Preguntas respondidas de Literatura Inglesa del siglo XIX, Ejercicios de Literatura del Siglo XIX

¡Descarga Preguntas respondidas de Literatura Inglesa del siglo XIX y más Ejercicios en PDF de Literatura del Siglo XIX solo en Docsity! Discuss briefly in your own words (no plagiarism from slides or other sources) Samuel Taylor Coleridge’s theory of poetic creation as sketched in Ch 13 of Biographia Literaria. Samuel Taylor Coleridge's theory of poetic creation, as outlined in Chapter 13 of his work "Biographia Literaria," delves into the nature of poetry and the creative process. In this chapter, Coleridge condenses his main thesis about the nature of poetry, particularly focusing on the role of imagination and language. Coleridge distinguishes between two types of imagination: the primary imagination and the secondary imagination. The primary imagination is described as the connection between the poet and nature or, more broadly, with God. It is the fundamental power of perceiving and organizing sensory experiences. Coleridge suggests that this imaginative faculty is universal and shared by all human beings. The secondary imagination, on the other hand, is specific to poets. It involves the transformative power of the mind, capable of recombining and reorganizing the perceptions of the primary imagination. Through the secondary imagination, poets can create new and unique visions that transcend ordinary experiences. This transformation is the process of turning sensory perceptions into conceptual and imaginative concepts. Coleridge also introduces the concept of "fancy" as the capacity to choose language and express what comes from the secondary imagination. Fancy is the poet's ability to select and utilize the appropriate words and forms of expression to convey the ideas and images that arise from the transformative power of the secondary imagination. Furthermore, Coleridge discusses the significance of poetic language. He suggests that the best language for poetry is one that is logical and universal, rooted in grammar and free from socially or politically specific connotations. Coleridge emphasizes the importance of clear and effective communication in poetry, as he argues for a language that can be universally understood and appreciated. In the context of the debates about poetry and poetic language during the Romantic era, Coleridge's views align with the idea that poetic language should be accessible and relatable to a wider audience. He rejects the notion that poetic language should be restricted to an educated elite, instead advocating for a language that bridges the gap between the poet and the common people. In summary, Coleridge's theory of poetic creation, as presented in "Biographia Literaria," revolves around the interplay between the primary and secondary imagination. The poet uses the power of secondary imagination to reshape sensory perceptions, creating imaginative and evocative poetic compositions. Additionally, Coleridge emphasizes the cooperative nature of poetic creation, involving both the poet and the reader in the realization of the poetic experience. Discuss briefly the religious elements in Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner”. Use at least three meaningful examples from the ballad (no plagiarism from slides or other sources). In Samuel Taylor Coleridge's "The Rime of the Ancient Mariner," there are several religious elements that play a significant role in the ballad. Here are three meaningful examples that highlight these elements: One prominent religious theme in the poem is the concept of sin and redemption. The Mariner's killing of the albatross is portrayed as a sinful act that brings a curse upon him and his crewmates. The albatross is seen as a symbol of divine providence and spiritual significance. The Mariner's subsequent journey becomes a penance for his sin, as he is haunted by supernatural occurrences and must confront his guilt. The theme of redemption emerges when the Mariner experiences a transformative moment of spiritual awakening and expresses his gratitude for the beauty of God's creation. Another religious element in the poem is the presence of divine intervention and judgment. The supernatural occurrences that befall the Mariner and his crew are seen as punishments for their transgressions. The ghostly ship, the skeletal figures, and the curse of death all serve as manifestations of divine judgment. Through these haunting experiences, the Mariner is confronted with the consequences of his actions and is forced to face the divine justice that governs the world. Coleridge's ballad also emphasizes the spiritual awakening and the sense of reverence for nature. The Mariner's transformative journey leads him to a deeper understanding of the interconnectedness of all living things and the beauty of the natural world. Through his encounters with various natural elements and creatures, such as the water snakes and the moonlit sea, the Mariner develops a profound appreciation for the divine presence in nature. This spiritual awakening aligns with Romantic ideals that emphasize the sublime power and spiritual significance of the natural world. In contrast, contemporary approaches offer different perspectives. The political reading emerged in the late 1960s and examines the novella's critique of imperialism. The actions of the Romans mentioned by Marlow compare to the explorers in Africa, showing Europe's greed and ignorance. Marlow's changing opinions throughout the story indicate a personal revelation. Some readers see Conrad as a realist who documented his experiences in the Congo. They believe Heart of Darkness is a judgment of Belgian colonialism, not just a psychological analysis. It highlights the historical and social context of Conrad's observations and portrays the events as a critical commentary on colonial practices. The New Historicism approach brings in post-colonial studies and focuses on race, the native people, and Africa itself. It emphasizes the importance of language and portrays Africa as actively responding to colonization. In summary, traditional and contemporary approaches offer different ways to interpret Heart of Darkness. Traditional readings emphasize Marlow's resistance to moral decline and the Western idea of self-knowledge. Contemporary perspectives explore symbolism, mythology, psychology, politics, realism, and the impact of colonialism. These approaches help us better understand the complex themes and messages conveyed in the novella. Discuss in your own words facts vs. fantasy of Hard Times by Dickens (no plagiarism from slides or other sources). Use at least three examples from the novella. Charles Dickens, born in 1812, was a prominent Victorian writer known for his social commentary. His novel "Hard Times," published in 1854, reflects his critique of materialism and utilitarian values in Victorian society. Drawing from his own experiences, Dickens explores the struggles of the working class and the dehumanizing effects of industrialization. Through his compelling characters and interconnected stories, he challenges the prevailing mindset of his time and calls for a more compassionate approach to life. “Hard Times” serves as a powerful social commentary that exposes societal flaws and highlights the importance of empathy and humanity. In Charles Dickens's novel “Hard Times”, there is a contrast between facts and fantasy that plays a significant role. Dickens uses the story to critique English society and satirize the social and economic conditions of the era, particularly focusing on materialism and the industrialization of Victorian society. One example of the clash between facts and fantasy can be seen in the portrayal of working-class children. The novel merges the ideas of oppressed children and working-class children. Both groups are exploited, with the former by society and the latter by their own father, Gradgrind. This merging of ideas lays the groundwork for the metaphor of the family and society. In the early chapters of the novel, Gradgrind's overpowering presence and his philosophy are highlighted. Gradgrind believes in a utilitarian education that prioritizes facts over emotions. However, the emotional deprivation caused by this type of education is evident in the characters of Tom and Louisa, Gradgrind's own children. They are both emotionally stunted and suffer as a result of their upbringing. The novel also introduces Coketown as a character representing the exploitation of utilitarianism. Coketown is portrayed as a fantastic beast, a dragon-like entity attacking utilitarianism. This fantasy element serves to challenge the dichotomy between fact and fancy, highlighting the negative consequences of a society solely focused on facts and practicality. Dickens suggests that facts themselves are subjective and depend on one's perspective and beliefs. For example, Bounderby, a factory owner, sees the workers as lazy, while the workers themselves view their employers as exploitative. This shows that facts can be influenced by personal biases and viewpoints. As a novelist, Dickens argues for the inclusion of fiction and fantasy in a society dominated by facts. The characters of Tom and Louisa raised in a fact-driven environment, suffer from a lack of empathy and understanding. In contrast, Sissy, who comes from a more imaginative background, raises Tom and Louisa's sister with affection and provides them with a fuller understanding of the world. This highlights the importance of cultivating the imagination and the role of childhood in human development. Furthermore, Gradgrind's commitment to facts is evident in his production of pamphlets on social issues. This contrasts with the dignity of Stephen's speech, a millworker who relies on oral storytelling and the imaginative aspects of culture. This emphasizes the value of both imagination and reality in a balanced life. In summary, “Hard Times” explores the clash between facts and fantasy. Dickens questions the distinction between fact and fantasy, suggesting that facts can be subjective and influenced by personal perspectives. The novel emphasizes the importance of imagination, childhood, and the balance between fiction and reality for a fulfilling and humane existence. Discuss briefly in your own words the themes of North and South by Gaskell (no plagiarism from slides or other sources). Use at least three examples from the novella, only from the first 5 chapters. Elizabeth Gaskell (1810-1865) was a British novelist known for her social consciousness and insightful portrayal of working-class characters. As the wife of a minister in Manchester, she witnessed the poverty and harsh conditions faced by the working class. Her experiences influenced her novel "North and South," which explores social issues and the relationship between Margaret Hale and John Thornton, a factory owner. Gaskell's depiction of the industrial city of Milton-Northern, inspired by Manchester, highlights the challenges of industrialization and the need for social reform. Her work offers valuable insights into the societal issues of her time and the lives of the working class. One prominent theme in the novel is the portrayal of working-class characters. Gaskell presents a realistic depiction of their struggles and hardships, showcasing the rebel, the prostitute, and the murderer. She highlights the challenges faced by the working class during periods of unemployment and provides detailed descriptions of their living conditions and the poor streets they inhabit. Gaskell's characters are not idealized heroes but rather individuals who navigate difficult circumstances and make the best of their situations. Another theme explored in "North and South" is the need for social reform. Gaskell emphasizes the difficulty of the working poor and calls for change in the dominant social order. Religious doubt is also depicted through Margaret Hale's father, reflecting Gaskell's own experiences with her father's crisis of faith. The novel does not present a simple division between the North and the South but rather emphasizes the need to address the problems at hand, which exist in both regions. The city itself, specifically Milton-Northern, plays a significant role as a setting and symbolizes the industrial experience. Gaskell vividly portrays the noise, pollution, and energy of the manufacturing city, highlighting its contrast with the calm countryside and busy London. Through the eyes of Margaret Hale, the protagonist, puppets. This shift reflects the concept of bad science, where the organic interconnectedness of life is reduced to mechanical processes. By exploring this theme, Shelley challenges the notion that science should be detached from the natural world and emphasizes the potential dangers of disregarding the intrinsic value of living organisms. Through the Creature's narrative, we witness the social construction of monstrosity. Rejected by society due to his appearance and unconventional origins, the Creature's monstrosity is not solely derived from his physical attributes but also from the unnatural means of his creation. This portrayal highlights the consequences of bad science, as the Creature becomes a tragic figure engaged in a destructive struggle with his creator. Shelley prompts readers to question the societal norms that determine who is deemed monstrous, emphasizing the importance of empathy and understanding in scientific pursuits. In conclusion, “Frankenstein” serves as a cautionary tale, exploring the dichotomy between good and bad science. Mary Shelley draws on her own experiences and influences to present a narrative that underscores the significance of responsible scientific inquiry and the consequences of neglecting moral and ethical considerations. By examining Victor Frankenstein's failure of parental responsibility, the mechanistic portrayal of nature, and the construction of monstrosity, Shelley encourages readers to reflect on the boundaries and ethical implications of scientific progress. Through the lens of Frankenstein, we are reminded of the critical importance of employing good science, where knowledge is pursued with an understanding of its potential impact on society and a sense of responsibility towards the creations that emerge from it. Discuss in your own words the themes on Frankenstein by Shelley Use at least three meaningful examples from the ballad (no plagiarism from slides or other sources). Mary Shelley's novel Frankenstein, published in 1818, explores various ideas that reflect the author's concerns about society and personal matters. Through the characters and their experiences, Shelley delves into the contrast between good and bad science, the nature of monsters, the consequences of being marginalized, and the significance of education. One of the main themes in Frankenstein is the difference between good and bad science. Victor Frankenstein's ambition and pursuit of knowledge lead him to create life artificially, resulting in tragedy. In the 1831 edition, Shelley presents Victor as being controlled by forces beyond his control, highlighting the dangers of uncontrolled scientific experimentation. The book incorporates Darwin's theory of gradual evolution to emphasize the mistakes of Victor's bad science. By neglecting to care for his creation, Victor fails to provide the necessary support, which aligns with Darwin's association of nourishment with females. In the novel, Victor Frankenstein abandons his creation, leaving it without guidance or affection. This neglect causes the creature to become monstrous and violent. Shelley criticizes Victor's pursuit of knowledge without ethical considerations, emphasizing the consequences of bad science. The creature seeks companionship and love, requesting that Victor create a female companion for him. This plea highlights Victor's failure to understand the importance of care and emotional support, leading to the destruction caused by his creation. This example reinforces the theme of the negative effects of bad science. Throughout the novel, nature acts as a mirror reflecting the characters' internal conflicts. Victor finds comfort in the beauty of nature, seeking peace. However, his detachment from nature corresponds to his descent into madness and destruction. Shelley implies that humanity's separation from the natural world contributes to its downfall. Frankenstein explores the theme of marginalization through various characters existing on society's fringes. The creature, Safie, and the De Lacey family represent different forms of social exclusion, highlighting the impact of marginalization on individual identity and the potential for monstrosity. The creature's status as an outcast and society's rejection shape its identity and actions. Shelley portrays the creature as sympathetic and articulate, challenging the idea of monstrosity based solely on appearance. The creature's marginalization exposes society's tendency to judge based on superficial qualities and the resulting consequences. Safie, a foreigner entangled in the narrative, shares a similar educational journey with the creature. Both characters are denied traditional education, forcing them to seek knowledge independently. This association emphasizes the intersection of gender and marginalization, as Safie's womanhood highlights limited opportunities for education and empowerment. In conclusion, Mary Shelley's Frankenstein explores significant themes such as the consequences of bad science, the mechanistic worldview, the impact of marginalization, and the importance of education. Through the narrative and characters, Shelley prompts readers to consider the ethical boundaries of scientific exploration, the consequences of societal exclusion, and the value of empathy and compassion. Examining these themes provides insight into the complexities of human nature and the potential dangers of unchecked ambition. Discuss in your own words the nature on Frankenstein by Shelley Use at least three meaningful examples from the ballad (no plagiarism from slides or other sources). In Mary Shelley's novel Frankenstein, the concept of nature undergoes a significant transformation between the 1818 version and the 1831 edition. Nature, which initially represents a force of balance and harmony, becomes reimagined as a mechanistic entity, reducing humanity to mere puppets in the larger scheme of things. In the 1818 version of the novel, Victor Frankenstein possesses free will and agency over his actions. He has the opportunity to care for his creature, abandon his reckless pursuit of creating life, and protect those he loves, particularly Elizabeth. Victor's choices and their consequences highlight the power of individual agency and the potential for personal responsibility. However, in the 1831 edition, Victor's characterization changes significantly. He is portrayed as having lost control over his own destiny, becoming a pawn manipulated by forces beyond his understanding and control. This shift suggests a shift in the portrayal of nature itself. Nature, once viewed as a benevolent and harmonious force, now takes on a mechanistic quality, reducing humans to mere puppets in its grand design. This transformation of nature into a powerful machine reflects a broader shift in Shelley's understanding of the natural world. Nature, in the 1831 edition, is stripped of its inherent beauty, interconnectedness, and capacity for growth. Instead, it becomes a cold and indifferent system, operating through predetermined mechanisms. Humanity, in this view, is rendered insignificant, subject to the whims and workings of this mechanistic nature. By presenting nature as a machine and humans as puppets, Shelley highlights the loss of agency and autonomy in the face of external forces. This portrayal raises Victorian society. During the Victorian era, stories involving ghosts and the supernatural were popular, often used to represent the mysteries of the human mind, fears, desires, and the complicated nature of society. Charles Dickens, a well-known writer of that time, was fascinated by ghosts, spirits, and the workings of the mind. His Christmas Books, written between 1843 and 1848, helped establish the association of ghosts with Christmas in popular culture. In Dickens' stories, the appearance of ghostly characters is closely tied to a person's identity and memories. These encounters hold moral significance, leading to personal growth and positive change. The settings in Dickens' stories often symbolize death and the otherworldly, representing the characters' inner journeys toward finding redemption. "The Haunted Man and the Ghost's Bargain," published in 1848, specifically explores the connection between memory, childhood hardships, and how they shape adult lives. It delves into the lasting impact of negative childhood memories on individuals' well-being and their search for inner peace. The main character, Redlaw, works as a chemist, and the mysterious Spectre in the story represents more than just the past. It embodies a feeling of eerie familiarity and unease, similar to what Freud called the "Uncanny." The theme of memory is further explored through the concept of having dual consciousness, where characters struggle with their complex identities and the desire to forget or remember certain aspects of their past. The idea of giving and receiving is also important in the story. It represents the simple act of generosity in contrast to the selfishness of capitalist exchanges. However, the concept of the gift also carries darker undertones, reflecting the complexities of social relationships. The story emphasizes self-sacrificing love, demonstrated by a character named Milly. Through the exploration of giving, sacrifice, and social obligations, "The Haunted Man" raises questions about moral responsibilities toward others. Dickens uses allegorical storytelling techniques to challenge linear time and explore the possibility of profound change. He aims to show that simply trying to forget the past is not a solution and can often make matters worse. Ultimately, the story conveys a message of hope and the potential for breaking the cycle of violence and negativity. It highlights the importance of reconciliation, represented by the characters' efforts to connect with the deceased, embrace cherished memories, and embody qualities such as compassion and love. In summary, "The Haunted Man" by Charles Dickens examines supernatural elements, memory, redemption, and the intricate dynamics of Victorian society. Dickens employs ghostly characters, symbolic settings, the theme of giving, and the exploration of memory to shed light on the psychological and moral aspects of human experience. Through his storytelling, Dickens invites readers to reflect on personal growth, social responsibilities, and the profound influence of memory on individual and collective lives.