Essay on "Element of Literature Theme or Conflict"

Essay 7 pages (2503 words) Sources: 3

[EXCERPT] . . . .

Conflict

The Theme of Freedom in Three Works

What is freedom and how does it arrive? This challenging question has been answered in various ways through literature as well as philosophy. It remains a stable concern for every new generation of thinkers and for each new situation tackled in literary works. Narratives and poems have suggested alternative arrangements of this theme and have drawn attention to different conflicts involved in its resolution. Kate Chopin's "The Story of an Hour" views freedom as liberation for self-assertion against social bondage that comes through chance outside circumstances. Robert Frost's poem "The Road Not Taken" positions freedom as an internal choice one makes every moment that is based on rising fateful encounters. Raymond Carver's "Cathedral" takes the slant that freedom emerges in a guided working through of one's prejudices. Each of these works has something important to say by the way it configures speech around the topic of free choice. Through a comparison of these works, this essay intends to analyze how these thematic variations on this dilemma have been posed and solved differently.

Chopin (2003) begins "The Story of an Hour" by pointing out two crucial pieces of information about the main character, Mrs. Mallard: her "heart trouble" and her husband's recent death, of which she has yet to receive news (p. 171). The tension is clear. A report about a fatal accident involving a spouse, no matter how tenderly it is conveyed, could easily stir an excessive and dangerous rhythm in heartbeat. From the first lines, the story forces the reader to wonder what the woman's response will be given her unstable condition.<
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Her response to hearing of Mr. Mallard's death in a railroad disaster is unexpected because not normative. The narrator says, "She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance" (p. 171). Instead the news elicits a space of brief, wild grieving without pause (p. 171). Her tears have no trouble coming immediately. There is no period of adjustment to the unexpected. This is important for the narrative since it moves the action along rapidly. There is no delay between the news, the expressed grief, and the solitary retreat to an upstairs room for reflection. However, it is a strange enough response to make the reader consider what the relationship between husband and wife is to make her react so quickly. It is almost as though she was waiting for such news.

In the room where she has secluded herself, Mrs. Mallard undergoes a change. The isolation and quiet give her space to absorb almost unconsciously the consequences of her husband's sudden disappearance from her life. Natural and urban sensations sink into her as she sits motionless on the chair, gazing out the window (p. 171). The text characterizes her as repressed (p. 172). This harkens back to her marriage. Perhaps the social pressures of marriage had been too much for her with their worries. Perhaps her husband has contributed to why her heart is weak, although she herself has strength in her eyes. Later the text says that she loved him only sometimes, although she would cry at his funeral (p. 172). At the same time, she is empty, feeling that something "subtle and elusive" is about to reveal itself to her (p. 172). In this waiting, she experiences the emotion of fear. What could be fearful? In openness, one might expect to feel joy, not fear, unless one is unaccustomed to the experience of freedom and openness. Now since the restraint of marriage has vanished, what she faces is something terrifying. Mrs. Mallard battles willfully this "thing that was approaching to possess her." The reader is caught in the grip of the story's crux. What is this conflict she feels?

It is freedom. She whispers: "free, free, free!" (p. 172). Now the reader's suspicions about the stress of marriage are confirmed. Marriage imprisoned her in a social role that lacked freedom. Her husband's death is a terrifying release since she must no longer know how to act. She faces an open void of possibility where all the normal routines and expectations are erased. Quickly her feeling changes away from fear: "The vacant stare and the look of terror that had followed it went from her eyes" (p. 172). Mrs. Mallard falls into warm relaxation as she realizes and welcomes what has opened before her. It says, "But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely" (p. 172). This contrasts with the closure of her past experience. In her marriage, she had lived for others. She had sacrificed herself to the will and desire of others. But now, this death has freed her to "live for herself" (p. 172). This is the transformation she had shuddered about and hoped for secretly. She thinks, "What could love, the unsolved mystery, count for in face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being!" (p. 172). She begins excitedly looking ahead at a long life of freedom for herself. "There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory" (p. 173).

Yet how short-lived is her new attitude! The information had been hasty and false. Mr. Mallard shows up at the door. In shock which the medics misinterpret as "joy that kills," she keels over. This reversal at the end -- that he's alive! -- undoes the resolution of conflict that Mrs. Mallard had won in her quiet room. Ironically, it is his appearance, the "news" about his survival rather than about his death, that contributes to her fatal cardiac arrest.

In terms of the theme of self-determination, Chopin's story shows that Mrs. Mallard's choice is made for her. She did not create the accident that (allegedly) killed her husband. Nor had she asserted her free will prior to the event through something such as divorce. Rather, her self-assertion comes afterwards, set up by external happenings that are beyond her control. External forces mediate her transformation into freedom. This is one way the theme of the conflict between freedom to pursue one's own will and determination is organized in a narrative.

Robert Frost's poem "The Road Not Taken" (1969) takes a different tack on the theme of self-determination and its conflict with bondage. The dilemma is set up differently. It is phrased in terms of a choice between two possible paths:

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth (lines 1-5)

In the first place, a dualism presents itself in these lines. There are only two roads at the fork. In Chopin's "The Story of an Hour," one saw two prongs contrasting marriage and constraint with singleness and self-assertion. Here in Frost's poem are two paths as well, but are the paths opposed in the same way? Is one linked with social determinism while the other is linked with personal freedom? The contention here is that this is a different way of stating the problem. Both roads in the poem imply freedom to travel down them. Neither implies constraint. The poem is pointing to the inherent capacity of an individual to select in freedom which road will be walked. The person facing a fork has control over how they will respond. As in Chopin's story, the possibility of choice is determined externally. The traveler did not create the chance split in the road. But in contrast with Chopin, Frost is showing that either path may be equally valuable and contribute to one's self-assertive freedom.

The second stanza reveals the nature of the paths. Both are "fair" (6) and one has "perhaps the better claim" (7) because "it was grassy and wanted wear" (8). Yet strangely the author indicates that the two roads are worn "about the same" (10) and neither had been stepped on that morning (10-12). This is significant because he seems not to have a judgmental attitude toward one way over the other. While he must make a choice of which way to go, he can understand that both ways are attractive. Neither possesses a special quality that makes it irresistible or inherently forbidden. In Chopin, married life prevented the woman from pursuing self-determination, whereas in Frost the person has self-determination regardless of one's path.

So on what does the traveler base his or her choice then, if both ways are equally fair? In the poem's view, little answer is given. Line 13 simply says, "Oh, I kept the first for another day!" He or she could have said the same about the second path, if the first were selected. The point is that a choice is determinative for what follows and second chances are rare, but choice is taken… READ MORE

Quoted Instructions for "Element of Literature Theme or Conflict" Assignment:

Final Essay

An eight-page Final Essay is due in Week Five. The purpose of the Final Essay is for you to culminate the learning achieved in the course by describing your understanding and application of knowledge gained during this introduction to literature.

Focus of the Final Essay

Compose an eight-page Final Essay highlighting an element of literature (theme, character, setting, conflicts, etc.) by using your choice of at least three (3) works from two genres to support your ideas. (You could choose two poems and a play; two short stories and a poem, a poem, a play, and a story, etc.) A scholarly study of literature connects or compares works from different genres by using one literary element.

This is your assignment: find a way to connect or compare one literary work to two others. Reading the notes taken in your journal may help. Analyze the specific element in the selections with some depth. Support points with appropriate examples from the selections and explain how the examples support those points. Think about what you wanted to read again, what struck you as the most profound, what you wanted to see in film, or hear aloud. Go with the impulse to study the works that were the most interesting to you. You do not need resources outside the course materials for this essay; however, you must cite the works you use from the texts.

Writing the Final Essay

The Final Essay:

Must be eight double-spaced pages in length and formatted according to APA style as outlined in your approved style guide.

Must include a cover page that includes:

Name of paper

Student*****'s name

Course name and number

Instructor*****s name

Date submitted

Must include an introductory paragraph with a succinct thesis statement.

Must address the topic of the paper with critical thought.

Must conclude with a restatement of the thesis and a conclusion paragraph.

Must use APA style as outlined in your approved style guide to document all sources.

Must include, on the final page, a Reference List that is completed according to APA style as outlined in your approved style guide.

PLEASE SELECT FROM POEMS OR SHORT STORIES FROM LIST BELOW.

--------------------------------------------------------------------------------

Chapter 2: Types of Short Fiction

Stephen Crane ***** *****"The Bride Comes to Yellow Sky*****" p.482

Raymond Carver ***** *****"Cathedral*****" p.455

Chapter 11: Reading Poems

Emily Dickinson in Context (6 poems)

*****"I died for Beauty,*****" p.926

*****"I dwell in Possibility,*****" p.931

*****"I heard a fly buzz,*****" p.926

*****"I reckon *****" when I count at all,*****" p.929

*****"Tell all the Truth but tell it slant,*****" p.938

*****"This was a Poet,*****" p.925

Chapter 33: Critical Theory: Approaches to the Analysis and Interpretation of Literature

Theme for Week One ***** The Creative Process Thematic readings for Week One include the following works that may be assigned in different parts of the course (reading each more than once is a great idea):

Sherman Alexie ***** *****"Indian Education,*****" p.320

Stephen Crane ***** The Bride Comes to Yellow Sky*****" p.482

Jamaica Kincaid ***** *****"Girl,*****" p. 397

Emily Dickinson ***** *****"This was a Poet,*****" p.925

***** Pope ***** *****"The Universe,*****" p.823

Ferlingetti ***** *****"Constantly Risking Absurdity,*****" p.1106

Plot and Structure ***** Flannery O*****'Connor ***** *****"Good Country People,*****" p.188

Character ***** Toni Cade Bambara ***** *****"The Lesson,*****" p.427

Setting ***** Bobbie Ann Mason ***** *****"Shiloh,*****" p.67

Point of View ***** William Faulkner ***** *****"A Rose for Emily,*****" p.79

Language and Style ***** ***** Chopin ***** *****"The Story of an Hour,*****" p.38

Theme ***** Franz Kafka ***** *****"Metamorphosis,*****" p.611

Irony and Symbol ***** Franz Kafka ***** *****"Metamorphosis,*****" p.611

Chapter Thirty-two: Writing with Sources

Pay particular attention to the student papers and how other works are used as a stimulus for an essay.

Chapter Thirty-three: Critical Theory: Approaches to the Analysis and Interpretation of Literature

Theme for week two--The Individual and Community Thematic readings for week two include the following works that may be assigned in different parts of the course (reading each more than once is a great idea):

Toni Cade Bambara ***** *****"The Lesson,*****" p.427

William Faulkner ***** *****"A Rose for Emily,*****" p.79

John Updike ***** *****"A&P,*****" p.32

Additional Readings

Gwendolyn Brooks ***** *****"We Real Cool,*****" p.1079

Woody Guthrie ***** *****"This Land is Your Land,*****" p. 897

Yehuda Amichai ***** *****"A Pity. We Were Such a Good Invention,*****" p. 1045

--------------------------------------------------------------------------------

Poems to read:

William Shakespeare

*****"Shall I compare thee to a summer*****'s day?*****" p.874

*****"When in disgrace with fortune and men*****'s eyes,*****" p.1186

*****"My mistress*****" eyes are nothing like the sun, p.1187

Chapter 14:

Writing about Poetry

Chapter 34:

Critical Comments about Literature

Wallace Stevens ***** *****"Observations on Poetry,*****" p.2208

Octavio Paz ***** *****"The Power of Poetry,*****" p.2215

Read the following poems found in your text, Literature, Reading Fiction, Poetry, and Drama.

W.H. Auden ***** *****"Musee es Beaux Arts,*****" c. 3

George Gordon, Lord Byron ***** *****"She walks in beauty,*****" p.1111

Octavio Paz ***** *****"The Street,*****" p.1052

Emily Dickinson ***** *****"Because I could not stop for Death,*****" p.810

Elizabeth Bishop ***** *****"The Fish,*****" p.1069

Marc Doty ***** *****"Golden Retrievals,*****" p.1031

Robert Frost ***** *****"The Road not Taken,*****" p.808

Langston Hughes ***** *****"Theme for English B,*****" p.1009

John Keats ***** *****"When I have fears that I may cease to be p.1131

D.H. Lawrence ***** *****"When I read Shakespeare,*****" p.1152

Anne Bradstreet ***** *****"To my Dear and Loving Husband,*****" p.1077

John Milton ***** *****"When I Consider How my Light is Spent,*****" p.1161

Rainer ***** Pilke ***** *****"The Cadet Picture of my Father,*****" p.1179

Edger Allan Poe ***** *****"The Raven,*****" p.1173

Theodore Roethke ***** *****"My Papa*****'s Waltz,*****" p.773

Theodore Roethke ***** *****"The Root Cellar,*****" p.1181

Cathy Song ***** Lost Sister,*****" p.1188

Wallace Stevens ***** *****"Thirteen Ways of Looking at a Blackbird,*****" p.1192

C.K. Williams ***** *****"Invisible Mending,*****" p.1208

James Wright ***** *****"A Blessing,*****" p.1217

James Wright ***** *****"Lying in a Hammock at William Duffy*****'s Farm in Pine*****"

James Wright ***** *****"Island Minnesota,*****" p.1217

Theme for Week Three ***** Internal Struggle and Meditation Thematic readings for Week Three include the following works that may be assigned in different parts of the course:

Marc Doty ***** *****"Golden Retrievals,*****" p.1031

Robert Frost ***** *****"The Road not Taken,*****" p.808

Theodore Roethke ***** *****"My Papa*****'s Waltz,*****" p.773

James Wright ***** *****"Lying in a Hammock at William Duffy*****'s Farm in Pine Island Minnesota,*****" p.1217

***** Chopin ***** *****"The Story of an Hour,*****" p.38

Flannery O*****'Connor ***** *****"The Life You Save May be Your Own,*****" p.223

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How to Reference "Element of Literature Theme or Conflict" Essay in a Bibliography

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