Summaries of Works

The American Dream

Author: Edward Albee
Setting: The play is one act and is set in Mommy and Daddy's apartment, mainly the living room.
Significant Characters: Mommy and Daddy, a married couple. Mommy is dominant and emasculates Daddy. Grandma is Mommy's mother and provides witty commentary on present society. Mrs. Barker is the epitome of status.
Plot: Mommy and Daddy are visited by Mrs. Barker. Eventually Grandma is left alone with her, and she explains about the adopted child that Mommy and Daddy used to have. Whenever it did anything wrong —usually things that the prusish and jealous Mommy disliked--, they punished it by mutilating it. It eventually died.
A Young Man then comes to the door looking for work; Grandma dubs him immediately as “The American Dream”. He tells her about his life and she realizes that he is the twin of Mommy and Daddy's dead child. He suffered whenever they did something to it and is now an “empty shell.” Grandma gathers her things and leaves; Mommy likes the Young Man and he is accepted by Mommy and Daddy as a replacement for the twin they killed.

Narrative Voice

Point of View:

play-- none.
Tone: Theatre of the Absurd-- common in the '60s. It explores existence having no purpose or meaning; Characters are affected by hidden outer forces. Dialogue is sometimes nonsense and mocks/ dismisses reality/realism.
Imagery: exaggeration, analogy. Character typically use exaggeration when talking about society; Albee uses this to comment on the absurdity of the culture, particularly its consummerism and focus on 'fake' instead of 'real' values.
Symobolism: Grandma symbolizes the old values once held in society. Her breaking of the fourth wall symbolizes her connection with others, in this case the audience. When she does this, she also is out of the action, symbolizing that her values are not in play anymore.
The Young Man symbolizes the current American Dream, filled with empty potential and disconnect from real substance.
Mrs. Barker symbolizes the status quo in society and seems to be involved with everything, though like Mommy this does not make her more intelligent.
The fact that it is set in the enclosed apartment could be a symbol of the confining nature of the American Dream.

Quotes:

Mommy: WHAT a masculine Daddy! Isn't he a masculine Daddy?

This demonstrates Mommy's emasculation of Daddy, as her condescention and sarcasm only make him less masculine and more juvenile.

Young Man: I no longer have the capacity to feel anything. I have no emotions. I have been drained, torn asunder, disemboweled.

This quote is when the Young Man explains his losses to Grandma. He now lacks any inner feeling, compassion, or pity and is only beautiful on the outside. This means he cannot relate to others, but others can relate to him. Albee uses this to comment on the nature of others and their attraction to emptiness. In the end, The Young Man is, unlike his energetic twin, someone Mommy and Daddy can relate to because of his emptiness and lack of meaningful potential.

Theme: Albee uses “The American Dream” to mourn the past's less superficial values and ways of life while commenting on the present empty nature of American societal and family values.

Evidence:

Setting: The small apartment that the play is set in furthers the feeling of being stifled with no room to grow or expand, sybolizing the limited nature of the American Dream (AD).

Title: The title itself is a huge tip to the reader that what Albee is discussing and offering commentary on in his play are American values, or the treasured American Dream.

Narrative voice, Syle, Tone: The fact that it's written in theatre of the absurd signifies a break from reality; in this case, how ridiculous that values held by Mommy, Daddy, and Mrs. Barker are. Throughout the play they speak in a dialogue that illustrates this.

Imagery, Plot, and Symbolism: The Young Man symbolizes the AD, full of outward potential but no capacity for depth or anything beyond the superficial. The fact that Grandma, who herself symbolizes a past time of 'real, deep' values-- evidenced by her calling herself such things as “pioneer stock”--, dubs him this herself is significant. She sees his outward enticing appeal, but soon realizes he offers nothing else. Because of his twin's graphic mutilation, he is empty and devoid of feeling, qualities that Albee is attributing to the consumeristic American society.

The hyperbole in the opening beige/wheat/cream hat discussion further illustrates the ridiculousness of consumerism. It also sets the stage for everything in the play being a business transaction, which is more evidence for the superficial nature of American values. The adoption of a child is pure business, and Mommy's friendship with Mrs. Barker is based on constant competition to be the highest in the status quo pecking order. Mommy and Daddy's sex life is compared to a shopping purchase when Mommy says that Daddy provides her with food and money in exchange for the past “bump[ing] of [his] uglies”. Their marriage further reflects this emotional disconnect and dysfunction by them constantly insulting each other and Mommy's sarcastic emasculation of Daddy.

Even the names of the characters suggest the dysfunctional nature of society, as they are not reality-based and are titles to an imaginery, non-existant child.

REVISED 975. Although literary critics have tended to praise the unique in literary characterizations, many authors have employed the stereotyped character successfully. Select one work of acknowledged literary merit and in a well-written essay, show how the conventional or stereotyped character or characters function to achieve the author's purpose.

Mark Twain uses a variety of 'out of the box' characters to express his opinions on the dysfunctional, hypocritical state of society. This is most apparent in The Adventures of Huckleberry Finn, when the reader sees the atypical Huck struggling in the confines of 'civilized' society. Twain uses stereotypical characters for Huck to react to, revealing the uncivilized nature of society whilst contrasting societal values.

Miss Watson and the Widow Douglas are both the stereotypical well-to-do women of the Antebellum era; they have money, are at the top of the town's happenings, and manage slaves. Twain uses them at the beginning of his novel to show how Huck is separate from 'civilization'. Huck appreciate their efforts, but decides to enjoy freedom and joins Tom Sawyer's crime gang.

The Grangerfords and the Sheperdsons begin as stereotypical religious families, but Twain quickly twists it to make them into opposing sides who would happily kill the other while immersed in 'God's will.' While this is used for satirical purposes, Twain also uses it as a scenario for the young Huck to respond to. As he is ignorant and naiive about much of life, he doesn't critically analyze the situation for the reader as a more mature and 'societally programmed' person might. The reader, however, gets the benefit of seeing someone yet untainted by hypocrisy react to events. This carries on throughout the book with the Duke and Dauphin.

Twain uses innocence to illustrate the hypocrisy evident in typical society, often employing satirized stereotypes to further this end. By having Huck react to them in an innocent way, he shows the reader how ridiculous typical societal values look from the standpoint of those who have not yet grown used to behaving inside of them.

1975. Although literary critics have tended to praise the unique in literary characterizations, many authors have employed the stereotyped character successfully. Select one work of acknowledged literary merit and in a well-written essay, show how the conventional or stereotyped character or characters function to achieve the author's purpose.

Mark Twain uses a variety of 'out of the box' characters to express his opinions on the dysfunctional, hypocritical state of society. This is most apparent in The Adventures of Huckleberry Finn, when the reader sees the atypical Huck struggling out of the confines of being 'civilized.' Twain also uses stereotypical characters for Huck to react to, thereby furthering the contrast on societal values. 

Miss Watson and the Widow Douglas are both the stereotypical well-to-do women of the Antebellum era; they have money, are at the top of the town's happenings, and manage slaves. Twain uses them at the beginning to show how Huck is separate from 'civilization'. He shows this by having Huck appreciate their efforts, but in the end join Tom Sawyer's crime gang. 

The Grangerfords and the Sheperdsons begin as stereotypical religious families, but Twain quickly twists it to make them into opposing sides who would happily kill the other while immersed in 'God's will.' While this is used for satirical purposes, Twain also sets up a scenario for the young Huck to respond to. As he is ignorant and naiive about much of life, he doesn't critically analyze the situation for the reader as a more mature and societally 'programmed' person might. The reader, however, gets the benefit of seeing someone yet untainted by hypocrisy react to events. This carries on throughout the book with the Duke and Dauphin. 

Twain uses innocence to illustrate the hypocrisy evident in typical society, often employing satirized stereotypes to further this end. By having Huck react to them in a yet- un-programmed way, he shows the reader how ridiculous typical societal values look from the standpoint of those who have not yet grown used to behaving inside of them.

REVISED 1970 Also. Choose a work of recognized literary merit in which a specific inanimate object (e.g., a seashell, a handkerchief, a painting) is important, and write an essay in which you show how two or three of the purposes the object serves are related to one another.

REVISED Golding's novel The Lord of the Flies contains disturbing illusions about the innate nature of humans, among them the idea that culture is just a gloss over of savagery. Throughout the novel, the stranded boys use a conch shell to communicate. The conch shell is a symbol representing a tool of civilization, and its fall from respect is in of itself a symbol of the boys' return to savagery.

Upon first being stranded, the boys call each other together by blowing the conch. Here, the conch functions as a means of communication, as the boys cannot assemble if they do not know where the others are. It is a seemingly-wild symbol turned into a cultural one of order and of cooperation. Further cooperation takes place when the boys recognize the right to speak by whoever holds the conch. It is also a tool of political power, used to hold together a loose system of rule and order. Golding continuously implies through those physical functions that the conch's purpose is that of keeping a structured order, akin to government.

The conch's orderly cultural purposes become less and less effective as the boys lose their civilized behaviors. This erodes the previous cooperation, communication, and political power among them. When the boys become savage, the conch is no longer effective. This is furthered symbolized when it is smashed by the boulder, which was itself a product of savage acts. Golding conveys themes of The Lord of the Flies through such symbolisms and functions. The sybolism of the conch shell work to contribute to the boy's fall from grace.

1970 Also. Choose a work of recognized literary merit in which a specific inanimate object (e.g., a seashell, a handkerchief, a painting) is important, and write an essay in which you show how two or three of the purposes the object serves are related to one another.

Golding's novel The Lord of the Flies contains disturbing illusions about the innate nature of humans, among them the idea that culture is just a gloss over savagery. Throughout the novel, the stranded boys use a conch shell to communicate. The conch shell is a symbol representing a tool of civilization, and its fall from respect is in of itself a symbol of the boys' return to savagery.

Upon first being stranded, the boys call each other together by blowing the conch. Here, the conch functions as a means of communication, as the boys cannot assemble if they do not know where the others are. When the boys do gather together, that cooperation is made possible by the conch shell. Further cooperation takes place when the boys recognize the right to speak by whoever holds the conch. Although a continuation of cooperation, this is also a tool of political power, used to hold together a loose system of rule and order.

The conch's purposes become less and less effective as the boys lose their civilized behaviors, eroding the previous cooperation, communication, and political power among them. Golding implies through those physical functions that the conch's actual purpose is that of keeping a structured order, akin to government. When the boys become savage, the conch is no longer effective, furthered symbolized when it is smashed by the boulder. Golding conveys themes of The Lord of the Flies through such symbolisms and functions-- both physical and implied--, and those of the conch shell work together to contribute to the boy's fall from grace.

REVISED 1995. Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. Choose a novel or a play in which such a character plays a significant role and show how that character's alienation reveals the surrounding society's assumptions or moral values.

The Giver, by Lois Lowry, highlights contrasting values. The society in which Jonas lives in is designed perfectly, with the residents being protected from most physical and emotional pain. Jonas's abilities that result from him being the new Receiver of Memory contrasts sharply with that of his society's. This not only causes alienation, but it also makes a statement about the value of knowledge and feelings.

Upon being selected for the most important of jobs, Jonas begins to learn about the memories that his society has repressed. He quickly finds that there are occasions of pain, such as a broken leg on a hill, and moments of joy, such as soaking up sunlight on a beach. The fact that the society in which he lives has transferred the job of remembering to one person is an alarming statement. Firstly, the diction itself uses the word 'job.' This is a generic term, one that holds little capacity for human connection and acts as a relegating agent. It also implies the division of duties much as the residents are separated from connection with others. Secondly, the reader is forced to look at the possibilities of how exactly this fictional society got to the point of 'Sameness,' with hardly any variation or unpredictability in its residents and their lives. The implication of gradualism means that the society once was fairly normal and slowly made decisions that stripped away such dangers as overpopulation, familial conflict, food shortage, and conflicts because of color. It's impossible not to examine the values of real-life society in contrast to this generic world.

Jonas's difference from that of his peers quickly alienates him; he sees truths of the world which others are not aware of, which creates a contrast of values. The reader identifies with the protagonist, and in the process realizes the limitations imposed by the society. The society does not know that it is crucial to humanity to experience differences in the individual; to feel the depth of love; feel pain to show that an individual loved and cared at all. Jonas knows all these concepts because of his difference, and it is there that the reader is meant to see the basic difference in values.

1995. Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. Choose a novel or a play in which such a character plays a significant role and show how that character's alienation reveals the surrounding society's assumptions or moral values.

The Giver, by Lois Lowry, highlights contrasting values. The society in which Jonas lives in is designed perfectly, and the residents are protected from most physical and emotional pain. Jonas's knowledge that results from him being the new Receiver of Memory contrasts sharply with that of his society's. This not only causes alienation, but it also makes a statement about the value of knowledge and feelings.

Upon being selected for the most important of jobs, Jonas begins to learn about the memories that his society has repressed. He quickly finds that there are occasions of pain, such as a broken leg on a hill, and moments of joy, such as soaking up sunlight on a beach. The fact that the society in which he lives has transferred the job of remembering to one person is an alarming statement. Firstly, the diction itself uses the word 'job.' This is a generic term, one that holds little capacity for human connection and acts as a relegating agent. It also implies the division of duties much as the residents are separated from connection with others. Secondly, the reader is forced to look at the possibilities of how exactly this fictional society got to the point of 'Sameness,' with hardly any variation or unpredictability in its residents. The implication of gradualism means that the society once was fairly normal and slowly made decisions that stripped away such dangers as overpopulation, familial conflict, food shortage, and conflicts because of color. The reader also wonders about such a controlling society, which also functions as a comparison for real, modern values. 

Jonas's difference from that of his peers quickly alienates him; he sees truths of the world which others are not aware of, which creates a contrast of values. The reader identifies with the protagonist, and in the process realizes the limitations imposed by the society. It does not know that it is crucial to humanity to experience differences in the individual, feel the depth of love, and pain to show that an individual loved and cared at all. Jonas knows all these concepts because of his difference, and it is there that the reader is meant to see the basic difference in values.

1970. Choose a character from a novel or play of recognized literary merit and write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot. REVISED

REVISED

One of an author's favorite topic is the corruptive and harmful nature of society on the individual. Frequently, the individual tries to reach a proposed ideal, only to fail in the process. The acclaimed novel The Great Gatsby is a prominent works depicting how a society pressures a character and inevitably corrupts him.

Gatsby's relationship with Daisy went on hold when he was shipped overseas by the army during World War I. He returned five years later, determined to increase his status so she could love him. This reinvention needed money and was funded by bootlegging and other illegal activities. His eventual mansion and lavish parties were a telling sign of the emphasis that the 1920s culture placed on wealth and status. The novel is Fitzgerald's commentary on the hypocritical behavior of those who wish to win the favor of the upper class, and the upper class itself. The Roaring 20s was the epitome of bettering one's station in life, but the irony lies in that the culture's 'morals' and attempted control of the individual frequenly led to individuals pursuing advancement through illegal and amoral means.

Bootlegging, gambling, 'fixing' large-scale events, and obtaining large amounts of money through mysterious measures are the low activities that Gatsby stoops to in order to elevate his status. While ironic in itself, it also speaks to how suffocating the society is in which he lives. His society is built on the idea that in order to achieve one's dreams, one must be at the top of the totem pole and able to influence others.

Also prevalent are the amount of lies told about personal history. For all the guests at Gatsby's routine parties, hardly any of them know anything about their host. Gatsby himself is not an active participant. He claims that he went to Oxford, and takes care not to talk about the past where he was known by his family name of 'Gatz.' The fact that the characters do not believe they can achieve as themselves takes reinvention to such a high step that they become hypocrites. Through those types of scenarios, Fitzgerald paints the upper class and those aspiring to become part of the elite in a negative light.

When only Nick, Gatsby's father, and a few of his servants attend Gatsby's funeral, it's evidence that he leaves no lasting memory behind in the constantly forward-moving world. This ties dissatisfaction with the empty culture with the idea that focusing on greed and obtaining more does not breed personal connection. The real tragedy of Gatsby might well be that despite all of his work and suffering to obtain a lofty ideal, material possessions do not automatically translate into human connection. His legacy fades away.

1970. Choose a character from a novel or play of recognized literary merit and write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot.

Response to 1970 open prompt

Authors have long since written about the corruptive and harmful nature of society on the individual. Frequently, the individual tries to reach a proposed ideal, only to fail in the process. The acclaimed novel The Great Gatsby is one of the most prominent works depicting how a society pressures a character and corrupts him in turn.

Gatsby's relationship with Daisy went on hold when he was shipped overseas by the army during World War I, and he returned five years later, determined to increase his status so she can love him. This reinvention included illegal bootlegging and other illegal activities, a mansion, and lavish parties designed to win the favor of the upper class. It's a telling sign of the emphasis that the 1920s culture placed on wealth and status. The Roaring 20s epitome of bettering oneself and his station in life, but for all the culture's attempted control for the sake of morality, it frequently demanded that the individual go about advancement by illegal means.

Bootlegging, gambling, 'fixing' large-scale events, and obtaining large amounts of money through mysterious measures are the low activities that Gatsby stoops to in order to elevate his status. While ironic in itself, it also speaks to how suffocating the society is in which he lives-- that in order to achieve one's dreams, one must be at the top of the totem pole and able to influence others. This may or may not be the reality in The Great Gatsby's culture, however what is reality is the impression that the culture's ideal caused.

Also prevalent are the amount of lies told about personal history. For all the guests at Gatsby's routine parties, hardly any of them know the first thing about their host, who is not an active participant. Gatsby claims that he went to Oxford, and takes care not to talk about the past where he was known by his family name of 'Gatz.' The fact that the high-reaching characters do not believe they can achieve as themselves takes reinvention to such a high step that they actually become what they most fear. Only Nick, Gatsby's father, and a few of his servants attend Gatsby's funeral, evidence that he leaves no lasting memory behind in the constantly forward-moving world. The focus on greed and obtaining more does not breed personal connection. The real tragedy of Gatsby might well be that despite all of his work and suffering to obtain a lofty ideal, material possessions do not automatically translate into human connection. His legacy fades away.

Synthesis of Course Material #5

 Reiteration: It takes more than one enlightening conversation in class to learn all this. Throughout the year, we've practiced with essays, multiple choice questions, vocab, and the analyzation of works. Repetition is the key to learning, and this will make us better students on the AP.

Synthesis of Course Material #4

Perspective and meaning in works: The study of Hamlet also provides the class with an opportunity to see how perspective shapes a work. Shakespeare's Christian-Protestant values of that time obviously shaped much of the play's conflict, from Gertrude's remarriage to Claudius to ideas about life after death. As a literary analyst, these examples of perspective are important. They are the key in pointing to meaning.

To help our understanding of this, we've watched the play-- many different versions of the play. This helps us in our understanding of what different directors hope to accomplish according to their perspectives and how they want to shape the meaning.

Synthesis of Course Material #3

Variety of works to analyze: As the AP test will no doubt draw on English works, it's important for us to have a good idea of how to analyze those examples. We seem to have thouroughly covered that with Hamlet. This in-depth study also prepares us for the essay questions; as it is continuously pointed out, “every essay question can be answered with Hamlet (Holmes).”

It also gives us a good lesson about the dangers of 'mislabeling' or using poor descriptions on the AP. As Holmes emphatically explained, the diction in Hamlet is NOT 'Shakespearan or Old English.'

Synthesis of Course Material #2

 Multiple Choice: Although this is not going to be the part of the exam that we knock out of the park, it's still a key component of the AP exam. We've learned how to distinguish from different distractors and to select the answer that most completely answers the questions. Some of this includes vocab: the semester one final was filled with words that very nearly answered a question, but in the end didn't fit quite as well as another. This type of critical thinking will be important on a timed test.  

Synthesis of Course Material #1

 Writing Essays: Perhaps the most important area of focus has been on essay writing. As most of our AP score will depend on our essay writing-abilities, it's crucial that we practice. Working within a time limit poses a challenge, and a good way to work around that is with a clear step-by-step process.

Layout: pick apart the prompt. Decide what it's asking and create a thesis that answers the question(s).

Body: create topic sentences underneath the thesis that support it. Include evidence from the work to support these claims. Good evidence includes selections diction, imagery, details... etc.

Be consise: review the essay to make sure it doesn't deviate from the thesis. It will almost always point to the meaning of the work. The conclusion is a great way to close out what the essay is about in a few sentences, just as the introduction allows the reader an easy transition into the essay.