The aim of the first two sessions of 2015 was to explore possible content for the mock exam. Below is the question that will be presented to the fine young students of The Beaverlake:
i. How does Fitzgerald tell the story in Chapter 5?
ii. How far do you think that THE GREAT GATSBY affirms the virtues of living a moral and decent life?
The class discussion on Tuesday considered possible content for the first section of the task. Discussion considered how Fitzgerald uses language, structure and form to shape meaning in Chapter 5. Students might like to follow the structure below:
- The first paragraph could explore how Fitzgerald uses the imagery of light to shape meaning. The chapter begins with blazing light and ends with darkness. Why? Forewarning? Why is the light imagery structured in this way? Surely this chapter should conclude with images of euphoria as Gatsby is reunited with Daisy...so why does the chapter conclude with darkness and a storm. Is it significant that this is the same weather presented by Fitzgerald when Gatsby is buried in the final chapter??
- The second paragraph could consider the significance of Carraway's narrative voice. What is the narrative significance of Carraway being ignored by Gatsby and Daisy at the end of the chapter? What is the significance of Carraway leaving his house to hide beneath a tree? Why does Fitzgerald remove the narrator from such a key narrative moment? Is it simply to create a sense of dramatic power or surprise when Carraway reveals that Gatsby and Daisy have experienced the emotional connection that appeared unlikely as Carraway 'ran' into his garden to escape the tense conversation? Students must explore how Fitzgerald uses the form of Carraway's narrative to shape meaning.
- The language paragraph could explore how Fitzgerald creates a sense of awkward tension before Nick leaves to hide beneath the tree. Students might like to focus upon the metaphor ' in a strained counterfeit of perfect ease' as in many ways this not only captures Gatsby's failing attempt to appear calm in Chapter 5 but seems to capture his whole character!
The second section of the exam will ask students to respond in a personal, perceptive and articulate manner to the idea that the novel 'affirms the virtues of living a moral and decent life.' We discussed this in some detail in Friday's session. I gave you some notes to stimulate thought and offer some structural guidance. REMEMBER...students must consider the views of other readers/critics and also consider the novel within a historical context. This novel is a reflection of Fitzgerald's concerns within the context of 1920s America but students need to consider the contemporary relevance of the novel. Is TGG, as The New York Times stated in 1940, 'not a book for the ages' or does it still retain a modern relevance? Surely a text that attacks economic inequality is still relevant in the twenty-first century. KD made a wonderful comment in the lesson that suggested that the Valley of Ashes retains a universal relevance that transcends the American context of the novel. Is the VOA a universal symbol of economic hardship??
READ MY NOTES and use them as a starting point to construct your own critical response.Here are some links that you may find useful:
Father Barron:
https://www.youtube.com/watch?v=OLSVx84uPrY
This is a useful resource:
http://becuriouslit.blogspot.co.uk/2014/09/year-12-lesson-fourfivesix-19th23rd26th.html
OBAMA'S SPEECH:
http://becuriouslit.blogspot.co.uk/2014/10/year-twelve-lesson-twelve-17th-oct-14.html
Historical context:
http://becuriouslit.blogspot.co.uk/2012/10/the-great-gatsby-historical-context.html
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