Showing posts with label Introduction to Literature. Show all posts
Showing posts with label Introduction to Literature. Show all posts

WHAT IS VILLANELLE?

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1.      Villanelle
—  Explanation
—  History
—  Form
—  Examples
—  The composition
—  The steps to create a villanelle

2.      Explanation
A villanelle is a poetic form that entered English-language poetry in the 19th century from the imitation of French models. The word derives from the Italian villanella from Latin villanus (rustic). A villanelle has only two rhyme sounds. The first and third lines of the first stanza are rhyming refrains that alternate as the third line in each successive stanza and form a couplet at the close.
A villanelle is nineteen lines long, consisting of five tercets and one concluding quatrain. Because of its non-linear structure, the villanelle resists narrative development. Villanelles do not tell a story or establish a conversational tone. In music, the villanelle is a dance form, accompanied by sung lyrics or an instrumental piece based on this dance form

3.      History
Historically, the Italian villanella was a rustic dance, or the music for such a dance. Sometimes it was a rustic Italian part song (round song) that was popular in the sixteenth century.
In the nineteenth century, English poets including Oscar Wilde wrote villanelle.
More recently, many American and British poets (including Theodore Roethke, Elizabeth Bishop, W.H. Auden, and Dylan Thomas) have written Villanelles. Usually they vary the content of the repeated lines, to soften the strict repetition of the traditional form.

4.      Form
·         The villanelle has no established meter, although most 19th-century villanelles have used trimeter or tetrameter and most 20th-century villanelles have used pentameter.
·                   The lines are grouped into five tercets and a concluding quatrain. Thus, a Villanelle   has 19 lines.
·                    Lines may be of any length
·                   The Villanelle has two rhymes. The rhyme     scheme is aba, with the same end-rhyme for  every first and last line of each tercet and the final two lines of the quatrain
·                    Two of the lines are repeated:
1.      The first line of the first stanza is repeated as the last line of the second and the fourth stanzas, and as the second-to-last line in the concluding quatrain.
2.       The third line of the first stanza is repeated as the last line of the third and the fifth stanzas, and as the last line in the concluding quatrain.
·              Thus the pattern of line-repetition is as follows:

A1  b  A2                             - Lines in first tercet.
a   b  A1                                -Lines in second tercet.
 a  b  A2                               - Lines in third tercet.
 a  b  A1                               - Lines in fourth tercet.
 a  b  A2                               - Lines in fifth tercet.
 a  b  A1  A2                        - Lines in final quatrain.
·         In the above,
>> The lines of the first tercet are represented by "A1 b A2", because the first and third lines rhyme and will be repeated later in the poem.
>> The first line of each subsequent stanzas is shown as "a" because it rhymes with those two lines.
>> Meanwhile the second line ("b") is not repeated but the second line of each subsequent stanzas rhymes with that line.

5.      Example

      When We Were Thirteen
Remember running wild and free
when we hung out by the river,
you and Markus and Tim and me.   
We'd walk for an eternity.
We took what life could deliver
remember running wild and free.
Our voices echoed loud with glee
till it got dark and we'd shiver,
you and Markus and Tim and me.
Quite often we went absentee.
Mum got cross but we'd forgive her
remember running wild and free.
Our parents tried to oversee.
They went mad and made us quiver,
you and Markus and Tim and me.
Then we grew up. Now we're forty,
This memory is a sliver.
Remember running wild and free,
you and Markus and Tim and me
                  Only Yesterday
It seems like only yesterday
I felt your fingers tiny grip.
You smiled and laughed and loved to play

Building blocks and modeling clay.
Attached as always to my hip
It seems like only yesterday.

I lost you in the shops one day
Into the dress rack you did slip.
You smiled and laughed and loved to play

You didn't really run away.
T'was such a frightful shopping trip.
It seems like only yesterday

You brought me breakfast on a tray
Flowers, toast, and coffee to sip
You smiled and laughed and loved to play.

But growing I cannot delay
These apron strings I have to snip.
It seems like only yesterday
You smiled and laughed and loved to play.
Stay With Me
Hold me close and hold me tight
Run your fingers through my hair
Stay with me all through the night
It feels so good, it feels so right
Say you love me if you dare
Hold me close and hold me tight
Tell me it will be alright
If only we could be a pair
Stay with me all through the night
We can share in great delight
Let me love you, let me care
Hold me close and hold me tight
I pray you will, I pray you might
Be the answer to my prayer
Stay with me all through the night
Be there in the morning light
Please do not go anywhere
Hold me close and hold me tight
Stay with me all throught the night
6.      Tercets and Quatrain
Tercets =
It seems like only yesterday
I felt your fingers tiny grip.
You smiled and laughed and loved to play

Building blocks and modeling clay.
Attached as always to my hip
It seems like only yesterday.

I lost you in the shops one day
Into the dress rack you did slip.
You smiled and laughed and loved to play

You didn't really run away.
T'was such a frightful shopping trip.
It seems like only yesterday

You brought me breakfast on a tray
Flowers, toast, and coffee to sip
You smiled and laughed and loved to play.
Quatrain =
But growing I cannot delay
These apron strings I have to snip.
It seems like only yesterday
You smiled and laughed and loved to play.

7.      The composition
The repetition in a Villanelle made this form popular with audiences. The repetition allowed the listener to catch the poem more clearly at first hearing or first reading.
A writer of a Villanelle can use the repetition to delve more deeply into her material. Each stanza can revise, amplify, and show more facets of what the poet feels.

8.      Here are some steps to take in creating your Villanelle:
1)      Draft a rhyming couplet with images that express your feeling or idea.
2)      Draft a dozen or more rhyming couplets that each help you express the heart of your concern.
3)      Pick the couplet that combines originality and expressiveness with some flexibility in the way those lines could be used in combination with others, and can be modified slightly upon repetition. Whether you work by hand or on your computer, place a copy of each line at every place that it (or its variant) will appear in your Villanelle. Be sure to follow the above guidelines for form. You will then have written 8 lines - almost half of the whole poem!
4)      Now work on the rest of the Villanelle.
5)      Use enjambment sometimes, so that your repeated lines are less obvious. Make the repeated lines an organic part of your poem, not just something pasted in.
6)      Feel free to modify the lines that you set up for your original couplet. Then, repeat this modification throughout the poem (if you are following the form of strict repetition), or use the modifications to reflect something (such as a progression of internal emotions).
7)      As with all formal poems nowadays, it is vital that the form does not "drive" your poem. If the rhyme scheme and form begin to feel forced, then the poem's content must be asserted.



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Story Analysis

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THE FINAL PROJECT
Intoduction to Literature

Title                 : The Case of the Crushed Petunias
Author             : Tennessee William
Analysis          :
The work entitled “The Case of The Crushed Petunias” written by Tennessee William seems to shows us more about life, the case of life. Using formalistic approach becomes to make the reader close to the message which is delivered in the work. I am so interesting in learning the value that I can catch from the work. The work uses many symbols which can represent us the meaning of the purpose such as petunias, eleven D and so on. Here I am going to analyze not only all the symbols in the work but I am also going to analyze from the characters that represent of the existence of a person in the work.
From the beginning of the play, the message has been delivered to the reader what the meaning is the word. The title of the work indirectly has shown the reader that the work is going to tell about. The word title like “Case” means that the work or the message in the work is going to show the reader something important happen. “The Case and The Crushed” is the phrase that represents the whole content of the work. Why I should explore the words in the work because one of the devices used to analyze a work in formalistic approach is by looking at the phrase.
It has been mentioned above that "According to the Handbook of Critical Approaches to Literature " when all the words, phrases, metaphors, images, and symbols are examined in terms of each other and of the whole, any literary text worth our efforts will display its own internal logic" (Guerin 75)." The phrases in analyzing the work are also very important to know the meaning or the hidden meaning in the words.
I try to analyze first for the characters in the work. There are only four characters. They are Miss Dorothy Simple, also called as Dorothy, Officer, Young Man, Mrs. Dull. Here I am just going to analyze the main characters of the story, Miss Dorothy Simple and Young Man.
1.      CHARACTERIZATION ANALYSIS
  • Miss Dorothy Simple.
The story tells that she is a New England maiden of twenty-six who is physically very attractive but has barricaded her house and heart behind a double row of petunias. The statement above seems to be wonderful for Dorothy but there is a statement which can be related to the value of our life, it is barricaded her house and heart…. This one statement will be more discussed in symbolism. The analysis from the text “Well, well, well is not going to catch the culprit!” (Page 12) shows that Dorothy is an impatient person. She has been in emotional situation and she can not control herself because she has indirectly been barricaded by petunias. She has a good name, Simple; however, it can not represent the beauty of her personality to be a good person as well as she has a good last name, Simple. All of us know that an officer is commanded to do his job as a servant of public but in this case, Dorothy also seems to be like a commandant of the officer. The word of “barricaded” shows her as a limited person for everything. She just thinks about her importance and she does not think widely how everything can happen in our life. What I mean is the petunias, the crushed petunias. She is so protective, not protective in positive ways but she as if wants to prioritize what she looks the best for herself and not for others.
  • Young Man
Young Man is a person who did it. What does actually this Young Man do? The Young Man crushed petunias. He crushed the petunias which make everybody’s eyes can not be opened. What is the relationship between petunias and everybody’s eyes? This statement shows us how we can be better than what we are thinking of ourselves. This Young Man is a person who knows the future. He is a person who can see the importance of others. He is an honest and helpful person. It not only he crushed petunias to break something but it is also how this Young Man understands the value of life that everyone, anyone must be helped by others to open their eyes. This is related to the message in the text “Barricaded? My house – my heart…” (Page 14). The word of “Petunias” is a symbol.
Those characters show us how they are and how they look like in the play. Below, I would like to explore or analyze the symbolism in the story that represents the meaning, hidden meaning in “The Case of The Crushed Petunias”.
2.      SYMBOLISM IN THE CASE OF THE CRUSHED
Symbolism is going to represent what message can be got from the work and it needs a critical thought to understand the meaning in the work. I like analyzing a work when looking at the symbolism. In this case, I found some symbols to be interpreted according the content of the text itself. Here are the symbols which can be interpreted from “The Case of The Crushed Petunias”.
  • Petunias
What does Petunias symbolize? Petunias are a kind of flowers. Petunias have many colors like green, pink, lavender, red and so on. Petunias will beautify our house when those are put surrounding the house. However, can we say that petunias also beautify our heart? The description of petunias has been described above as a beautiful flower which can beautify our house. In this case, the symbol of petunias is not also defined as a flower but it will also give us the real meaning what petunias is really defined. According to the Online Book of Symbol, petunias are defined as an anger or resentment. We can believe that what we believe will belong to us and we will be like what we believe. The main character, Dorothy, does like petunias as a beautiful flower surrounding her house. This statement shows us the existence of Dorothy so that the Young Man told her “…because you’d barricaded your house – and also your heart” (Page 14). This statement clarifies the meaning of petunias as a barricade to Dorothy, as a barricade for our life. The action of the Young Man, I suppose, can make Dorothy aware about something in her worth life.
  • Eleven D
This symbol shows us the size of shoes. This also shows us who we really are. From the footprint of the Young Man who put the shoes sized Eleven D on can be known by Dorothy. From the Yahoo Answer, D is the width of the shoe. D width is average or medium width for men's shoes. So if your new shoes are size 11D, that means they are size 11, medium width in men. This statement also gives us the meaning of the symbol Eleven D which is described as men doer.
Those symbolisms have given us the meaning. In this story, I just give or analyze two symbolisms because I am a beginner in analyzing the text or the work by using formalistic approach.


CONCLUSION
The analysis of formalistic approach makes the reader very close to the work and the meaning through the message in it. The analysis of characterization and symbolism will clarify and give understanding of the message delivered in the work.
Every analysis, we can find the value of life like the analysis in “The Case of The Crushed Petunias”. The moral value in the work is how someone can be helpful for others in terms of helping and opening something to show the best for others even though it seems “not worth” but it actually gives us the important things to be better in our daily life./Wr. Immer


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“Setting” in a Story

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A setting is defined as the context and environment in which a situation is set; the background. Setting, the location and time of a story, is often listed as one of the fundamental elements of fiction. Sometimes setting is referred to as milieu, to include a context (such as society) beyond the immediate surroundings of the story. In some cases, setting becomes a character itself and can set the tone of a story
Element of setting     :
a)  place - geographical location.  Where is the action of the story taking place?
b)  time - When is the story taking place? (historical period, time of day, year, etc)
c)  weather conditions - Is it rainy, sunny, stormy, etc?
d)  social conditions - What is the daily life of the characters like? Does the story contain local colour (writing that focuses on the speech, dress, mannerisms, customs, etc. of a particular place)?
e)  mood or atmosphere - What feeling is created at the beginning of the story?  Is it bright and cheerful or dark and frightening?

The Importance of Setting :
  1. Setting affect the plot of the story
Setting is a key role in plot. By focusing on changes in the setting, the plot can move forward. Plot can be extremely affected by the setting of a story and even become a part of the story. It's the setting for all that is to come and even if it's one set on stage, it can convey so much about who the people are and the way they live. Just as in a film, countryside can be a character of its own. But it can also affect plot in other ways.
  1. Setting influence characterization
The setting is definitely important when looking at character development and conflict. A character living in a run-down area is going to have a different personality.
Setting influence the developmental of characters by expressing a character's nature metaphorically through the character's setting.
Where we live shapes who we are. Different areas of the country have different dialects, viewpoints and expectations. Different countries and time periods even more so. For an example, look at the western--whether the story is set in the present or the past, the characters are influenced by the western setting. The reader expects a certain type of character within that setting. Even if you go against type and create a character opposite of what is usually found there, the difference itself characterizes. Why is that person different than everyone else in a particular setting? There must be a reason, and that reason should be a prime focus in your characterization. The setting can affect a change upon a character.
  1. Setting can enhance tension by darkening the mood of the story(it was a dark and stormy night), introducing a threatening element(oh no, the stairs to the basement have just collapsed), creating a mystery(is the house really haunted?), overturning previous character expectations(she wasn't the typical southern belle) or demanding immediate action on the part of a character(there's a mud slide on the way, we'd better get off this hill).

  1. Setting can help shape your story idea.
Many writers start with a setting they like and advance from there. For instance, an interest in Alaska would lead to research on that state. For an historical writer that research could lead to the most volatile period in recent history, the gold rush. From there, the writer can do more research and discover countless plots to set during that period.
  1. Setting can create atmosphere and mood.
From the very outset of your story, use the setting to clue the reader into the atmosphere for each scene. Gothic story are very good at using setting to create a certain mood. Use a bright, cheery setting to set a happy mood, or to contrast the deep secrets within your tortured hero. The atmosphere you create at the outset can be a unifying strand throughout the middle of your book and straight into the ending. The final mood you leave with your reader should stay with them after they've closed the book. the setting is in my opinion the key piece. The time, place, circumstance, and environment are keys to successful storytelling. Without the setting, stories would just be words. The images come from the era the story takes place, the place the characters are, the environment is which the characters live, and the circumstances in which the characters face.

Setting form   :
  1. SYMBOL, SYMBOLISM
A symbol is something that stands for something else. Unlike ALLEGORY, symbolism is multi-dimensional--it may convey a number of meanings. The symbol of the great white whale in Herman Melville's Moby Dick, for example, may stand for the devil, nature, the forces of the universe or ?
  1. ALLEGORY
A literary work where the SETTING, CHARACTERS or ACTION make sense on a literal level, but also convey an abstract level of meaning, which is usually religious or political in nature. Unlike METAPHORS and SYMBOLS, an allegorical setting, character or action is one-dimensional: it stands for only one thing. Parables, fables and satires are all forms of allegory

“Setting wraps the story in a package that provides plot & character clues and motivations and instigators that hold the story elements together in a cohesive unit.”

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Story Analysis

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LITERATURE ANALYSIS
Title                 : “The Show Must Go On”
Author             : Richard A. Via
Analysis          : 1. Characters                 4. Plot
                       2. Point of view             5.Theme
3.Setting                        6.Style
The Show Must Go On, the drama script which is written in 1976 in U.S. The writer read it because he was interested in reading drama script in English. This drama script is written by Richard A. Via. The Show Must Go On which is wrote and published in 1976. It contains a lot ofsymbolism for a life in The Show Must Go On drama script. Moreover, there are some analzying of this story.
The first analysis is about the characters and characterization. Characters are the persons presented in works of narrative or drama who convey their personal qualities through dialogue and action by which the reader or audience understands their thoughts, feelings, intentions and motives. In literature, characters guide readers through their stories helping them to understand plots and ponder themes. The characters in this story are the students who would have to present the show. They are Helen, Joe, Bob, Linda, Frank and Mr. Gage. The main character, Bob, was very worry and so nervous when he would be in play. He could not even take a short breath. Mr. Gage was a supportive teacher. He always supported his student not to be nervous, but he was upset because his students did not have preparation well before the show. He was also worry of his students. Helen and Linda were students who were gave up. Similar to Helen and Linda, Bob and Joe also made Mr. Gage upset. They could not prepare their costume and makeup well. However, Frank still force them to hold the show. about the characters and characterization. Characters are the persons presented in works of narrative or drama who convey their personal qualities through dialogue and action by which the reader or audience understands their thoughts, feelings, intentions and motives. In literature, characters guide readers through their stories helping them to understand plots and ponder themes. The characters in this story are the students who would have to present the show. They are Helen, Joe, Bob, Linda, Frank and Mr. Gage. The main character, Bob, was very worry and so nervous when he would be in play. He could not even take a short breath. Mr. Gage was a supportive teacher. He always supported his student not to be nervous, but he was upset because his students did not have preparation well before the show. He was also worry of his students. Helen and Linda were students who were gave up. Similar to Helen and Linda, Bob and Joe also made Mr. Gage upset. They could not prepare their costume and makeup well. However, Frank still force them to hold the show.
The second analysis is the point of view. Point of view is the way the author allows you to “see” and “hear” what’s going on. This story uses the third person point of view. Third person point of view is that of an outsider looking at the action. It uses the third person pronoun, he, she and they to tell the story. Third person point of view is divided into: Third person omniscient (in which the thoughts of every character are open to the reader). Third person limited (in which the reader enters only one character’s mind). Third person is the most common point of view in all genres except young adult fiction where first person is more common. It is the viewpoint that we are most familiar with as readers and so the transition to writing third person is quite natural.
The third analysis is that the setting. This story use time setting about 7.45 P.M. Beside that, this action took place in the dressing room of an auditorium. A classroom may serve as the dressing room. There was a table on the stage right with makeup mirrors and makeup. Two chairs were in front of the table. Another table and chair were along the up center wall. A single chair was down stage left. There was a door in the center of the left wall and another on the right of the rear wall. Mr. Gage was talking to his students giving them last minute directions. He stood up left center. Helen was seated in the chair down right. Joe was seated next to her perhaps straddling his chair. Bob was in a chair upstage and Linda was in the chair down left. The situation was so tight because all of the characters were worried and nervous. They were not ready to present the show. Their makeup and their dresses were not well yet. The time always pushed them to be in stage soon.
The fourth analysis is about the plot. I think this story use a kind of plot: forward because the sequence of events in this story go forward. There is no event that goes to the previous event. Beside that, this story also uses the dialogue, not a report text. Mr. Gage gave his students last directions before the presentation. First he gave support to them, but suddenly he was upset because of the students. He also became worry like his students. Suddenly Frank came and informed that it was show time. All of the students became confused. They did not prepare their dress and their makeup well yet. Then Frank came for the last and asked them to get their time presentation.
The fifth analysis is that the theme. From the whole story we would know the theme after we have read it. We can also know the theme from the situation, the setting and also from the characterization. From this story, I think the suitable theme is about social life in a farce especially because the action was taken in society conflict.
The sixth analysis is that the style. Style in literature refers to the way in which an author puts together words, and the kinds of words he uses. Most good writers have a recognizable style. Hemingway, for example, was famous for short, declarative sentences. The style an author chooses is very important to the way the reader experiences the work. Literary style can be classified by formality, directness, complexity of language and the tendency to use imagery. For example, a realistic style usually has stark imagery and relatively straightforward sentences, while a romantic style has flowery images and flowing sentences. Technique in literary is simply means everything that the artist-writer uses with particular artistic intentions, it refers to specific aspect of literature. This story, in my opinion, uses preference-descriptive technique because the author described the place or setting in details. Moreover, the author also uses sentence diction in his story.
In short, there are six analysis of this story in term of character and characterization, point of view, setting, plot, theme, and style. The analysis of formalistic approach makes the reader very close to the work and the meaning through the message in it.  In my opinion this is an interesting story that shoul be read.

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