Students received their essays that were completed just before the Mid-Winter break. The essays were 'okay' but it is clear that we still have a lot of work ahead of us. Too many students were trying to 'stuff' all their notes into the essay and consequently the critical argument was often ambiguous and lacking in precise textual reference. Students need to focus upon the key moments of the novel that allow students to construct a clear critical argument. We need to improve the quality and clarity of written work this term.
Today's journey began with a consideration of why Fitzgerald chooses to use a first-person narrative in The Great Gatsby. Discussion touched upon Nick Carraway as symbol and the class were asked to consider the question: How does Fitzgerald present Carraway in the opening section of the final chapter?
This inspired a discussion that considered how Nick's character evolves throughout the novel and why Fitzgerald offers the reader a more assured and confident Carraway in the final section of the novel. How does Carraway change and why does Fitzgerald manufacture this change in character? Class discussion was very good. The class generated a 'whole group' written response to the Carraway question.
The final section of the lesson was an introduction to S.T.Coleridge's THE RIME OF THE ANCIENT MARINER. What do we learn about the Mariner, the Wedding Guest and the Natural World in the opening section?
HOMEWORK: Read the final section of Gatsby and bring a 'reading' to the lesson next week. How do you interpret the final page? Author's aim? Furthermore, read TROTAM.
Below is a link to Richard Burton reading the poem. This is the first of three You Tube segments. Students might want to use this to help them with the reading:
Here is the opening section of the 1974 film version of The Great Gatsby. What do you think?
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