presented as…’. It is more natural to write about ‘George’s pursuit of the truth’ or ‘Archer’s detachment from his wedding’. Nonetheless, the concern provided shapes the ‘purpose’ or ‘why’ in each body paragraph.

Preparation over the weekend

  • Do spend an hour over the weekend “practising” a Section A (poetry / poetry comparison) question. You can write an actual essay… or just practise annotating and organising your analysis. When it comes to the unseen, practice is your best weapon.
  • Read your own essays and ‘sample’ essays from your peers / seniors, to re-familiarise yourself with essay structure (introduction, body paragraph W-H-Y)… and your own areas for improvement. It is always good to know what you have improved on and what you are strong in!
  • Read up on your concerns and methods on the two set texts, if you must. Again, practise planning an essay question response, or annotating a passage and write a PBQ outline — use Roundtable P1, the 2015 JC2 Mock P1 / Mock H1 or the questions from the Last Min Session.

Suggestions for extra practice on H2 P1 Poetry Comparison

  • 2011 Q1b (Endurance) p25 + 2013 Q1b (Grief) p29
  • 2009 Q1b (Waste) p21 + 2010 Q1a (Abandoned rooms) p22
  • 2014 JC2 Mock (Absence / Female body) p48-50
  • 2014 JC2 Prelim (Ageing / Unrequited love) p45-47

Anticipated triggers + passages (what might appear)

  • The Age of Innocence
    – ‘Ellen‘ is long overdue in either the essay question (as New Woman, foreigner being cast out, or as a ‘maturing’ protagonist in her own right) or the PBQ. I’ve been saying this for 2 years, so c’mon, damn it, just happen already.
    – ‘Archer / the bildungsroman’ has yet to feature in an essay question. The main character’s growth is a relatively common feature in essay questions.
    Old New York and social convention may still feature in the essay question. Few areas are left, but we have tried to prepare you for the role of women, the importance of social form and obedience.
    – The PBQ could well be relatively devoid of Archer and focus on Old New York exercising / enforcing their social norms instead: see the various dinner scenes in Ch 5, Ch 16, Ch 26 and to some extent, Ch 33.
    – If the PBQ were to stay centred on Archer, I would pick Ch 13 because it provides us the ironic narrator at her most prominent. The prompt there could indeed be “the use of narration” or something along those vague, vague lines.
  • All My Sons
    – After a long series of character-triggers, the essay question should shift to concerns: social responsibility / moral idealism… and self-interest / materialism (American Dream)… and truth / denial / the past are all likely. We’ve tried to prepare you with our Mid Year, Prelim, Mock and Roundtable questions!
    – Cambridge could still torture us a little: there might be an essay question on the supporting characters: Ann+George (self-interest, truth / denial, familial loyalty), Jim+Sue (material pragmatism, lost idealism, Greek Chorus to comment on the Kellers and reveal the truth to the audience) and maybe Jim alone (more about materialism, pragmatism and idealism).
    – For the PBQ, it would seem logical to go to Act Three (because Acts One and Two have been tested) and specifically on Chris alone, Keller alone or Mother+Keller. We will just list a few possibilities that you should already be familiar with:
    (i) Chris, Act Three (p86-88) – your Prelim question
    (ii) Chris-Keller relationship, Act One (15-17, 40-42) or Act Three (88-90)
    (iii) Keller, Act Two (52-54) – your Mock question
    (iii) Mother-Keller, Act Three (p83-84) – covered in lecture
    (iv) Truth and denial / Chris-George, Act Two (60-62) – Last Min Session
    (v) Guilt and deception / Keller / Keller-George, Act Two (68-70)

Bogeyman triggers + passages (what we fear), or a lame attempt at ‘jinxing the jinxes’

  • The Age of Innocence
    – I would safely rule out May for the PBQ as that appeared last year. It seems unlikely that May would return as the essay question… but it’s worth thinking about. Consider May’s role and significance in relation to social conventions (she conforms… and enforces) and the bildungsroman (she ‘leads’ Archer to fulfil his social duty).
    Surveillance / lack of privacy, social change / stability and money have appeared as essay questions before. There is nothing stopping them from focusing on the relevant passage-based questions: we have already anticipated Ch 33 and Ch 26. They might surprise us with Ch 3 (the Beauforts), Ch 7 (the van der Luydens) and Ch 14 (Ned Winsett). It would be exceedingly cruel if we get Ch 20 (M Riviere) or any other minor characters.
  • All My Sons
    – ‘Mother‘ was my bogeyman last year; I thought it would be funny if Cambridge lined up Chris (Specimen), Keller (2013) and then Mother (2014), and guess what, it happened. They have set a Mother question every year in either the essay or PBQ (Mother featured twice last year, in fact)…. Nevertheless, let’s just keep an eye out for the George-Mother sequence in Act Two (p62-64).
    – We would also want to rule out Ann for both questions as the two Mother-Ann episodes have already been tested. Nevertheless, just stay mentally prepared for a PBQ on Mother-Ann (revelation of the letter, Act Three, 84-86) and to use Ann as an example of destructive ‘self-interest’, an unpleasant example of the American Dream.

P1 Roundtable AMS Q5 Outline

‘The play presents a world of divided loyalties.’ How far do you agree with this comment on All My Sons?

Introduction
All My Sons is often criticised for presenting an ‘impatient’, didactic lesson on man’s responsibility towards his fellow men.
(Context) While the title evokes a simplistic sense of cohesion and community (for all men are ‘our sons’), the play itself unfolds to waves of contradiction and conflict. (Outline) Chris’s moral ambition does not endure, stirred by the promise of happiness with Ann and the guilt of protecting his father. His idealism sets him on a collision course against both his parents, particularly his father’s undulating family-first values. These loyalties and divisions ultimately send the Keller family hurtling towards tragedy, destabilising the idea that one can simply know that ‘there’s a universe of people outside and you’re responsible to it’. (Thesis) By presenting a world of divided loyalties, the play challenges its audience to look beyond devotion to any one ‘loyalty’. It urges us to find balance, however hard it may seem.

Paragraph 2
(What)
We ascertain as early as Act One that Chris’s brand of ‘Man for man’ responsibility, entrenched in a world of divided loyalties, is far from absolute. (How) The conflicting nature of Chris’s priorities is conveyed through immediate contrasts in his tone and vocabulary. (How) An undercurrent of shame is evident when he associates his father’s money with ‘loot’, which he felt ‘ashamed’ to take and ‘wrong to be alive’. He speaks resoundingly of his comrades’ selflessness and exalts ‘the love a man can have for a man’. (How) Yet, he unflinchingly promises ‘to make a fortune for’ Ann, professing that ‘I want you now’ and ‘I’m going to…’. The audience is likely to spot the shift to these self-centred declarations starting with ‘I’, and begins to doubt his credibility. (Why) Evidently, Chris Keller is constructed as a man of internal contradictions and divisions. He is less a Christ figure than he is a hesitant hero — a reminder that no man can wholly live up to the noble sacrifices… of dead men.

Paragraph 3
(What) Chris thus embodies ‘a world of divided loyalties’, more so than Ann’s self-seeking cunning and Jim’s sense of compromised idealism. His re-entrance in Act Three discloses to the audience that he is guilty of protecting his own father from the arm of justice, his split loyalties to both family and a ‘universe of people outside’ becoming even more disquieting. (How) The repetition of ‘yellow’ in his lengthy confession reflects this sense of turmoil, as he grapples with his own cowardice and deceit by doing ‘nothing’ about his father (87). (How) The self-loathing continues as bestial imagery is used to compare Chris to ‘cats’, ‘dog’ and a ‘zoo’; Chris cannot bear being torn between family and the wider community, and for that reason he can only ‘spit on myself’ in disgust (87). (How) His series of rhetorical questions reiterate this division in loyalties. Asking if and why he would ‘put (his father) behind bars’, Chris appears to acknowledge that he ‘cannot take it out on him’. Before the crucial letter sequence, Chris remains a figure divided between his fractured principles and his wretched father:

CHRIS. What? Do I raise the dead when I put him behind bars? Then what I’ll do it for? […] But here? This is the land of the great big dogs, you don’t love a man here, you eat him. […] The world’s that way, how can I take it out on him? What sense does that make? This is a zoo, a zoo! (Act Three, 88)

The same bestial images and self-loathing can be read as further evidence of Chris’s responsibility to society, as he continues to lament the loss of ‘honor’ and ‘love’ in a forsaken ‘zoo’. (Why) Yet, the play suggests that these internal divisions have taken a toll on Chris: the stage directions describe him as spent and ‘exhausted’ (86). This portrayal of Chris as a victim here provides no answers to the moral quandary, but only serves to ask the audience further questions about their own loyalties.

Paragraph 4
(What)
The Keller family becomes a microcosm of these ‘loyalties’ to society and family, as dramatised in the growing tensions between Chris and Joe. (How) The divisions in ideology is foregrounded by the clash of discourse. Chris employs an idealistic tongue of community and altruism, reiterating values of ‘responsibility’, living ‘for each other’ (38) and being ‘better’ than our baser instincts (91). On the other hand, Joe speaks about the primacy of family and how ‘Nothin’ is bigger!’ (83), emphasising the father’s duty to provide (77) and more tellingly, the filial loyalty of sons and daughters (32, 77). (What) Their staunch allegiance to their own beliefs prevents them from recognising — and appreciating — each other’s. (How) Miller’s stage directions towards the end of Act Two exemplify this antipathy: Chris is ‘deadly’ and ‘unyielding’ in his demands, whilst Keller is initially ‘insistent’, and later ’horrified at his overwhelming fury’ (76). (How) These tensions culminate in an incendiary physical confrontation at the end of Act Two. They circle each other on stage like predator and prey, ‘their movements now… those of subtle pursuit and escape’ (76). Chris explodes into violent rage both verbal and physical: he threatens to ‘tear the tongue out of your mouth’ and ‘pounds down upon his father’s shoulder’, shocking an already startled audience (78). (Why) The antagonism between father and son here embodies the damage done by their incompatible belief systems.

Paragraph 5
(What) The woeful divisions within the Keller family are extended by the conflict between Chris and Kate, where the former’s idealistic aspirations collide with his mother’s pragmatic desire to preserve what is left of her family. (How) This fierce loyalty is self-evident from both her name (as the mother and ‘guardian’ of the house) and her introduction as ‘a woman of uncontrolled inspirations and an overwhelming capacity for love’ (18). (How) Yet, it is her appeal for Chris to ‘protect us’ at the start of Act Two that characterises her staunch commitment to ‘us’ over society-at-large (44). (How) Subsequently, Kate’s ‘uncontrolled’ dedication to the family is pit against Chris’s personal desires, with both employing a series of ferocious exclamations at the end of Act Two. Each refuses in absolute terms (‘now I say no!’, ‘You’ll never’, ‘I’ll never’) to give way to the other and makes their own demands (‘till I do it’, ‘You’ll never let him go!’). (Why) Mother’s attempts to force Chris away from Ann and back into her definition of ‘us’ (which includes Larry) prove futile, driving the family even further apart. The Kellers’ conflicting intentions ultimately sink them deep into the play’s tragic vision.

Paragraph 6
(What) Only in the face of catastrophe do these divided loyalties come to a standstill. (How) In the play’s final scene, Mother repeatedly begs for Chris to relent (‘Didn’t you hear? It’s over!’, ‘What more can we be!’) and forgive Joe for his moral blindness (91). This instead incites Chris’s most fervent call to be ‘better’ and to be ‘responsible’ to a whole ‘universe of people’ (91). The deadlock here, like that between Chris and Keller, leads the audience towards a similar mix of apprehension and distress. (How) A reprieve from these unbearable tensions is earned, ironically, only when ‘a shot is heard in the housea tragic coda to the conflict between familial devotion and social responsibility. As a grieving mother comforts her grieving son in her ‘arms’, with tears welling but not streaming (‘almost crying’, ‘she begins sobbing’), their loyalties are momentarily put aside. (Why) In silence (‘Shhh…’), divisions fade to differences and the only loyalty left is that of family. Finally, we see mother and son stand together.

Conclusion
Bearing the weight of a father’s death and a family in mourning, the audience leaves the theatre with a heavy heart. ‘Loyalties’ have destroyed not just an individual, but also the relationships between mother and father, mother and son, father and son. The conflation of both loyalties to the play’s message — every man should be seen as All Our Sons — is compelling. However, it is a convenient truism; it is not easy to see loyalty to the family and society as one and the same. Like Kate and Joe, we ask ourselves if we can be better, and try in our own way to be a ‘Jesus in this world’ (89). Like Chris in the final scene, we wonder if our family should be our immediate priority instead… or if we will always remain divided.

P1 Roundtable AOI Q5 Outline

‘Much of the novel is about people pursuing what they cannot have.’ How far do you agree with this comment on The Age of Innocence? (2014 JC1 Promotional Exam)

Thesis
In portraying the pursuit of what one cannot have, the novel urges the reader to accept a ‘partial happiness’, to compromise upon one’s dreams and visions for the ‘pleasures’ of real life and playing one’s role in society. Wharton’s purpose here is both philosophical (in the personal sense) and social: an individual’s happiness is ultimately reliant on the collective interest. To believe that one is truly free (to pursue what one wants) is but a wanton fantasy, a childhood dream stuck in an age of innocence.

Paragraph 2
(What) The structure of the novel moves along with the respective ‘pursuits’ of what Wharton’s characters can or cannot have, each eventually (however belated) coming to recognise the merits of what they do have.

  • (How) Archer’s romantic adventures can be charted in a series of romanticised and theatrical encounters in various settings, from Ellen’s ‘Bohemian quarter’ in Ch 9 and 12, to The Shaughraun in Ch 13, the shore in Ch 21, the carriage in Ch 29 and finally, the melancholy museum exhibition of Ch 31. Intriguingly, the protagonist comes close to realising his ‘personal vision’ in Ch 34. Ushered to Ellen’s doorstep, Archer chooses instead to walk away, back to the ‘old-fashioned’ ways that he can have.
  • (How) Even if the reader is granted only limited access to Ellen’s thoughts and feelings, the encounters between Archer and Ellen chart her initial pursuit and subsequent acceptance. Her dialogue impresses with a naivete about Old New York in Book One but makes a more mellow turn in Book Two, speaking with appreciation and understanding of why she cannot have what she desires.

Paragraph 3
(What) Archer’s flight towards fantasy (and shift from reality) presents to the reader the familiar trope of a bildungsroman — a young man goes in search of what he cannot have and so come to understand the ways of his world.

  • (How) The profuse allusions to literature and the arts are used to portray Archer’s indulgence in his visions. The ‘magical’ quality with which they are presented refers the reader towards their unattainability. Ellen’s home is decorated with a ‘trick’, a ‘sleight of hand’. The books he reads open up to ‘enchanted pages’ with the face of Ellen Olenska.
  • (How) Archer’s dilemma between visions and realities, desire and duty is most pronounced in Chapters 20 to 21. The narrator describes his ‘undoubted gratifi(cation)’ of being with May and how ‘he could not say he had been mistaken in his choice’, in contrast to the ‘discarded experiment’, ‘momentary madness’ of Ellen whom he desperately tries to repress. At the more poignant pier scene, the narrator brings light to Archer’s muddled thoughts, where he contemplates his reality as a ‘son-in-law’ vis-a-vis the ‘dream’ of being with Ellen.
  • (How) The representation of his pursuit of Ellen as a ‘dream’, an ‘experiment’ concocted out of ‘madness’ outlines the utter impossibility of him achieving his desires. With his mind an ‘empty and echoing place’, Archer can only mourn his fate, as the reader might come to sympathise with his youthful impulses.

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(What) The failure of Archer’s romantic visions coincides with the triumph of the collective interest; it will also lead him to a deeper acceptance of his reality.

  • (How) The portrayal of Old New York as an ‘armed camp’ that keeps Archer ‘prisoner’ reflects their defeat of Archer’s romantic aspirations. Society’s ‘inexorable persons’ mandate what he can have — to play by the rules of the ‘family vault’ — even if his ‘passionate determination to be free’ is not subdued.
  • (How) The narrator deliberately renders Archer’s sense of realisation through a series of phrases: ‘it became clear to Archer that.’, ‘He caught the glitter of victory’, ‘The discovery roused…’, ‘He understood that in a moment she would be gone’.
  • (How) Archer’s final words to Dallas in the novel, ‘It’s more real to me here than if I went up’ and the act of ‘walking back alone to his hotel’ are symbolic of his acknowledgement of what he cannot have and eventual submission to what belongs to him — the old ways of his society and the ‘dignity’ of a ‘dull duty’.

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(What) Ostracised by her own tribe at the start of the novel, the reader learns that Ellen craves acceptance and security from New York. By the end, she will reach a point of recognition on what she can and cannot have.

  • (How) Old New York is presented from Ellen’s perspective as a ‘dear old place’ close to her heart, a ‘heaven’ (15) that is also a sanctuary from the ‘bad where [she] came from’. Later in Ch 12, she regards her ‘bring here, in my own country and my own town’ as a ‘blessedness’ (60).
  • (How) In her conversation with Archer in Ch 18, she reflects how ‘stupid and unobservant’ she was to scrutiny and criticism of ‘oppressively hospitable’ New York. Intriguingly, Ellen echoes Archer’s earlier sermon on the importance of individual sacrifice to preserve the honour of one’s family.
  • (How) The ‘expulsion’ of a ‘kinswoman’ is often interpreted as a sign of Ellen’s victimhood. In the light of her dialogue above, we might also see that she voluntarily sacrifices what she wants for the good of the Mingott clan and to preserve Archer’s own social standing.

Response to ‘Love is Not All’ by Edna St Vincent Millay

In the poem ‘Love is Not All’, the poet writes about love in a fairly nonchalant tone at first, which progresses into a contemplative tone followed by a resolute tone at the end. The entire poem revolves around the poet’s thoughts about love as a whole, about how it has no value for survival and yet people are willing to die for it. Through expressing her thoughts, the poet enters three phases of contemplation before reaching a sturdy conclusion, and could either be reminding herself about the fact that love is literally not all, perhaps reaffirming her decision to abandon the importance of love by penning it down in a poem.

In the poem, Millay makes use of the survival motif in the words ‘meat’, ‘drink’, ‘slumber’, ‘roof’ and ‘floating spar’ which are all words that signify a certain sense of importance to survival, and are all basic needs of humans in order to live and subsist. Through foregrounding the phrase ‘Love is not all’, followed by a caesura (as seen in the colon after the opening declarative), the persona emphasizes the way love cannot encompass all things. By reiterating this with the allusions to means of survival, the poem alludes to the idea that love has no value for our daily lives and is in fact, redundant and of no real value, practically speaking. The repetition of the words ‘rise’ and ‘sink’ in line 4 creates an image of drowning that in turn gives an effect of helplessness, as the persona keeps emphasizing the idea of sinking ‘again’ and ‘again’. This may serve as a means of depicting how love is unable to provide actual help for the helpless, despite it being able to provide hope represented by ‘rising’. This further underscores the idea that love has no practical use nor survival value, as the line ends ultimately with ‘sink’ (rather than ‘rise’). (Editor’s note: Consider the purpose of these images, in terms of what the reader is being persuaded to ‘do’)

The persona then moves on and writes about how love is unable to heal men of their ailments and illnesses, through the cumulative use of ‘lung’, ‘breath’, ‘blood’, ‘bane’, all of which are significant body parts that carry out important functions. Through the use of the absolute word in the first line, ‘not’ in ‘Love is not all’ followed by a repetition of ‘nor’ as well as ‘cannot’ in ‘Love cannot fill’, the persona’s tone becomes disdainful and even condemning, as she reduces love to something that is strictly non-functional. By combining the absolutism of her tone and the metaphor of bodily functions, the poet further breaks down love into something impractical and perhaps even useless, as it has no ability to sustain one’s survival or heal one of the ‘bane’ of illnesses. This hence portrays the poet’s idea of love as something that certainly does not encompass everything, but is also something unnecessary as well. (Editor’s note: take into consideration the usual view / glorification of love as a vital part of what makes us human, and how the poem seeks to undermine / denigrate this perspective)

As the poem progresses, however, the persona’s tone shifts from one that is absolute and disdainful to one that is contemplative, as seen in the tentative words ‘may’ and ‘might’ from lines 7-13. Through the contrast between this tentativeness and the absoluteness in the first six lines, the persona shows a hint of wavering, as she considers the ways in which one may be driven to succumb to love. From the word ‘Yet’ which suggests a note of contradiction, the tone and idea of the poem shifts even further. The poet has also introduced the personal pronoun ‘I’, which reflects her perspective. The poem now becomes more emotive and perceptive, unlike the first six lines where the persona merely states the way love is redundant as if these were all simply facts, making the first half of the poem seem nonchalant in comparison to line s7-13. Through introducing the first-person perspective, the persona refers to her own feelings in the poem, and this creates a slight contemplative mood as the poet constantly refers to herself and her uncertainty (Marker’s comments: Significance of this? Consider how the persona’s view of love starts to resemble that of ‘many a man’ – is love really ‘not all’ to her here?)

In lines 7-13, the poet also uses strong verbs such as ‘pinned’, ‘moaning’, ‘nagged’ and ‘driven’ which suggests a certain forcefulness, personifying love as something that is not only alive but is aggressive, able to take down someone completely and even causes them to choose death over the absence of love. By suddenly giving love a personality, the persona no longer refers to love as a passive, useless emotion but a strong, overpowering energy able to overwhelm someone. This sudden change in the portrayal of love also serves to signify the persona’s recognition of the power that love has, further emphasizing her contemplation as she now considers the power of love.

However, despite her wavering and contemplative mood, the persona chooses to accept that the possibility of her own succumbing to love does exist, as she ‘might’ give up love for something more important of survival value, such as ‘peace’ and ‘love’, in order to reaffirm her resolve to put rationality before the irrationality of love. This is delivered most poignantly in the last line, ‘I do not think I would’, whereby the absolute words ‘do not’ further emphasizes her stand. The poem thus progresses from being resolutely against the concept of love to contemplative to now even more resolute… about how she too needs love at the end.

Rachel Lee (1T01 2015)
JC1 Semestral Assessment

2015 Prelim P1 Reminders and Strategies

MatriarchPhoto: Chiew Jia Hui

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H1 (8811/01) and H2 Paper 1 (9748/01) Format

  • H1 Section A: Unseen Poetry
    – Two options, answer one only
  • H2 Section A: Poetry Comparison
    – Two options, answer one only
  • Section B: The Age of Innocence
    – Two options, answer one only
    – (a) Essay question (usually concern or character-trigger)
    – (b) Passage-based question (usually concern or character-trigger)
  • Section C: All My Sons
    – Two options, answer one only
    – (a) Essay question (usually concern or character-trigger)
    – (b) Passage-based question (usually concern or character-trigger)
  • For Sections B and C, there are no restrictions on question choice. That is to say, you can opt to do both PBQs… or attempt both essay questions.
  • If you marginally suspect your text might be confiscated or simply forget to bring, visit the library to borrow a copy way way way before 2pm. Based on our experience today in P3, please do a thorough check of your texts so that you don’t leave post-it notes in them (or your teachers’ heads will explode).

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All My SinsPhoto: Chiew Jia Hui

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Reminders

  • Section A: Poetry / Poetry Comparison
    – We suggest you start with this section; it is an afternoon paper and you will need to make use of all your creative and critical juice to make sense of the poem(s) you have chosen.
    – Broadly speaking, your options will vary between universal life experiences (e.g. unrequited love, grieving, death, motherhood, growing old) and abstract but fundamentally human concepts (e.g. the resilience of a snail, negotiation of personal identity, the power of language, the mystery of life). This of course allows you to shape a personal response or comparative response: the poem(s) might allow you to see something a different way or exhort you to do something. You know how this works by now!
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  • Section B: The Age of Innocence
    – Read the essay question carefully. The prompt quotation will ask you to see things in a particular way and leave you to agree or disagree. The prompt quotation will provide you a series of ideas, which you can develop separately. A sophisticated script will be able to blend all two or three ideas into one cogent argument / paragraph of course… but I’d always suggest to keep some things simple. This same prompt quotation does ‘help’ you structure your essay from simple to complex ideas.
    – As you know, the essay question will have either a character-trigger or a concern-trigger. Stay on track please and address the relevant character and concern all the time. If the question is on the strict moral code, you don’t want to write about social form and dressing (trust us, many a script has fallen by the wayside in this manner).
    – Your essay thesis should provide us a stand, reasons and ideally… a personal response on the ‘message‘ of the novel. For the latter, you can connect it to the bildungsroman or social critique angles (seriously, the Penguin Introduction is unbelievably good and worth highlighting).
    – For the passage-based question, be very aware of the ‘placement’ of the passage within the whole text — does it mark the start, middle or end? At which point of the bildungsroman are we at? Or what is the reader’s understanding of Old New York at this point? Your PBQ thesis has to address the purpose of the passage (e.g. the passage foreshadows… the passage is a culmination of… it builds up to…) in the novel.
    – Don’t repeat your JC1 mistakes. Links to elsewhere should be contained, condensed, concise. We don’t want you to narrate elsewhere; we want the link (see above).
    – In our revision lectures and tutorials, we have urged you to start with narrative perspective when you analyse the passage. Is it the ironic narrator commenting on society, or undermining Archer’s childish fantasies? Is the narrator taking us into Archer’s thoughts, as he contemplates Ellen, May, the world around him or as he sinks deeper and deeper into his romantic imagination? Or are we simply to extract and ‘compile’ various voices (in the form of dialogue / direct discourse) and analyse them accordingly?
    (i) This is important because it will help you split the passage into parts, organise your methods / evidence and generate ideas. You might for instance be able to devote two paragraphs to Archer’s thoughts or write one paragraph entirely on setting / visions, as you did for the Ch 21 PBQ.
    (ii) When it comes to close analysis, knowing the perspective will immediately help you identify a pattern and analyse it. For those of you who did the Ch 21 PBQ, or revised the Ch 2 and Ch 33 passages in class, you know what I’m talking about. Don’t forget to analyse the description of New York or its characters after you’ve picked out the perspective, though!
    (iii) Be careful not to ‘impose’ a perspective. The ironic narrator doesn’t appear that often; some of my students kind of force-fit the narrator into the Ch21 pier sequence when it was really a mawkish, sentimental description of the setting, nothing else!
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  • Section C: All My Sons
    – Ah, we’re a bit rusty with Miller now, eh? Not to worry, we’ll repeat some of the key concepts here. The skills however remain much the same. Know the difference between an essay thesis and PBQ thesis. Learn to closely analyse your evidence for sentence functions (e.g. imperative, declarative, interrogative), tone, sentence length, diction and lexis (e.g. language of money, absolute terms, aggressive terms).
    – Many of you have remarked that it is hard to generate broad methods for AMS or even hard to analyse the text in AMS. What I would suggest particular for the essay question is to simply identify relevant parts of the text and try to pick out patterns from there.
    – Dramatic structure is and will be absolutely integral to both the essay and passage-based questions. Like the Paper 3 question on Stanley’s miscomprehension of Blanche, we will asking you to consider causes and consequences in both questions: you want to be hyper-aware of how the tragedy unfolds. Revisit one of our first lectures this year on the tragic hero. You can pre-emptively figure out some arguments to do with foreshadowing, shifting, overturning, culminations et al for a passage in Acts Two and Three (we told you this I think!). The “links to elsewhere” lecture titled The Last of Us should help.
    – Needless to say, you should refer to the ending of the play in your essay response, or link to the ending of the play in your PBQ response. I’d urge you to think about this carefully: should you only write about the ending at the end of your essay, or does every paragraph need to show some notion of tragedy?
    – The play’s concerns generally exist in binaries: social responsibility vs familial loyalty, moral idealism vs pragmatism, human solidarity / collective interest vs self-interest, redemption vs guilt, denial vs truth. Word of caution: the American Dream, with its associations with wealth, familial bliss and individualism / self-interest, doesn’t quite fit neatly into this framework. Its components can be seen to act in opposition to Chris’s ideals of man-for-man sacrifice and altruism…. but we also know that nearly all of Miller’s characters are morally flawed, and subject to the pursuit of one or more of these subsets of the grand American Dream.

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Study tips and strategies

  • For All My Sons, you don’t have that much to study. The tragedy / tragic hero lecture, the introduction lecture, family, denial, the American Dream, responsibility vs familial loyalty are fundamental to the play itself and hard to detach from one another. You roughly know what we are going to test for the PBQ, so do gloss over Acts Two and Three religiously. I don’t foresee any problems linking to Act One anyway.
  • For The Age of Innocence, we regret to inform you that your JC1 material is important. We have definitely revised key concepts in JC2 Term 3: Archer’s dilemma and his attempts to put aside his dreams and visions for the contentment of marriage / duty, Old New York and its tribal network of eyes, codes and rigid structures, the disdain Archer and the narrator feels about Old New York’s deathly, unimaginative ‘patterns’ of life…. Nonetheless, you do want to glance through your tutorial packages from JC1 for key passages (even if we are not going to repeat them).