Exploring the Character of Helen in ‘The Women of Troy’ by Euripides

This Resource is for Mainstream English Students studying ‘The Women of Troy’ by Euripides in the Victorian Curriculum.

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What do we know about Helen?

The mythology of Helen places her as a siren, an adulteress; most legends have her leaving Menelaus of her own volition, though some say she was under the power of Aphrodite. Regardless, she is stigmatised in Ancient Greece as a loose woman, unfaithful to her husband, responsible for thousands of deaths during the 10 year Trojan War.

Modern western adaptations, however, treat Helen very differently: she was married young, treated as a prize, and finds true love with Prince Paris of Troy, with whom she escapes her loveless marriage and unhappy life. This latter characterisation certainly colours the lens through which the modern reader views Helen, and draws one of many clear distinctions between how elements of ‘The Women of Troy’ are experienced differently by the primary and secondary audiences.

In the play ‘The Women of Troy’ by Euripides, Helen is hated even by Poseidon; he does not see her as an innocent victim of Paris’s lust and Aphrodite’s interference, instead believing it is ‘quite right’ that she is ‘a prisoner, like the rest’.

Helen’s appearance also plays a role in how she is perceived by other characters

Helen’s appearance also plays a role in how she is perceived by other characters. She is the only female in the play not debased, she is dressed to kill and enters not pleading but complaining at the undignified treatment she received at the hands of Menelaus guards “your guards have dragged me out here in front of the building with such violence and contempt”. Hecuba disdainfully accuses Helen of ‘parad[ing] yourself’ before Menelaus, but if Helen pulls out her hair, scratches her face (as the other women in mourning have done), she has no leverage with Menelaus. Her beauty is her only weapon (and it connects her to Zeus); however, her beauty (and others value of it) also contributes to the stigma of ‘Helen the harlot’.

In mythology Helen is often referred to as belonging to a place or a man, for example, ‘Helen of Sparta’, ‘Helen of Troy’; she is an attraction, not a person. Euripides furthers this notion of Helen as property, e.g. ‘Menelaus’ Helen’, but interestingly, she is never referred to as ‘Paris’s Helen’ by Hecuba or any other Trojans, presumably in an effort to distance Paris from blame for the war. Helen is dehumanised, reduced to quarry by Cassandra: ‘These Greeks … sent a hunting party to track down Helen, to smoke her out’; yet Helen refers to herself as ‘Exported … a saleable asset’.

When women were generally written out of history, Helen of Troy was written in 

As her story passed down the generations it held up a mirror to the prejudices of society and to some of its truths.  Helen in Homer’s The Illiad declares ‘on us has been sent an evil destiny, that we should be a singer’s theme for generations to come’.  How prophetic, Helen might not be real, but she never loses her relevance. 

Is Helen a mere puppet of the men who wanted her?

Helen might be seen as a mere puppet, the victim of the gods and of the men who wanted her. But as Blondell insists, “her complicity is essential to her story.” Helen is abducted, but she is never simply passive. She agrees to go with Paris, although different versions of the story suggest different degrees of willingness. Both Paris and Helen are victims of lust, but are still committing an action and incurring moral responsibility for the deaths that result: “such acts are still acts.” The verbs most commonly used for Helen’s journey are all active: she left, she went, she sailed away.

Helen’s manipulation of Menelaus is helped by his weakness for her

When Menelaus arrives on the shores of Troy he does so unashamedly to claim back the woman that jilted him and seeks selfish revenge, not for the myriad of deaths she has caused by her actions, but to serve his own vain purpose. Menelaus values himself and everyone else is worthless, his revenge is clear “This most glorious of days when I shall finally get my hands on that wife of mine, Helen. Yes, I am the man Menelaus, who for ten years have endured this terrible war”. He has sacked Troy, killed Paris and “made him pay” and is happy that Helen is a prisoner who has been “counted into this temporary prison with the rest of the Trojan women”. He expects to see Helen in ruins, crawling and begging him for mercy when Menelaus commands the guards to “bring her out here, drag her out by the hair, sticky with dead men’s blood”. Instead Helen is composed and as Hecuba warned wearing make-up, well dressed and neatly brushed hair, nothing like a grieving widow or person who has any feelings of remorse. Menelaus is unprepared to see Helen in such a beautiful state and his vulnerability towards her explains his inability to decisively execute her in Troy.

Hecuba warns Menelaus that Helen is not just manipulative but dangerous

Hecuba knows how manipulative Helen is and the power of lust that self-centred Menelaus has such a weakness shows that he can easily succumb to Helen’s beauty. Hecuba warns him “If you mean to kill your wife, Menelaus, you’ll have my support. But don’t see her, don’t risk becoming a slave of your lust again”. As a result of this, the concept of his masculinity is put under scrutiny when Hecuba warns him against behaving “worthy of yourself [himself]…your race and of your family” and proving those that “called you [him] womanish” wrong by executing Helen swiftly and justly; associating mercy with a diluted sense of masculinity. Hecuba knows how Helen puts a spell on men and how dangerous she is “She makes men’s eyes her prisoners, she sacks whole cities, burns houses to the ground with that bewitching smile!” Menelaus says he wants Helen handed over to him “to kill her here on the spot” but shows his weakness when he adds “unless I decide to take her back to our Argive homeland”. His statement shows that he desires to postpone Helen’s death and does not intend to actually carry it out himself. His resolve to kill Helen is also shown to be weakened further when he states that “nothing definite was decided” about her fate.

Helen’s powerful speech to Menelaus blames everyone else but herself

In juxtaposition to the male character of Menelaus, Euripides presents a far more calculating character of his Greek wife Helen with ulterior motives that will continue their manipulation if given the chance. Helen’s refusal to admit defeat and her insistence that she is innocent is compounded as she makes attempts to alleviate the burden of guilt and place some on ‘Hecuba’s evil genius’ and the gods for their games. Helen’s powerful speech to Menelaus is brash and confident, shameless, blames everyone else not herself “To Paris … he destroyed Troy, Priam did, the old King, and he destroyed me too”. Helen claims she was just an asset, blameless “exported, I was, sold off abroad, my exceptional beauty was a saleable asset for Greece”. Helen stands firm saying she wasn’t happy in Troy in “abject slavery” and tried to escape and then shifts blame to the gods and false claims of being raped. The Chorus replies to Helen’s speech calling her arguments “for what they are, fluent, but wicked. She’s a dangerous woman!” Hecuba agrees and wants to expose “this woman’s slanders for the rubbish they are!”

It seems an important message that Euripides was keen to inject is that of the strength of a Greek woman like Helen. Even when she was disempowered after the sacking of Troy, her strength lies in her refusal to admit defeat. Euripides shows her ulterior motive of manipulation is more powerful than just a beautiful legend as told in other mythological retellings. 

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Revision for ‘The Women of Troy’ by Euripides

This Resource is for Mainstream English students studing ‘The Women of Troy’ play by Euripides in the English Curriculum in Victoria.

What is the Meaning of Euripides Play?

Many of the themes and issues Euripides presents in ‘The Women of Troy’ are confronting because Euripides means to confront us in every literal understanding of the word.  The audience is forced to recognise and grapple with tremendous philosophical questions: Is this humanity? Is this morality? Is this a just war? He also makes the audience face their own moral inadequacies, as Euripides holds a mirror up to Athens.  Euripides believed that it is women and children who pay the ultimate sacrifice for war; they suffer through it and suffer after it, as society’s most vulnerable, at the hands of the powerful.  The play makes extensive moral arguments against unjust conduct in war by presenting a sympathetic look at the great suffering experienced by the vanquished women of Troy being at the mercy of their brutal Greek victors.  Euripides play is both anti-war and pro-feminist.  By giving power to the Trojan women through his narrative, he renders them as complete, complex people with strong voices, if not influence over their eventual fates.  Even though slaughtering the men of Troy, sacking their city and sending their women away to be slaves was standard military practice at the time, Euripides chastises the Greek victors for their violence, comparing them with the volatile barbarians whom they routinely disparaged [mocked].

Themes

The Cost of War               Euripides chose to focus on the aftermath of war and gives the women and children victims of war a voice in his play.  He highlights how the women are treated like chattels divided up between their Greek victors and the atrocities of war on innocent people.  Quote: “This is the crown of my sufferings, my last ordeal: to sail away and leave Troy in flames” (Hecuba).

Duty and Honour             Hecuba and Andromache cling to the ideas of obligation and duty and are honourable women who built reputations in respect of their royal positions in Troy.  Euripides places emphasis on a citizen’s service to family, friends and country which continues long after the death of their menfolk.  Quote: Hecuba as leader of the women is “a mother bird at her plundered nest”.

Fate                                       It is not until the last remaining lines of the play that Hecuba acknowledges the Trojans have always been fated with ill-luck and pleads with the gods to find another people to exercise their dastardly plans on.  Euripides argues that fortunes are changeable and tragedy indiscriminate.  Quote: “For what purpose have we suffered?  Why call on them [gods] we called before and they did not listen” (Hecuba).

Loss                                       The play is about loss on several levels – loss of a great war, loss of many lives both Trojan and Greek and the continual loss experienced by the survivors of war.  The Trojan women have lost many things in a physical sense and symbolically they have also lost power, position and Troy. Quote: “How must I deal with my grief?” (Hecuba) “What words of yours can release pity to match your pain?” (The Chorus)

Gender                                Menelaus is portrayed in the play as weak and officious while the other male Talthybius is represented as sensitive and decent but torn between his chivalrous inclinations and his duty as a Greek soldier.  In juxtaposition Euripides injects into the play the strength of the women who are disempowered.  He portrays Helen as more than just the beautiful legend, rather he presents her as a more calculating character with ulterior motives.  He presents Hecuba as one who has reasoning and strength of leadership, Andromache has pragmatism and Cassandra has revenge.  Quote: He puts masculinity under the microscope when Hecuba warns Menelaus about Helen and him behaving “worthy of yourself … your race and of your family” (Hecuba)

Social Class                         After Troy is destroyed all the women prisoners are reduced to equality and united in their suffering and loss.  Euripides chose to be realistic in his depiction of the Trojan royalty despite their torment, he comments on their social fall, deterioration of the class system and now they are reduced to mere slaves.  Quote: “Everything is turned upside down: royalty enslaved” (Andromache) “No queen’s bed for me now: I shall lay my shrivelled body to rest on the floor, and wear faded, worn rags to match my skin and mock my royalty” (Hecuba)

Symbols

The Flaming Torch           By entering the scene carrying a flaming torch, Cassandra is not only heralded as being different from the other women but also a vestibule of foresight.  The torch can be seen as hope to the women ordering them to “raise the torch and fling the flame … flood the walls with holy light” (Cassandra).  Also, the flaming torch can symbolise destruction of Troy at the end of the play “Let those officers appointed to fire the city now bring out their torches and use them well.  Up with the flames” (Talthybius).  The flaming torch can also symbolise the destruction Cassandra will reek on Agamemnon and his family when she sails to Greece as his slave.

The Walls of Troy             Poseidon, God of the Sea exclaims the sorrow he feels as the great city of Troy and its magnificent walls crumble “Troy and its people were my city.  That ring of walls and towers I and Apollo built, squared every tone in it”.  The significance of the high walls of Troy are symbolic of a great city, good people and a great royal line, but also symbolise fallibility of the gods and the things the people of Troy cherished can easily be destroyed and brought down low.  Significantly, the death of Astaynax who is thrown from the walls that should have protected him now are part of his brutal death.  Talthybius says the young prince’s end is nasty “You must climb to the topmost fringe of your father’s towers, where the sentence says you must leave your life behind”.

Hector’s Shield                 The great shield of the Trojan prince Hector “the bravest of the Trojans” holds a special memory to those who loved him the most, his wife Andromache and his mother Hecuba.  The shield first appears when Andromache enters the stage with her son on her lap and the shield by her side along with Hector’s armour.  The saddest mention of the shield is when the body of Astaynax, broken and bloodied is carried atop it, toted by Talthybius and Greek soldiers.  Talthybius carries the boy on the shield to give to Hecuba to bury.  Andromache begged to give the child a proper burial with “this bronze-ribbed shield … which used to protect his father’s body in battle, should serve him instead as a coffin”.  While Hector was protected in many battles from the shield, it was powerless to protect him from his ultimate death and also the death of his son and family.  The shield in this instance also symbolises the dying of the Trojan royal family and the tragedy of the play.

Waves/Ocean                   As they wait shackled at the shore, the Aegean Sea serves as a constant reminder to the Trojan women that their fate is inevitable and soon, they will be parted from each other and will sail to their allotted locations in Greece.  Much like the tempestuous ocean, their future is unpredictable and lonely.  Hecuba has never sailed but considers the waves of the ocean as like fortune, calm or stormy and sailors helpless to do anything but submit to them “The tide has turned at length/Ebb with the tide, drift helpless down/Useless to struggle on/Breasting the storm when Fate prevails” (Hecuba)

Helen’s Clothing              In direct contrast to the haggard appearance of the other Trojan women prisoners, Helen’s rich robes symbolise her difference from them and hint to the audience she will again live on the side of victory with Menelaus.  Her appearance and hair are kept neatly symbolising how she will use her beauty to manipulate Menelaus to forgive her and not behead her as he said he would do.  If Helen had pulled out her hair, scratched her face (as other women in mourning have done), she would have no leverage with Menelaus.  Her beauty is her weapon.  Hecuba exposes Helen’s superficiality and greed believing her dress and grooming shows “loathsome impudence” and that Helen feels no guilt for her past crimes.

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Synopsis of ‘Death of a Salesman’ by Arthur Miller

This Resource is for students studying the play ‘Death of a Salesman’ by Arthur Miller in the Victorian Curriculum.

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Analysing Issues = Using MAPS

Ask yourself these questions using the following 4 prompts to help you analyse the issues in Death of a Salesman:

  1. Message = What is the author’s message?
  2. Audience = Who is the audience?  How are they positioned?
  3. Purpose = What is the purpose and author’s point of view?
  4. Storytelling and Style Features = How are the characters portrayed?  How does the setting influence the story?  How does the plot shape characters?  What is the form and genre?  How does the form and genre influence point of view?  What language is used?

How does Death of a Salesman by Arthur Miller fit the theme of “Whose Reality?”

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Willy Loman, the protagonist of Death of a Salesman has been trading in deception all his adult life; in effect his livelihood has depended on it.  He is depicted by Miller as a flawed character.  Always a dreamer, Willy has swallowed the myth that material success represents the pinnacle of human achievement in the greatest country of the world, the USA, where anything is possible.  For a salesman, ‘reality’ is whatever sells.  Willy’s job has involved literally selling himself, inflating the truth, persuasion and making promises.  His world implodes when the reality of his personal and professional bankruptcy becomes impossible to hide.  Other members of the Loman family also thrive on self-deception and fantasy until their respective versions of reality bring them into conflict with each other and ultimately destroy the family unit.

The play’s atmospheric dimension is there to enhance the work’s narrative authority and appeal.  It is a compelling representation of the dark underside of the so-called American Dream.  Miller cleverly sets the scene for this stage play with his description of the Salesman’s house at the beginning of Act One as the curtain rises.  The stage directions emphasise the Loman family’s vulnerability with their home small and fragile compared to the advancing urban expansion.  The air of the dream, Miller says, “… clings to the place, a dream rising out of reality” (p.3 Act One).

In terms of “Whose Reality?” ultimately all the Lomans are trapped in the prison of their own subjectivity.  Willy confuses the past and present, truth and lies, fiction and fact.  He becomes increasingly alienated and disempowered.  By the end of the play he is lost in his delusions choosing dreams over reality which descend into a nightmare.

It is worth investigating the fact that self-knowledge is a threat to the protective veneer the Lomans have constructed for themselves.

The Question of Willy’s Death in the Play

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One huge issue raised by the play is the question of Willy’s death.  Is Willy a tragic hero or a delusional coward?  His death makes the reader question if Willy is wholly responsible for his reversal of fortune or if the world and post-war American society has failed a decent, hardworking man.  The two positions are not mutually exclusive and Miller’s text supports arguments for each.  It is your job to unpack these arguments in the text and decide for yourself what Willy’s downfall is due to.

Even Willy’s family have contradictory perceptions on his suicide.  In Willy’s mind the decision to take his own life is a deliberate sacrifice, an attempt to salvage something from his unsatisfactory existence and put his family ahead of the game.  Willy’s bleak funeral is a far cry from the grand affair he has envisaged and a telling contrast to that of his icon Dave Singleman.  However, when Linda asks “Why didn’t anybody come?” to Willy’s funeral (p.119 The Requiem), Miller clearly underscores the divide between Willy’s illusions and the brutal reality of his professional world.  In the final analysis ‘attention’ (p.45 Act One) is not paid to such a small man, nobody cares except his family and one old friend.

Biff intones at his father’s graveside that “He had all the wrong dreams”…. “Charley, the man didn’t know who he was” (p.120 The Requiem).  While Biff is talking about Willy in this instance, all the members of the Loman family fabricate their own romanticised versions of reality that enable them to live with their failures.  However, it is Happy who uncritically articulates the creed that underpinned his father’s working life, to be ‘the number one man’ (p.120 The Requiem).  Happy is willing to absorb his father’s message without questioning its integrity.  It is left to his faithful friend Charley to speak in his friend’s defence to Biff when he says “Nobody dast blame this man.  A salesman is got to dream boy… It comes with the territory” (p.120 The Requiem).

Willy Loman is a Victim

One thing is certain; Willy in Death of a Salesman is a victim.  While Willy’s story is intensely personal, Miller has made him an archetypal character whose predicament exemplifies the fallout suffered by those who cannot meet the bottom line.  You have to ask yourself why Miller used the indefinite article “a” in the title of the play Death of a Salesman, suggesting that Willy is merely one of many such victims.

 

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Characters in the play ‘Extinction’ by Hannie Rayson

This Resource is for Mainstream English Students studying the play ‘Extinction’ by Hannie Rayson in the Victorian Curriculum.

Analysing Characters in a Drama

When characters are portrayed by actors, characterisation depends on what is conveyed through visuals and sound as much as on the words in their dialogue. In this way playwrights can directly portray the many ways in which people communicate without using words. They can also use the aural qualities of speech to enhance and sometimes complicate the literal meaning of the character’s dialogue.

Characters and Stage Directions

When analysing a play script it is important to remember that the play is meant to be performed in front of an audience. While students are reading the play, take particular notice of the stage directions that can indicate essential visual elements of character, such as costumes, facial expressions and body movements. Pay attention to how the Director Hannie Rayson wants a word or line to be delivered by the actor, perhaps indicating an emotion such as anger or empathy and the vocal tone. The tone in the character’s language can link with the way the Director wants to convey information about the characters and how these words convey ideas and values to the audience.

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Characters and Relationships

In the play ‘Extinction’ the physical interactions with other characters is relevant to the themes and values Hannie Rayson wants the audience to connect with and reflect on their own values. Within the structure of the play all characters have equally important parts. Note how the Director wants to reinforce relatonships through thoughts and feelings and differences of opinions. The play presents the values of characters through their intense relationships with each other and the conflicts that arise between them. In ‘Extinction’ several characters compromise their core values in order to achieve their goals and the play highlights their difficult choices linking the tension between economic and environmental values that Hannie Rayson wants to endorse. It is Piper who says “We all exist in relationship with one another” and the concept of how vulnerable all life on earth is conveyed through the relationships of the characters in the play. Hannie Rayson wants to draw attention to how we all exist in relationship with other living creatures. She also wants the audience to recognise that human beings can be vulnerable and at times influenced by others in negative ways.

A Brief Synopsis of the Characters from the play ‘Extinction’:

  • Piper Ross

Dr Piper Ross is a 30-year-old American zoologist on secondment from the San Diego Zoo.  Piper works at CAPE and volunteers at a wildlife rescue centre in the Cape Otway rainforest run by veterinarian and boyfriend Andy Dixon.  Piper views the Otways as “paradise” (p.103) and values the restorative qualities of the Australian bush where her time in the wilderness allows her the chance to “renew” (p.78) herself to experience “awe” and “to feel reverence” (p.78).

An idealist who believes that all species are “worth saving” (p.83).  Piper is optimistic that “everyone transforming the way they live” (p.113) will be what saves the planet from destructive forces.  As a woman who values all life and considers it the role of every member of the human species to safeguard the lives of all animals, her anger at Andy when he euthanises the wounded tiger quoll is palpable. 

She is emotional and at times her judgement can be clouded.  While she is in love with Andy, she is unsure about his commitment to her which leads to her compromising her beliefs and values by having a sexual relationship with Harry Jewell and accepting a job from him.  She tells Harry that she wants to be a person who “faces up to things” (p.116) and ultimately, she is able to make a strong commitment to stand by her own words “if you loved someone and they were dying, you would do everything you could to help them (p.90).  This shows her courage and compassion.  It also enables her to redeem herself for the abandonment of her principles and her earlier betrayal of Andy.

  • Andy Dixon

Andy Dixon is the 35-year-old brother of Heather Dixon-Brown, in a relationship with Piper Ross, a vet and a committed conservationist, who is suffering from GSS a rare, hereditary, fatal neurodegenerative disease.  Andy, like the quoll, is a symbol of imminent extinction.  Rayson’s portrayal of Andy as the innocent victim of circumstances beyond his control reinforces a thematic link between him and the quoll.

Until the end of the play, only he and Heather know about his illness.  His seemingly heartless euthanising of the dying quoll reflects his embittered attitude to his own inevitable death.  He is unwilling to reveal the truth about his condition to Piper knowing she is the sort of person to “stay up all night looking after a bloody possum” (p.86) and rejects her desire to “marry … have babies and live in a house together” (p.104) seems to be part of his desire to spare her the pain of watching him degenerate and die.

He is an idealist who is passionate about the natural world and shows a strong commitment to environment values by condemning mining and even disapproves of using computers to run a diary farm (p.82).  Yet he is also “stubborn” and “rude” (p.106) when he disagrees or dislikes people.  This is true about his views of Heather’s acceptance of funds from Harry Jewell as “environmental vandalism” (p.119). 

Ultimately, Andy’s cynical worldview is challenged by the appearance of a live tiger quoll at the play’s conclusion.  In highlighting the fragility of life, Rayson reminds audiences not to take our survival, either as individuals or as a species for granted.

  • Heather Dixon-Brown

The 50-year-old director of CAPE, Heather Dixon-Brown, is the sister of Andy, boss of Piper, an ecologist in the process of a divorce and is acutely aware of her responsibility to ensure funding for the institute and the 25 people on staff at the institute who “rely on [her] to come up with their salaries” (p.79).  At first, she is portrayed to be a morally upright character, pragmatic and intelligent, aware of the issues that conservation faces with limited funding available.

Heather’s desire to assist endangered species with her Dixon-Brown Index is moderated by a realistic understanding that “You should only invest in those that are going to give you a good return” (p.99).  When Harry Jewell arrives on the scene, she compromises her environmental principles and her professional ethics by accepting his “dirty money” (p.100) and by sleeping with him.  She also uses spite and jealousy to try and get rid of Piper as a rival for Harry’s affections.  Rayson shows a stereotypical representation of an older woman who regards her own old age a disadvantage against the younger, Piper that Harry finds attractive, simply because he “prefer[s] a younger woman” (p.129).

  • Harry Jewell

A 45-year-old MD of Powerhouse Mining, Harry Jewell is recently divorced and has returned to the Otways in search of comfort.  Introduced by Rayson at the start of the play as a sensitive, charming and responsible character who is trying to save a quoll he has accidently hit, as the play progresses the audience see there are hidden depths and complexities to his character.  Andy calls him “Mr Evil” (p.80) and as such Harry has little sympathy for the farmers whose land he will destroy in his search for coal.  As a ruthless and heartless businessman, he is unlike the tender-hearted quoll rescuer in the opening scene of the play.

The audience and Piper struggle to come to terms with a man whose money enables him to live “a big life” (p.113) but who also seeks to use his fortune to do what he can to save the tiger quoll from extinction.  He recognises the harm the coal industry has done to the environment but also contends that “if you want to make a difference to the environment you have to be rich” (p.113).

Harry is also a shrewd operator, convincing Heather to accept funding from a coalmining company and uses his sexual power to exploit both Heather and Piper for his own enjoyment.  While he complains about his wife’s infidelity, he seems untroubled by his own duplicity. 

Through the construction of Harry’s character, Rayson makes a strong connection with the notion of extinction.  As a miner of coal, not only will Harry further erode the habitat of endangered species, but coal-fired energy will increase greenhouse gases, contributing to the unsustainability of life on earth (and hence extinction).

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Analysing and Presenting Argument

For Mainstream English Years 11 & 12 students studying Analysing Argument and Presenting Argument under the Victorian VCE Curriculum

Scope of the Task for Analysing Argument

Students analyse and compare the ways in which verbal and non-verbal (including visual) language of specified texts is used to persuade readers and viewers to share the point/s of view being presented. 40 marks are allocated to this task with a suggested 800-1000 word count.

Analysing Argument Basics

What are you trying to Analyse with the articles and visuals?

3 Basic Elements

  1. WHAT = What is the argument the author/s are making?
  2. HOW = How are techniques used by the authors?
  3. WHY = Why do the techniques used by the authors affect the audience? What is the Intention of the author to make the audience:
    1. THINK SOMETHING = LOGOS = a logical response = the author uses techniques like appeals to logic / expert opinions / research / reputable sources / statistics / graphs (these are some logical techniques)
    2. FEEL SOMETHING = PATHOS = an emotional response = the author uses techniques like appeals to emotion / attacks or praises / emotive language / figurative language such as idioms, cliches, alliteration, hyperbole, connotations, loaded words / inclusive language / rhetorical questions / appeals to family values (these are some emotional techniques)
    3. DO SOMETHING = ETHOS = an ethical appeal to act responsibly = the author wants the readers to actively lobby governments to act / call to action

Analysing Argument What You Need to Identify in the Articles & Visuals

  1. Identify and Annotate the Main Contention & Arguments
  2. Identify the Language and Techniques used to Persuade
  3. Identify the Intention of what the author wants the audience to Think/Feel/Do Something
  4. Identify the Audience & Tone
  5. Identify the Link between the Visual and Written Piece

Analysing Argument How to Identify Tone in Articles & Visuals

Tone refers to the mood or feeling of the language used by the writer conveying their attitude towards an issue, argument, individual or group.  In an article tone is created by word choices which have 3 main tones:

  1. Positive = reactive / amazed / astonished / quiet / calm / composed / thoughtful / approving / hopeful / caring / compassionate / sympathetic / lively / cheerful / enthusiastic
  2. Neutral = formal / authoritative / balanced / blunt / factual / frank / honest / serious
  3. Negative = passive / apathetic / dejected / apologetic / judgmental / pessimistic / uncontrolled / agitated / alarmed / fearful / forceful / accusing / angry / condemnatory / sarcastic / hateful

Presenting Argument Scope of Task : Oral Presentation

Unit 4 Outcome #2 Presenting Argument students will deliver a 5 minute individual Oral Presentation conveying a sustained and logical line of argument in response to a topic from the media worth 30 marks. 

Students should also write a Statement of Intention to articulate the purpose and intention of decisions made in the planning of the Oral which is worth 10 marks.  The SOI format should follow F/L/A/P/C = Form/Language/Audience/Purpose/Context.  The word count is determined by each school but is normally between 300-500 words.  See my Post on SOI requirement for years 11 & 12 for the full details on the FLAPC format.

(TOTAL FOR THIS OUTCOME 40%)

Students must deliver a 5 minute Oral Presentation demonstrating:

  • An ability to present a sustained and logical argument supported by a range of evidence from a variety of sources
  • An understanding of the power of language to persuade
  • An ability to address and convey the complexity of your chosen issue
  • An awareness of and ability to engage an audience
  • Submit a transcript of your speech and complete a bibliography
  • Produce a Written Statement of Intention articulating the intention of decisions made in the planning process of the oral presentation and how these demonstrate understanding of argument and persuasive language
  • The SAC will be worth a total of 40 marks = 30 marks for the oral + 10 marks for the SOI

 A few tips on writing your speech:

  • Have a CAPTIVATING introduction sentence; use a short, clear and powerful sentence. You can even ask a rhetorical question of your audience to make them think right at the start.
  • Make sure your MAIN CONTENTION is clearly spelled out at the start.  If you are vague about what you are trying to argue then the listeners (the Teachers marking the Oral) will not know what your Oral is about and will mark you down.
  • RELATE to your audience so that it keeps them interested so they actually WANT to listen.
  • If you are taking on a persona, firstly study and UNDERSTAND your character. (A persona is how you present your speech, ie. in a friendly voice, a business type strictly formal speech or using lots of colloquial phrases).
  • Don’t forget your persuasive techniques. Use repetition and rhetorical questions, emotive language and inclusive language.
  • Remember that you are delivering a SPEECH, not an essay. Instill your oral with emotion, varied tone and sentence lengths.

A few tips on your performance:

Memorise your speech

Practice as much as possible; in front of anyone and everyone including yourself (use a mirror).  Keep practicing until you can recite it.  Use your timer on your mobile phone to make sure you keep within the 5 minutes. As for cue cards, use dot points.  Remember to number the cue cards for safety so if you get nervous during the Oral and unfortunately drop them, at least you can pick up the cards and put them back in the right order.

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Ransom by David Malouf

Brief Synopsis of Ransom by David Malouf 

Ransom

This Resource is for students studying Mainstream English in the Victorian Curriculum using these notes as background information to understand the narrative written by David Malouf.

Ransom by David Malouf is derived from the final section of Homer’s The Iliad

Drawn from a section of the Ancient Greek poet Homer’s The Iliad, David Malouf’s poignant novel Ransom explores the themes of revenge, redemption and fate during the Trojan War.  The common theme of all Greek mythology concerns powerful gods, heroes, mythological creatures and humans. These myths have had major influences in art and culture, and even during modern society today with its teaching of our beginnings, history, morals and lessons for our daily lives.  While The Iliad is heavily focused on the gods and the battles fought amongst the people, Ransom explores a new avenue of human relationships through two main characters: Achilles, the greatest warrior and hero of the Trojan War and Priam, the elderly king of Troy who has lost his son in battle.

The Historical Action of Ransom

David Malouf structured the characters and events of Ransom during the 9th year of the legendary Trojan War in The Iliad (around 1100 BCE).  Where as-yet untold stories might emerge, Malouf created an inner life for his main characters Achilles and Priam that are not told in the Iliad.  The novel plays out over one full day and the following morning, although Malouf has allowed his characters flash-backs and flash-forwards that weave significant events into the narrative.  Ransom commences on the 12th day after the death of the Trojan hero Hector, son of Priam King of Troy who is slain by the famed Greek warrior Achilles in revenge for the death of his loved step-brother Patroclus.

The Human Action of Ransom

In Ransom both Priam and Achilles must face and overcome dilemmas.  Each questions the role he has been playing.  The narrative allows the characters to liberate themselves from a crisis of personal values and a loss of self-esteem, something quite different from the view of human action in The Iliad.   Malouf presents his main characters with moral and imaginative courage in choosing to act beyond the bounds of their normal roles.  Both Priam and Achilles come to a new understanding of what it means to be human.  Priam, dressed simply and with no weapons or crown, pleads with Achilles to release Hector’s body.  He appeals to his humanity and in doing so raises the question of what it means to be ‘human’.  Are the characters ruled by animal instincts, by the influence of the gods or by human reason and feeling?  A blend of all these facets suggests the permeable, open nature of human beings in the novel.

The Importance of Family Affection and Father-Son Relationships

Priam reminds Achilles of the importance of family affection and the closeness of father-son loyalty.  They are both fathers and sons before anything else.  They are also mortals where death is always present.  Priam begs Achilles “… as a father, and as one poor mortal to another – to accept the ransom I bring and give me back the body of my son” (p.182).  Priam wants Achilles to act as both their “… fathers and forefathers have done through all the ages” to show that they are in effect “men, children of the gods and not ravening beasts” (p.183).

Pity and Compassion

Even in the long, harsh war between the Trojans and Greeks, enduring human values emerge.  Malouf has allowed his main characters to express compassion and pity that we see goes beyond social class and political beliefs.  Priam pleads with Achilles as one human to another, since they all die in the end, he argues they should feel each other’s sorrows now and be compassionate.  He asks Achilles to think of his son Neoptolemus, and his father Peleus “Would you not do for him what I am doing here for Hector?  Would your father Peleus, not do the same for you?” (p.184).  Achilles’ personality is influenced by its origins.  We see this in flashbacks in the novel of Achilles expressing his love for his son and his father.  Priam has made Achilles contemplate Hector’s body and his own death with fresh respect.  In pitying Priam as a father, Achilles is reminded of his own son Neoptolemus and changes his view of Hector.  Achilles allows Priam to take the body of Hector in exchange for the ransom of gold in the wagon.  In a key moment between the warrior Achilles and the king Priam, their physical gesture of reconciliation is shown “Quietly, as they ate together, he and Achilles had discovered a kind of intimacy; wary at first, though also respectful” (p.198).

Taking a Chance – Choosing Action

The concept that humans have free will to act and should take opportunities as they come was foreign to the ancient Greeks, who believed that human life is governed by larger powers such as greater destiny or supernatural beings.  Malouf’s narrative allows each of these approaches to work in the story.  We see some of the characters decide to risk action and take a chance, yet they still accept the workings of fate and the interferences of the gods.  The novel invites the reader to ask questions about our own beliefs.  Should we believe in fate or chance?  How should a person decide?

Priam acts in an unexpected way to achieve a positive goal when he decides to follow chance rather than passive customs.  In doing so he must oppose those close to him who expect the king to always be predictable to “… follow convention, slip his arms into the sleeves of an empty garment and stand still”.  Instead Priam steps “… into a space that till now was uninhabited and found a way to fill it” (p.208-209).  He feels “bold” and “defiant” rather than passive and dismissive “sure of his decision” (p.49) to retrieve the body of his dead son Hector from the camp of his enemy Achilles.

Achilles’ reputation, well known throughout the territory, was capitalised by Patroclus to frighten the Trojans and inspire the Greeks to fight on.  Despite the years spent earning this reputation, this would not be what Achilles would be remembered for.  Malouf shows us the raw emotional side of Achilles with his grief for the death of Patroclus.  In fact by dragging the dead body of Hector each morning behind his chariot, Achilles “… breaks daily every rule [his men] … have been taught to live by.  Their only explanation is that he is mad” (p.29).  Achilles tells himself his “half-blind rage” is for Patroclus “But it is never enough.  That is what he feels.  That is what torments him” (p.33-34).  Releasing Hector’s body to Priam is his greatest challenge and act in the novel.  It is Achilles acceptance of his role as a hero-warrior that brings him peace in Part IV.

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Poetry Analysis Step by Step

Why Read Poems?

Some people say they don’t like poetry, it’s boring or they don’t understand it.  I think poetry is more like a song, the more you hear it the more you like it.  The words are very similar to poetry; in fact we can break down the verses of songs and see the meaning as poetry.

Poetry doesn’t have to be boring; it can also be funny like limericks.

Start with a Step by Step Analysis

Have a look at this Poetry Analysis Step by Step Flow Chart in PowerPoint to show you the way to read and understand a poem.  Follow it below as well with a full explanation of the Poetry Analysis Step by Step.

Poetry Analysis flow chart

1. Read a poem 2 or 3 times

Each time you read a poem you notice different things

When you read the poem a second time you pick up on ideas and themes that you may have missed the first time you read it.  Also the poet can have ideas hidden just below the surface of the words and as you read it again, the new ideas can jump out.

2. Paraphrase the poem by stanza next to the original text

Writing it in your own words is a good idea to make sense of the poem, so you know what it means in simple terms

Stanza means the verses of the poem just like a song

How the poet organises the stanzas in a poem is often an important aspect of the poem’s structure.  Nothing in a poem is by accident.  Poets choose their words carefully as well as giving careful thought to the form and layout of the poem.  You should ask yourself why the poet has done this or that because there will be a reason and there is an effect for everything in a poem.

3. Answer the 5 W’s

Who? Who is the poet referring to?

What? What is the poem about?

Why? Why is the poet writing about it?

When? When is the poem set, the time period?

Where? Where is the poem, the place the poet is taking about, the setting?

4. Identify the theme, message or topic

What is the poet trying to say? What is the poet’s message in the poem?

What is the point? Is the poet trying to make a specific point in the poem?

5. Identify and Highlight Examples of Literary Techniques

Simile

Definition: Simile is when you compare two nouns (persons, places or things) that are unlike, with “like” or “as.” “The water is like the sun.”  “The water is like the sun” is an example of simile because water and the sun have little in common, and yet they’re being compared to one another. The “is” is also part of what makes this stanza an example of simile. “The rain falls like the sun,rising upon the mountains.”

Metaphor

When something is described in terms of something else, ‘her eyes are the stars in the sky’ is a metaphor as one thing her eyes is being described in terms of another thing the stars. Metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way. Metaphors are a way to describe something. Authors use them to make their writing more interesting or entertaining. Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else.

Imagery

Poets use words to create images in your mind.

Alliteration

This is the repetition of a consonant sound in the words.  For example slippery slithering snake is alliteration.

Personification

This is where human qualities or emotions are given to non human things.  The wind howled in agony all day.  He gazed at the angry sea.

Tone

The overall mood of the poem, the emotions can be sad, optimistic, solemn.

Point of View

From what point of view is the poet writing.

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Poetry of Robert Frost

Robert Frost

Robert Frost

Frosts poetry is a Metaphor for the ways in which we make sense of our lives

The ways in which people develop their imaginative landscapes, their attitudes and values and how they respond to the world around them are influenced by their sense of place.  In analysing texts the landscape may be seen in literal or metaphorical terms.  Places where we have lived and people we have lived with contribute to our outlook on life and how we respond to particular situations.  For some people these memories stay with them throughout life.  The imaginative landscape derives from the diversity of these experiences over the years.  The physical landscape of a person’s life forms a literal and metaphorical yardstick with which to measure the passage of time and the acquisition of personal characteristics.  The physical becomes intertwined with their imaginative landscape.

Robert Frost’s Imaginative Landscape

Encompasses both the beauty and dark side of the land and of human nature.  While his love of the natural world is evident, inspiring him as a poet and a person, he does not romanticize it, rather he imbues it with strong moral tones, reflecting in his love of rural America.

As well as describing the physical world, Frost is also preoccupied with how the human figures are placed in the landscape and in time.  His characters are aware of where they have come from and their history.  They move in time from the past but also encompass the future.  Frost’s imaginative landscape helps us to construct versions of ourselves by exploring where and who we have come from and who we might become.

‘The Road Not Taken’ Poem by Robert Frost

See the source image

The speaker stands in the woods, considering a fork in the road.  Both ways are equally worn and equally overlaid with un-trodden leaves.  The speaker chooses one, telling himself that he will take the other another day.  Yet he knows it is unlikely that he will have the opportunity to do so.  He admits that someday in the future he will recreate the scene with a slight twist, he will claim that he took the less-travelled road.

One of the attractions of this poem is its archetypal dilemma, one that we instantly recognise because each of us encounters it numberable times, both literally and figuratively.  Paths in the woods and forks in the roads are ancient and deep-seated metaphors for life, its crises and decisions.  Identical forks, in particular, symbolise for us the nexus of free will and fate.  We are free to choose, but we do not really know beforehand what we are choosing between.  Our route is, thus, determined by an accretion of choice and chance, and it is impossible to separate the two.

The Fourth Stanza Holds the Key to the Poem with 2 Tricky Words

“I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I –

I took the one less traveled by,

And that has made all the difference”.

Those who interpret this poem as suggesting non-conformity take the word “difference” to be a positive difference.  There is nothing in the poem that suggests that this difference signals a positive outcome.  The speaker could not offer such information, because he has not lived the “difference” yet.

The other word that leads non-discerning readers astray is the word “sigh”.  By taking “difference” to mean a positive difference, they think that the sigh is one of nostalgic relief.  However, a sigh can also mean regret.  There is the “oh, dear” kind of sigh, but also the “what a relief” kind of sigh.  Which one is it?  We do not know.

See the source image

If the the sigh is one of relief, then the difference means the speaker is glad he took the road he did.  If the sigh is one of regret, then the difference would not be good, and the speaker would be sighing in regret.  The speaker of the poem does not even know the nature of that sigh because that sigh and his evaluation of the difference his choice will make are still in the future.  It is a truism that any choice we make is going to make “all the difference” in how our future turns out.

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Basic Debating Rules

This Resource is for students studying Mainstream English in the Victorian Curriculum.

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Basic Debating Rules: Starting with an Explanation of What is a Debate?

A debate is basically an argument with strict rules of conduct.  It is not a shouting match between two sides with different points of view.

Topic Sides

There are 2 sides in a debate:

  1. The Affirmative agrees with the topic
  2. The Negative disagrees with the topic

The Team Line

Three speakers work together as a team.  The Team Line is the basic statement of “why the topic is true” (for the affirmative team) and “why the topic is false” (for the negative team).  It should be a short sentence, presented by the first speaker of each team and used by the other two speakers to enforce the idea of teamwork.

The Debate Announcer and Time Keeper

  1. The Debate Announcer introduces the topic and the students on each team
  2. The Debate Announcer mentions that each speaker will be timed, the minimum speech is 3 minutes and the Time Keeper will tap on the desk when the 3 minutes has elapsed so the Speaker knows
  3. Each team will have the same allowance for time

Speakers

Each side has 3 speakers who speak in order:

First Speaker of the Affirmative Side Must

  • define the topic
  • present the Affirmative team’s line
  • outline briefly what each speaker in their team will talk about
  • present the first half of the Affirmative case

First Speaker of the Negative Side Must

  • accept or reject the definition.  If you don’t do this it is assumed that you accept the definition.
  • present the Negative team’s line
  • outline briefly what each of the Negative speakers will say
  • rebut a few of the main points of the First Affirmative Speaker
  • the First Negative Speaker should spend about one quarter of their time rebutting
  • Present the first half of the Negative team’s case

Second Affirmative Speaker Must

  • reaffirm the Affirmative team’s line
  • rebut the main points presented by the First Negative Speaker
  • the Second Affirmative Speaker should spend about one third of their time rebutting
  • present the second half of the Affirmative team’s case

Second Negative Speaker Must

  • reaffirm the Negative team’s line
  • rebut some of the main points of the Affirmative’s case
  • the Second Negative Speaker should spend about one third of their time rebutting
  • present the second half of the Negative team’s case

Third Affirmative Speaker Must

  • reaffirm the Affirmative team’s line
  • rebut all the remaining points of the Negative team’s case
  • the Third Affirmative Speaker should spend about two thirds to three quarters of their time rebutting
  • present a summary of the Affirmative team’s case
  • round off the debate for the Affirmative team

Third Negative Speaker Must

  • reaffirm the Negative team’s line
  • rebut all the remaining points of the Affirmative team’s case
  • the Third Negative Speaker should spend about two thirds to three quarters of their time rebutting
  • present a summary of the Negative team’s case
  • round off the debate for the Negative team
  • neither Third Speaker may introduce any new parts of their team’s cases

Importance of Rebuttal

In debating, each team will present points in favour of their case.  They will also spend some time criticising the arguments presented by the other team.  This is called Rebuttal.

There are a few things to remember about Rebuttal:

  1. Logic – to say that the other side is wrong is not enough.  You have to show why the other side is wrong.  This is best done by taking a main point of the other side’s argument and showing that is does not make sense.  A lof of the thinking for this needs to be done quickly and this is one of the most challenging aspects of debating.
  2. Pick the important points  – try to rebut the most important points of the other side’s case.  You will find that after a while these are easer to spot.  One obvious spot to find them is when the first speaker of the other team outlines briefly what the rest of the team will say.
  3. Play the ball – do not criticise the individual speakers, criticise what they say.

The Manner of how you present your debate is important

The manner is how you present what you say and the best manner style is definitely not to shout and thump the table but to keep calm and present your points with a clear speaking voice.  Here are a few tips that might come in handy with your debating style:

  1. Use Cue Cards – debating is a lively interaction between two teams not just reading a speech off notes.  Use cue cards like a prompt in a play as a reference if you lose your spot or train of thought.
  2. Use Eye Contact – if you look at the audience you will hold their attention.  If you spend the whole time reading from your cue cards or looking at a spot away from the audience, they will lose concentration very quickly.  Keep the audience in your sight and their minds will follow your logic.
  3. Your Voice – you must project your voice so that you can be heard but definitely do not shout.  Use the volume, pitch and speech of your voice to emphasise important points of your speech.  Sometimes a loud burst will grab the audience’s attention while a period of quiet speaking will draw the audience in and make them listen more carefully to what you are saying.
  4. Your Body – Make your body work for you by using hand gestures with confidence.  Move your head and upper body to maintain eye contact with all members of the audience.  Stand straight up, definitely do not slouch over the desk or let the audience know you might be nervous.
  5. Nervous Habits – avoid them like the plague.  Playing with the cue cards, pulling strands of your hair, fiddling with your watch or bouncing up and down on your feet will all distract from what you are saying.  Don’t let any one thing detract from your ability to persuade the audience.
  6. Using Big Words – try to avoid going overboard with big words and confusing people.  If you don’t understand the big words yourself then the chances no one else will understand what you are saying either.  It would be a huge mistake to debate and get stuck on a word that you are not sure what it means but also one that you can’t pronounce.

The Marking Scheme in a Debate

Every adjudicator marks to a standard.  You will get a mark out of 40 for matter, manner and method with a total mark out of a 100.

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Brief Synopsis of ‘A Christmas Carol’ by Charles Dickens

What is A Christmas Carol by Charles Dickens about?

Set in the 1840s on Christmas Eve, A Christmas Carol by Charles Dickens chronicles the personal transformation of the protagonist, Ebenezer Scrooge, the proprietor of a London counting house.  A wealthy, elderly man, Scrooge is considered miserly and misanthropic: he has no wife or children; he throws out two men collecting for charity; he bullies and underpays his loyal clerk, Bob Cratchit; and he dismisses the Christmas dinner invitation of his kind nephew, Fred.  Moreover, Scrooge is a strong supporter of the Poor Law of 1834, which allowed the poor to be interned in workhouses.

As he prepares for bed on Christmas Eve in his solitary, dark chambers, Scrooge is visited by the ghost of his former partner, Jacob Marley.  In life Marley was very similar in attitude and temperament to Scrooge: remote, cruel, and parsimonious.  In death he has learned the value of compassion and warns Scrooge to reform his ways before it is too late.  Marley announces that Scrooge will be visited by three more specters: the Spirits of Christmas Past, Present, and Yet to Come.

The Ghost of Christmas Past takes Scrooge back to his unhappy childhood, revealing that the young boy’s experiences with poverty and abandonment inspired a desire to succeed and gain material advantage.  Unfortunately, Scrooge’s burgeoning ambition and greed destroyed his relationship with his fiancée and his friends.

The Ghost of Christmas Present is represented by a hearty, genial man who reminds Scrooge of the joy of human companionship, which he has rejected in favor of his misanthropic existence.

Finally, the Ghost of Christmas Yet to Come appears in a dark robe and shrouded in mystery.  Silently, the ghost reveals the ambivalent reaction to news of Scrooge’s own death. Scrooge realizes that he will die alone and without love, and that he has the power and money to help those around him – especially Bob Cratchit’s ailing son, Tiny Tim.  Scrooge begs the ghost for another chance and wakes in his bed on Christmas morning, resolved to changing his life by being generous and loving to his family, employees, and the poor.

Classifying A Christmas Carol

For some readers A Christmas Carol resonates as a gothic ghost story, at times chilling and terrifying and at other times, extremely funny.  Other readers see the story as a time travel narrative.  Dickens in effect blended realism and the supernatural to create a world in which the gothic and the mundane sit side by side.  Dickens himself said he was here taking old nursery tales and “giving them a higher form” (Stone, Harry 1999, ‘A Christmas Carol: Giving Nursery Tales a Higher Form’).  With its dark, chilly setting and its supernatural visitors, A Christmas Carol draws on elements of the gothic novel when Scrooge’s door-knocker turns into Jacob Marley’s face.  The narrator provides a number of descriptions in which gothic elements are interwoven with freezing, icy imagery to emphasise the atmosphere of mystery and to remind us of the protagonist’s icy heart.

A Christmas Carol as a Cultural Myth

According to Juliet John, A Christmas Carol has become a “cultural myth” providing “a parable for the modern, commercial age” (John, Juliet 2011, ‘Dickens and Mass Culture’).  As a morality tale, in which evil is exposed, virtuous characters like the Cratchits are rewarded, and everyone celebrates at the conclusion.  However, there are issues raised in A Christmas Carol that remain unresolved at the conclusion of the novel. The sinister children of Want and Ignorance, do not go away just because Scrooge has been reformed, but the narrator tells us nothing of their future.  Their role is more allegorical than that of other characters. Dickens uses them as an important warning to his readers and to Scrooge as the frighteningly ugly face of 19th century poverty.  Unless social reform takes place urgently, Want and Ignorance will grow into hungry, resentful predators.  The fact that Dickens even raised the issue of the miserable lives of street children at all marks an important attempt by him to make his readers ponder their own social responsibilities.

Historical Context of A Christmas Carol 

While A Christmas Carol is primarily received as a ghost story, it is also a damning expose of social inequality in 1840’s Britain.  Dickens was deeply agitated by what he perceived as the inertia of the British government and wealthy middle classes to help those less fortunate than themselves.  A Christmas Carol was written at the beginning of the ‘Hungry Forties’ a period that encompassed the catastrophic Irish potato famine, as well as intense suffering for the English working classes.  Dickens uses A Christmas Carol to not only attack the Utilitarian philosophy of Jeremy Bentham, who justified the centralisation of Poor Relief in workhouses, but also to lambast the work of Thomas Malthus in his Essay on the Principle of Population.  Whilst in abstract these principles might seem logical, when applied to suffering individuals, their underlying brutality becomes obvious.

Ebenezer Scrooge

For most readers Scrooge represents the worst charactertistics of his society.  Fixated with material goods at the expense of all human connection, particularly with his clerk Bob Cratchit, Scrooge is an allegorical embodiment of the forces of capitalism underpinning Britian’s economy in the 1840’s.  For Dickens, he represented everything that was wrong with society in an increasingly industrialised world where human relations took second place to profits.

Dualism in Dicken’s Writing

The world of the early Dickens is organized according to a dualism which is based in its artistic derivation on the values of melodrama: there are bad people and there are good people, there are comics and there are characters played straight. The only complexity of which Dickens is capable is to make one of his noxious characters become wholesome, one of his clowns turn out to be a serious person. The most conspicuous example of this process is the reform of Scrooge in A Christmas Carol shows the phenomenon in its purest form.

We have come to take Scrooge so much for granted that he seems practically a piece of Christmas folklore; we no more inquire seriously into the mechanics of his transformation than we do into the transformation of the Beast into the young prince that marries Beauty in the fairy tale. Yet Scrooge represents a principle fundamental to the dynamics of Dickens’ world and derived from his own emotional constitution – though the story, of course, owes its power to the fact that most of us feel ourselves capable of the extremes of both malignity and benevolence.

Redemption in A Christmas Carol 

Can A Christmas Carol be seen as a tale about redemption in a man who has ostracized himself from his society?  While the narrative is focused on Ebenezer Scrooge’s learning experiences and his reintegration into the community, his story also forms part of a broader allegory through which Dickens invites his readers to consider Christmas as a time of renewal and hope and to think about how they themselves might redeem and be redeemed.

The ‘Scrooge Problem’ – the Questioning of Scrooge’s Transformation

Elliot L. Gilbert’s essay: ‘The Ceremony of Innocence: Charles Dickens’ A Christmas Carol’ addresses ‘the Scrooge problem’, that is, the critical tradition of questioning the sincerity of Scrooge’s sudden transformation from being mean-spirited to kind-hearted.  Gilbert admits that his support for Scrooge’s change of heart is not free from doubt, as similarly to House and Johnston, he feels that the ease of Scrooge’s alteration is questionable. Furthermore, to accept the overnight metamorphosis of a man who has spent a lifetime bullying clerks, revelling in misanthropy and grinding the faces of the poor, is ‘to deny all that life teaches in favour of sentimental wishful thinking.’

Gilbert’s essay provides a new hypotheses to explain the reader’s misgivings regarding the plausibility of Scrooge’s radical conversion; he is merely returning to his childhood innocence. He explains why he views A Christmas Carol to be metaphysical; it is because it portrays the journey of a human being trying to rediscover his own childhood innocence. Such innocence Gilbert claims is evident in Scrooge’s encounter with the ghost of Christmas past, when Dickens has Scrooge’s fiancé break off their engagement, because the man she sees before her is not the man she first knew. Here, he reveals that Scrooge was not always bitter and mercenary, and therefore not so different from the man we are shown at the end of the novel. Thus, Scrooge’s new self is believable as it is in part his old self.

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