‘To Kill a Mockingbird’ by Harper Lee : A Brief Synopsis

To Kill a Mockingbird

To Kill a Mockingbird by Harper Lee is a Worthy Recipient of the Pulitzer Prize in 1961

Author of To Kill a Mockingbird Harper Lee, in local coutrhouse while visting her home town.

Novelist Harper Lee

It does not matter how many times I teach To Kill a Mockingbird to Years 7-10 English students, I find a deeper understanding of Harper Lee’s beautiful novel each time I read it.  What’s not to love about this amazing novel?

It’s a story about a man wrongly accused of rape and a lawyer who confronts racial prejudice to defend him in a small Alabama town riddled with the poverty and racial tensions of the American South in 1935.  Yet when you look deeper it also chronicles the journey of its characters to do what is right, no matter what humiliation or consequences plagued them.

The Moral Courage in To Kill a Mockingbird

American actor Gregory Peck, as Atticus Finch, stands in a courtroom in a scene from director Robert Mulligan's film, 'To Kill A Mockingbird,' 1962....

By observing her father, Scout gradually discovers that moral courage is both more complicated and more difficult to enact than the physical courage most familiar and understandable to children.  To Kill a Mockingbird reveals the heroic nature of acting with moral courage when adhering to social mores would be far less dangerous.  At a time in the South when it was outrageous and practically unthinkable for a white person to look at the world from a minority’s perspective, Harper Lee has Atticus explain to Scout: “You never really understand a person until you consider things from his point of view—until you climb into his skin and walk around in it”.  For Atticus Finch, climbing into someone’s skin and walking around in it represents true courage.  This would have to be my all time favourite quote.

Focus on the Trial of Tom Robinson with Atticus Finch as the Lawyer

To Kill A Mockingbird

The novel focuses on the Finch family over the course of two years, lawyer and father Atticus Finch; his ten-year-old son, Jem; and his six-year-old daughter, Scout (whose real name is Jean Louise).  Scout serves as the narrator of the book.  Her narration is based on her memories of the events leading up to, during, and after her father’s defence of a black man, Tom Robinson, accused of raping a white woman, Mayella Ewell.  Through Scout’s inexperienced eyes (she is only eight at the conclusion of the novel), the reader encounters a world where people are judged by their race, inherited ideas of right and wrong dominate, and justice does not always prevail.  However, by observing Atticus Finch’s responses to the threats and gibes of the anti-Tom Robinson faction and his sensitive treatment towards Tom Robinson and his family and friends, the reader, again through Scout’s eyes, discovers what it means to behave morally.  In fact, do the right thing in the face of tremendous social pressure.

 What I Love About To Kill a Mockingbird is the Other Side to Scout

To Kill A Mockingbird

To Kill a Mockingbird also chronicles the journey of a girl who challenges gender stereotypes in her determination to remain a tomboy.  Harper Lee clearly explores Scout’s unconventional female characteristics.  Aunt Alexandra tells Scout Finch to act like a lady and wear a dress so she can “be a ray of sunshine in [her] father’s lonely life.”  Scout does not respond positively: she retorts that she can “be a ray of sunshine in pants just as well”.

In fact, Scout does not respond positively to anything feminine, preferring reading instead of sewing, playing outside instead of inside, and the nickname “Scout” to the girlish “Jean Louise.”

On the other hand, the culture that Harper Lee depicts does not respond positively to Scout’s tomboyish inclinations.  Scout lives in Maycomb, Alabama, a rural Southern town, during the Great Depression.  In this setting, society dictates strict gender stereotypes, and people rarely cross the barrier between masculinity and femininity.  Maycomb is a place where “[l]adies bathed before noon, after their three o’clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum”. Scout, however, refuses to be a “soft teacake.”

Through her actions, Scout demonstrates a flexible view of gender.  Scout is not born with an innate predisposition to be a tomboy; rather her behaviours define her as a tomboy.  As she consistently repeats unconventional behaviours, she presents her own conception of what gender means.  Harper Lee depicts gender as a standard that alters according to each individual.

Gender Bending During WWII

The twentieth century brought a shift in attitudes towards tomboys.  During the years in which Harper Lee grew up and wrote her novel, America advocated the home as a woman’s domain.  During WWII views changed as women entered the workforce assuming positions previously considered to be masculine.  Michelle Ann Abate in Tomboys: A Literary and Cultural History. Philadelphia: Temple UP, 2008 (p.146) refers to Rosie the Riveter as an icon of “tomboyish toughness”.  However, society’s high regard for gender-bending females was temporary, when the war ended, women once again returned to their homes (Abate p.150).

To Kill a Mockingbird also Reflects this Ambivalence Concerning Gender-bending Females

The novel contains characters who both support and disapprove of Scout’s tomboyism.  For instance, Aunt Alexandra wants Scout to wear a dress, while Atticus allows her to wear overalls.  Moreover, other characters paradoxically condemn feminine mannerisms while simultaneously expecting them.  Scout’s brother Jem, for instance, frequently teases her for being a girl, but he also commands, “It’s time you started bein’ a girl and acting right!”.

Scout Stays Resolute

Even though she endures these conflicting principles, Scout stays resolute.  For example, when Jem criticizes her “girlish” fear of the Radley house, she shows masculine bravery and joins him in sneaking into the Radley yard.  On the other hand, when he suggests she “take up sewin’ or something,” Scout replies, “Hell no”.  Reflecting the twentieth-century’s hesitation over the changing roles of women, Jem has shifting expectations for Scout as a female.  Scout, however, remains steadfastly opposed to conventional femininity.

What’s not to love about this amazing book?  I can’t think of anything.

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‘On the Waterfront’ Directed by Elia Kazan Film Techniques

For students studying the film On the Waterfront Directed by Elia Kazan with either play The Crucible OR Twelve Angry Men.

It is important to note the film techniques in On the Waterfront when you write your comparative analytical essays.

Significant Film Techniques from the film On the Waterfront

Film style = black & white, realistic documentary style (film noir)

Mise en scene = setting – not a set but the actual docks of Hoboken New Jersey

Landscape = cinematography – fog, smoke, mist, clouds, smoky grey sky, nature uncivilised & uncontrollable

Lighting = use of dark to represent evil & light goodness like Edie

Sounds & music = diegetic ie. music, soundtrack, non-diegetic ie. sounds like machinery, ships horn, whistles

Costumes = poor clothes for longshoremen, pseudo-business attire of Johnny Friendly & his gang to draw attention to a certain air of respectability that defies and conceals the extent of their entrenched corruption

Camera angles = deep focus, point of view close up shots, low angle to high suggests power, two-shot 2 people at mid-range, low angled single shot of Terry after his beating in last scene

Settings & Visual Style in Detail

On the Waterfront is a black and white film that represented a 1950’s gritty documentary style with a morally ambiguous (film noir) crime film of the period.  Kazan’s use of setting is intended to register the oppression and destruction rife on Hoboken Docks.

Boris Kaufman’s camera distils a skyscape which is menacing, insular, if not claustrophobic.  Dark settings emphasise not only the dream and danger the residents face, but also the labyrinth network of corruption.  The workers exhibit ill at ease, slouched postures in conjunction with the deep and dark urban underbelly.  The shrouded light of day is diffused by cloudy skies and thick fog.  It highlights the uncertainty in relation to obtaining work and also fear.  Kazan’s endeavour was to create disquiet in viewers emphasising the danger and fear that the longshoremen live under and therefore creating tension amongst the viewers.

The dark and seedy interiors, such as the bar, reinforce Johnny Friendly’s power and aggression, while the dingy, shabby and cramped apartments highlight the workers’ desperation. Pa Doyle is one of the most desperate of the workers, caught because of his desire to support Edie’s education. He like many others are psychologically imprisoned by the “deaf and dumb code”. Anyone who breaks the code or is suspected of dubious loyalty is unlikely to receive a work token.

The competitive fight for the tokens on the Hoboken wharf literally shows the “dog eat dog” environment that belittles and dehumanises the men. Kazan uses circus-like music to reinforce their animal-like behaviour as they become play-things of the bosses.

The rooftop symbolises Joey’s attraction to the birds; he becomes one of many pigeons outplayed by the hawks. The pigeon cages reflect the longshoremen’s inability to break out of their prison-like oppressive conditions on the wharf and their basic preoccupation with survival and existence. The hawks symbolically represent Johnny Friendly and his gang. The hawks ‘go down on pigeons’, which reflects the bosses’ philosophy of looking after their own interests.

Landscape / Fog & Smoke in Detail

The location of the docks and the landscape were used by cinematographer Boris Kaufman to make the most of the fog and smoke that were part of the freezing January landscape but also used deep focus to position the characters within the landscape and to emphasise the ever-present connection between the individual and the group.  Depicting the waterfront society connected to the society of the time is a reminder that individuals in this world are locked into a complicated set of relationships with their fellow workers and the powerful people they work for.

Day time scenes the smoke and mist express the mood of uncertainty that prevails in the film.  The constant mist and smoke characterise the mise en scene of the film as a visual clue of the moral choices that people make.  The freezing January is a symbolic power in the scenes on the roof where the character’s desire is to rise above the murky waterfront world below is cast into doubt by the rising mist and the billowing smoke from the chimneys and smoke stacks.

In the majority of the scenes that take place at night, the smoky pale grey daytime look gives way to a highly stylised use of light and dark.  The use of dramatic lighting stresses the claustrophobic nature of the character’s world.  In the scene where Terry and Edie are chased down by a truck driven by Friendly’s henchmen, the lighting creates the impression that Edie and Terry are caught in a narrow tunnel with no way of escape.

Sounds and Music in Detail

One of the memorable aspects of the film is the ambient or background noise.  Sound is used to great effect in the scene where Father Barry persuades Terry to tell Edie about his involvement with Joey’s murder.  The jarring mechanical rhythm of the machinery in the background contributes to our growing awareness that Terry is just one small element of a much larger world over which he has little control.  In a very dramatic moment, the horn of a ship drowns out the conversation between Terry and Edie.

The musical score was written by Bernstein with the soundtrack foreboding, even military sounding.  The opening scene features threatening sounding drums and brass with the fight shots of Friendly met with the sound of a dry saxophone, which foretell not just the murder about to happen, but set the scene for the landscape as one of conflict.  Audiences recognise that the men who are exiting the clubhouse are no law-abiding citizens.  This is accompanied by rhythmic crashes of timpani which register the enormity of the situations.

The other music themes are the gentler strings that typically accompany scenes between Terry and Edie and indicate hope.  In the scene where the mob invade Father Barry’s church, mixed percussion and shrill strings are used to create an atmosphere of confusion and desperation.  The final scene is the most powerful in creating suspense and tension with a tone of unresolved chord in the strings, inferring the struggle is not over, maneuvering audiences to question the fate of the workers.

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‘Maestro’ by Peter Goldsworthy A Brief Synopsis of the Importance of ‘Place’ in the Narrative

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

Place is integral to an understanding of the characters in Maestro by Peter Goldsworthy.

In some ways, the cities of Darwin, Adelaide and Vienna parallel the growth of the characters.  In other respects, the character’s attitudes towards the cities reveal their motivations and, in the case of Keller, the mystery of his past.  Darwin and Adelaide exemplify the most obvious and literal examples of the polarity of North and South.

“Up North” Darwin in the 1960’s – a Wild Frontier Town

See the source image

“Up North” in the 1960’s traditionally represented the outpost of civilisation in Australia, with Darwin as its wild frontier town.  In pre-Cyclone Tracy Darwin, there were few opportunities for public entertainment or cultural events.  The town’s residents had a reputation for heavy drinking, fast driving and little regard for fine music or the arts.  In 1967 few homes had air conditioning so that Darwin’s wet heat had to be alleviated with iced drinks, ceiling fans and evening sea breezes through louvred windows.  Initially John Crabbe described Darwin’s inhabitants as “wife-beaters, fugitives from justice, alcoholics and maintenance dodgers” (p.17).  Darwin was “the terminus … A town populated by men who had run as far as they could flee” (p.17).

Goldsworthy Portrays Life in Darwin as a Rhythm of Dramatic Contrasts

Life in Darwin is portrayed as a rhythm of dramatic contrasts between day and night, and the Wet and Dry seasons.  Thunder is “the sound of February, of deepest, darkest Wet” (p.4).  The Wet exaggerates nature in every way.  The hard-drinking customers at The Swan where “it was always Wet season” (p.17), provide the background rhythm to Paul’s lessons with Keller and their wrangles over the choices of compositions for his lessons and practice.  The change of season to the Dry marks an important point in the characters’ moods.  Everyone’s mood is lightened and refreshed at the beginning of “seven months of clear, enamel-blue days” (p.28), when meals are taken outside in “a nightly cooling ritual” (p.30).  Throughout the novel, Goldsworthy uses the imagery of night and day, Wet and Dry, sunshine and darkness to symbolise or illustrate his characters’ states of mind.

Darwin confronts the Crabbes with Physical and Mental Challenges

The Crabbes’ move to Darwin, a career promotion for John, confronts all three family members with both physical and mental challenges.  To Paul, Darwin is a tropical paradise; to his parents it is, initially too hot, humid and uncivilised.  John Crabbe declares Darwin is “A city of booze, blow, and blasphemy” (p.9) but Paul loves Darwin from the moment he steps off the plane from Adelaide: “I loved the town of booze and blow at first sight.  And above all its smell: those hot, steamy perfumes that wrapped about me as we stepped off the plane, in the darkness, in the smallest hours of a January night.  Moist, compost air.  Sweet-and-sour air …” (p.9).

Goldsworthy Describes Darwin in Lush Descriptive Passages

Goldsworthy devotes considerable attention to crafting lushly descriptive passages which evoke Darwin’s exotic quality, its multicultural population and the strong emotions of sexuality.  Paul delights in the dense foliage of their garden, at the “unnatural greenness” of leaves, and marvels at the brilliance of parrots, butterflies, huge insects and grubs: “Everything grew larger than life in the steamy hothouse of Darwin, and the people were no exception.  Exotic, hothouse blooms” (p.11).

Darwin for Eduard Keller was an Exile

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For Herr Eduard Keller, the maestro, Darwin was an exile, a self-imposed punishment stemming from his perceived responsibility for the deaths of his wife and child.  Darwin is the maestro’s decision to live as far as possible, both literally and metaphorically from his cultured European background.  Paul vividly remembers his first encounter with the maestro.  He was fascinated by Keller: “I’d seen nothing like him before.  He was short: migrant-height, European height…The hair above that flaming face was white, sparse, downy.  On his red nose he had placed … a pince-nez… Above all, I remember the hands: those dainty, faintly ridiculous hands” (p.5).  Despite Darwin’s oppressive heat, Keller is dressed in a white linen suit, crisp and freshly laundered.  As Paul pushed his way through the drinkers in The Swan each Tuesday for his piano lesson, he found it “easy to place Keller among these fugitives” running away from things they chose not to remember.

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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 with Ransom as a single text. OR students in Year 12 studying the comparative texts of Ransom with The Queen. Year 12 students can use 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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