Litterature Américaine TD pdf PDF

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American Literature 11/09/2018 Faire ses questions toutes les semaines car elle en ramasse 10 à tous les cours Il faut activer le compte sesame Les powerpoints sont sur e-campus Tenets of Transcendentalism Transcendentalism = a philosophy born in the middle of the 19th century - Belief in an impersonal God who is everywhere and in everything : especially in nature -

17th - 18th century American Literature The Pilgrims produced religious texts, it is called the Colonial Literature 17th century Literature - Literature that praised the benefits of the colonies : Captain John Smith’s The General History of Virginia - Historical records (William Bradford’s Of Plymouth Plantation, 1620-1647) - Religious literature (Mather, John Winthrop who gave a speech in the Mayflower to say that they had a divine mission to colonize the American territory - Religious/domestic poetry (Ann Bradstreet + Phyllis Wheatley), the first poet was a woman, the first American poet was an African American woman - Captivity narratives (Mary Rowlandson) it is about the Natives who captured a Pilgrim woman in the context of the King Philippe -> gave a complicated vision of the Natives who were cruel, bloody and savage End of the 17th Century + 18th century Revolutionary age, mostly political literature (rational, scientific reasonning applied to economic, social and politic issues) End of the 18h century + beginning of the 19th The early National period

19th century American Literature : a Survey  1800-1860s : Romanticism in America Tenets of romanticism: = A conscious reaction to critique of rationalism, classicism and deism. = the belief in individualism (versus public responsibility), according to Romanticism, each person was attached to its identity/personality -> encourage to rebel against authority and supreme power, cultivation of the individualism = concentration on the feelings, emotions, intuition = primitivism (+ nature versus urban life) = nationalism/patriotism = importance of the art and the artist (if you are an artist you have culture) = gothicism (Gothic romanticism) Gothic is something dark, there is a play with the light and the dark, supernatural elements/persons/monsters, marvelous.

Romanticism in America : 1800s-1860s poets  William Cullen Bryant ---->>> voir sur le site e-campus pour le diapositive du cours

Transcendentalism -1830s-1860s ---->>> voir diapo du cours sur e-campus Heirs of transcendentalism/romanticism  Nathaniel Hawthorne = romantic, gothic and realist who portrayed the dark side of the contemporary society. The Scarlet Letter in 1850  Edgar Allan Poe = gothic poetry and short stories, fascination with psychology = the first to go really inside the head of his character = he is also the father of the genre of the detective stories  Herman Melville = political and social critic (he wrote against slavery, capitalism, Christianity and war imperialism) Moby Dick in 1851

 Walt Whitman = romantic themes (focus on the self nature) in modernist form. Emily Dickinson = poets, In the 19th century = birth of a new literary genre = the slaves narratives. -> good way to help people (of the North) to understand -> slaves who had escaped from the South to go in the North The Narrative of the Life of Frederick Douglass = sophisticated, philosophical and theoric history about slavery Harriet Ann Jacobs wrote Incident in the Life of a Slave

Realism: 1860s-1910s / Naturalism: 1890s-1910s Similarities :  Both genre strip away the layers of romanticism to present a “natural” or “real” representation of life.  Emerged toward the end of the 19th century, a period known for its trials (civil war) Differencies  Realism Writers : = Mark Twain; realist writer with realistic dialects, un-idealized characters humor, satire of society = Kate Chopin = Stephen Crane

The 1st American Literature: native American oral tradition --->>> voir diapo sur e-campus = cultural material passed down by word of mouth from one generation to the next. = it is central to spirituality (ceremonies) and to linguistic + cultural continuation (cultural lessons; history, human relations, ethics, sacred stories) Secular stories = origins stories (histories of tribes) --->>> voir sur e-campus le diapo

--->>> voir sur e-campus pour les questions a noter dans le cours sur le passage de l’oral a l’écrit 18/09/2018 The American Scholar, 1837, Emerson : Introduction and 1st part Questions, introduction - Cornerstone of American literature ; called “ America’s intellectual declaration of independence “ by Oliver Wendell Holmes. 1.

What call is Emerson making in the introduction? To make that call, Emerson relies on opposition, exemplification, simile, metaphor and hyperbole. Find these figures of speech in the 1st paragraph and analyze their meaning and effect.

Me -> he calls to a new kind of study. By using opposition and exemplification, he talks about the ancient Greek school, of British and European school, but those students are not the same students, they need new kind of learning, their own kind of studies. He make a call to the President and Gentlemen to help students to find their own way of learning school. He doesn’t want the American scholar be the same as the European scholar. Prof => call on American scholars to develop an American intellectual tradition; critique of the nation and its overly mundane concerns. => paragraph 1 ; opposition through exemplification : contrasts this occasion to the literary contests of the Greek, the poetry contests of the middle Ages, the European scientific gatherings of the old continent. Than he continues with a 1st prediction ; “ ... when the sluggard intellect of this continent will look from under its iron lids and fill the postponed expectation of the word with something better than the exertions of mechanical skill “ -> it means that it is a critic of the American society because it is focused to the technologies, metallurgy, “iron” here refers to the industries. The Agricultural/farming metaphor : “ The millions that around us are rushing into life, cannot always be fed on the sere remains of foreign harvest. “ -> refers to the US famine. Prediction 2 with comparison + hyperbolic tone : “poetry will revive and lead in a new age, as the star in the constellation Harp, which now flames in our Zenith, astronomers announce, shall one day be the pole-star for a thousand years ?” -> refers to romanticism because they preach the individualism but at this time in the real life, scientist had discover a new star so that question that thing again.

=> paragraph 2 ; “the American scholar ” (synecdoche as it refers to American thinkers/writers as a whole ; + abstract ideal, creative force). 2.

What is the meaning of the “one man” allegory (= the “old fable”) in paragraph 3, 4, 5 and 6 ? Find synecdoches and metonymies in these paragraphs that participate in unveiling the meaning of that metaphor.

Me -> the “one man” allegory refers to the time when people were only one man, after they were divided into many different men, so that the society can work more efficiently than before. That allegory underlines the discussion that will follow the text. Prof => allegory means that words means something else. Here this allegory is refers to the one-man antity, when humanity was a whole, we are all connected because we are all one, a part of a whole because we are all the product of god -> it is a transcendentalist ideology, now people are working and performing on one task without thinking of a whole, people are disconnected => paragraph 3, 4, 5 ; Emerson relies on an allegory to critique society and define the role of the scholar. The original unit “ Man “ (Oversoul, universal whole) has been transformed into a multitude of men (with # trades) that have become isolated from the whole, the human community. Men = incomplete, monstruous ; Hyperbolic metaphor (“ amputation from the trunk “, “walking monsters”). Synecdoches (man as a finger, elbow). Metonymies (the mechanic becomes a machine, the intellectual is the delegated intellect, etc...) => paragraph 6 ; a man thinking is just repeating man, he is not really a thinker but more a follower because he don’t really think by himself. Men defined by their practical function : lack of intellectual, creative perspective on their trade and lack of human connections and interest in the good of a whole. 3.

Explain the critique of the role of the scholar in paragraph 7 and the meaning of the aphorism “All things have two handles: beware of the wrong one”.

=> in pagragraph 6 and 7 ; in the present context : Man Thinking is in fact a mere thinker ; parrot conparison ? => Aphorism ; “scholar” as creative force versus copycat or mimic man Questions, first part 1) What is the most important influence on the training process of the scholar according to Emerson, and what skills does this influence teach the scholar?

-> Nature is the most important to him. He thinks that Nature is the best teacher for every students. 2) Explain the meaning of the aphorism “Know thyself, study nature” in paragraph 9. -> If people knew batter nature, they knew themselves better too. It is two things that Emerson relies on his text because it is two things that can mirror each other. According to Emerson, there are similarities in the laws of nature and in the operations of the human intellect 18/09/2018 Oral presentation on the American Scholar, Introduction and 1st part -> welcoming speech, by emerson in ? -> biography, born 1803 in Massachusset, poet, influencial, graduated in Harvard, studied theology, married, in Nature he manifests transcendentalism, -> how Emerson preaches for the ride for a new american’s scholar ? -> I. the shcolar - a man is reduce by the society - resnts an analysis of the A society - comparison with the hand, the fingers - a function is a reduction of a political man in order of he can live - an evolution and assimilation of object = something unanimated - the human is richest than an object -> The very basical role of transcendentalism = you and the other -> social description of social ?? - after it he considers their faculty to understand is different (paragraph 6) - the scholar is the main thing here, paragraph 7 -> the past = heritage + in paragraph 9 - suppression of the majuscule -> scholar can now be consider as just a thinking - paragraph 7 reference of havard means the significance of scool -> perpetual learning process, theology, all we have to do is to learn -> II. The Nature - lexical field of nature, sun, sunset... - he uses an anaphora “there is never beginning there is never end” - nature is entire - personification of nature with “spirit”

- nature leads to the complexion of the environment - explains the relation between the hoods and the lowest part of the inconstance -> metaphor because the flower is something very acomplish - observtion of the nature allows a ??? - line 16 ; “lows”... permit to underlines the unobservable -> 9th paragraph -> we are in a spiritual tense from the one root. The beginning of all. -> the creation process, why dost he have to ask himself ? creation

-> between knowledge and

(Correction des questions, regarder là où elles sont notées, il y a ma reponse et celle de la prof)

25/09/2018 Suite COURS A RATTRAPER !!! 02/10/2018 Suite

part II and III of the American Scholar

Question 1: §10 to 12 : influence of books (= knowledge of the past) that transform facts (“short-lived actions”) into truth (“ immortal thoughts”) = transmutation Distillation ? = keep the “imperishable” Air pump metaphor ? = partial relevance of past works Conclusion : “each age, it is found, must write its own books” few books carry universal values; book = product of a historical time and space Question 2: §13 to 15 : §12 : “love of the hero corrupts into worship of his statue...” §13 : critique of the scholar/bookworm : restorers of reading, emendators, bibliomaniacs. Uncritical readers. §14 : need for the scholar’s “active soul” Question 4 : “a fig tree, looking on a fig tress, becomes fruitful”

§16 metaphor : “when the sun is hid... we repair to the lamps which were kindled by their ray”

Civil Disobedience, 1849, David Henry Thoreau -> individualism + self-reliance were Thoreau’s literary and personal leitmotivs. Thoreau -> he practiced these concepts by not paying his poll tax (per-person tax paid to the government by every adult ; fixed amount) as an act of protest against : the institution of slavery because it is an evil system and against the Mexican War (1846-1848) because it is an unjust war = land grabbing just to conquer a new territory -> he was put in jail in 1846 as a consequence ; wrote this essay which influenced movements of civil disobedience, civil movement for the unfair government in the 19 th and 20th century. He didn’t paid his tax polls for a few years This text -> delivered as a Concord Lyceum lecture in January of 1848. Civil Disobedience in the text = peaceful resistance Speech : “a plea for Captain john Brown” Oct. 30, 1859 Economium : praise, tribute to a person or an idea John Brown : white abolitionist who started a liberation movement in Virginia’s Harpers Ferry : Oct. 16, 1859 - attacked an army arsenal hoping to arm slaves - stopped by local farmers and US marines (Robert E. Lee) - tried for treason and hung on Dec. 2nd in Charleston Presentation orale I. Thoreau’s views on government -> not good government -> why not suitable ? because it is perverted from the beginning -> compares the government to a monarchy which is the opposite of the US goal -> the conscious of everyone can’t be represented in the government, it is only representing the conscious of the most powerfull -> he presents some ways to rebel against the government II. The dehumanization of the citizens by such a wrong government -> men as machines: metaphor and simile

-> nature elements metaphors : Thoreau loves nature but intact, not changed Conclusion -> civil disobedience is necessary because it is the only way to make the government know and consider as much as important all the conscious of the people POUR LA SEMAINE PROCHAINE I/ §1 through 7 : analyze Thoreau’s critique of the government and its human components (opposition “an expedient” / “inexpedient” : critique of majority rule; true justice versus the law; critique of civil servants) II/ §8 through 13 : analyze Thoreau’s critique of the citizen (hypocrisy of northerners ; “drowning man” metaphor; critique of moral renouncement) 09/10/2018 MIDTERM : NEXT WEEK -> un extrait d’un des 2 textes : Emerson + 1st part of Thoreau -> intro tres courtes sans info de context donc faire les parties DETAILLEES et problematiques -> donner titre aux parties et aussi aux sous-parties, dans chaque sous parties faut y avoir une citation qu’on va analyser (contenu/sens/style) -> conclusion -> PAS LA MOYENNE SI ON FAIRE PAS D’ANALYSE DU STYLE LITTERAIRE !!! pas juste une analyse du sens du texte

Question 1 : Critique of government and its human components - Salient stylistic choices = repetition, binary opposition, paradox, citationality, rhetorical question, climatic structure (climax), chiasmus §1 : - paradox “government is best which governs least” ; “government is best which governs not at all” -> the gov was made to protect the basic liberty and the pursuit of happiness of its population, the gov shouldn’t interfere into the private affairs of the citizens - Binary opposition : government is at best but expedient (= something to fulfill a specific purpose which is here to secure the people) / government are inexpedient - Analogy : between standing army and standing government to stress the inexpediency of government (= means that the gov makes the wrong decision) -> according to Thoreau, the government is inexpedient because of slavery and because of the Mexican-American War. A standing army = has institutions = professional

-> Controversy over the role of the army : Samuel Adams (1776): “ nurseries of vice” + James Madison addressed the Constitutional Convention in 1787: “the means of defense against foreign danger have been always the instruments of tyranny at home”; “dangerous to the liberties of the people and had to be watched with jealous eyes” -> the government controls the army and the person of the army are just acting, not thinking. -> in theory, a gov should serve the people but in reality it is just serving the will of a few people §2 : paradoxes : government is inexpedient and limits individual progressive/accomplishment (regulation of trade, commerce) VERSUS government is excellent ”Wooden gun” metaphor / metaphor of the wathmaker VERSUS self-reliance, individual vitality (the best person to defend your interest is you) -> a wooden gun is useless, the gov has a protective role over the citizens, but in fact it doesn’t work like this, it is superficial, the wooden gun gives an impression of security but there is no security because it doesn’t work. -> a watchmaker : gov is a machinery, people feel confident about it because someone is supposed to be in control of it §4 : - critique of majority rule (= democratic society, he defends it by talking about superiority) / call for the rule of the individual conscience + 3 rhetorical questions that call for the rule of individual conscience : - “can there be a gov in which majorities do not virtually decide right and wrong, but conscience?” -> it rely on knowing that the majority may be against, politicians should do law according to their conscience not according to their party or community - states that gov should only decide when it is appropriate; “must the citizens ever for a moment, or in the least degree, resign his conscience to the legislation?” - politicians should govern under their ???????? - Conclusion through parallel structures : in voting and obeying laws we should be men first, subject after ; respect for the right (individual conscience) should overcome respect for the law (gov regulation) - Paradox : “the law never made a man a whit more just ”. Figure of the marine = “shadow and reminiscence of humanity” : molded men ; automatons, walking deads; “a man laid out alive and standing” = oxymoron -> you’re are laid on the ground because

you are obeying blindly order - Poem by Charles Wolfe (1791-1823), “the Burial of Sir John Moore”; British officer who died at the battle of Coruna during the Napoleonic wars); waste of life/no recognition/no reward -> a sort of deshumanization §5 : - reinforce the contradiction/paradox between justice and laws - Aggressive critique of state servants = conscienceless apparatus of gov “wooden men”, “men of straw”, “ lump of dirt ” ”same sort of worth only as horses and dogs” - law enforcement/coercive body = inanimate, mindlessly obedient. Paradox = “good citizens” - legislators and bureaucrats : thinking power deprived of moral judgment: “serve God or the devil” - meliorative representation of heroes, patriots, martyrs, reformers... men (italicization) = act according to their conscience/moral awareness they will not ‘stop a hole to keep the wind away ’ (Hamlet) BUT “enemies of the state” = paradox -> their death would be not useless like the death of the soldier who don’t think by themselves and so have useless death - quote from King John : “too high born to be propertied”, §7 : - direct critique of the slave government : made a specific reference to the failure of the Wilmot Proviso of 1846 Amendment to an Army Appropriation Spending Bill that provided for the interdiction to practice slavery in the future American Territories + reference to the bill that was passed by the Constitution to ask people to finance the Mexican-American War Oral Presentation ; 2nd part of Thoreau’s text -> American essayist -> he passed a night in jail to not having pay a bill -> than he wrote Civil Disobedience -> L.1 = he praises a more justice gov (comparison with a machine which is always perfect and do always its job) 16/10/2018 -> midterm : text of Emerson 2nd part

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III. Critique of the citizen §8 : how should ...