Рефераты. Tragic heroes in modern English literature

And if society alone is responsible for the cramping of our lives, then the protagonist must needs be so pure and faultless as to force us to deny his validity as a character [5, 83]. From neither of these views can tragedy derive, simply because neither represents a balanced concept of life. Above all else, tragedy requires the finest appreciation by the writer of cause and effect.

No tragedy can therefore come about when its author fears to question absolutely everything, when he regards any institution, habit or custom as being either everlasting, immutable or inevitable. In the tragic view the need of man to wholly realize himself is the only fixed star, and whatever it is that hedges his nature and lowers it is ripe for attack and examination. Which is not to say that tragedy must preach revolution.

The Greeks could probe the very heavenly origin of their ways and return to confirm the rightness of laws. And Job could face God in anger, demanding his right and end in submission. But for a moment everything is in suspension, nothing is accepted, and in this stretching and tearing apart of the cosmos, in the very action of so doing, the character gains "size," the tragic stature which is spuriously attached to the royal or the high born in our minds. The commonest of men may take on that stature to the extent of his willingness to throw all he has into the contest, the battle to secure his rightful place in his world.

There is a misconception of tragedy with which I have been struck in review after review, and in many conversations with writers and readers alike. It is the idea that tragedy is of necessity allied to pessimism. Even the dictionary says nothing more about the word than that it means a story with a sad or unhappy ending. This impression is so firmly fixed that I almost hesitate to claim that in truth tragedy implies more optimism in its author than does comedy, and that its final result ought to be the reinforcement of the onlooker's brightest opinions of the human animal.

For, if it is true to say that in essence the tragic hero is intent upon claiming his whole due as a personality, and if this struggle must be total and without reservation, then it automatically demonstrates the indestructible will of man to achieve his humanity. The possibility of victory must be there in tragedy. Where pathos rules, where pathos is finally derived, a character has fought a battle he could not possibly have won. The pathetic is achieved when the protagonist is, by virtue of his witlessness, his insensitivity or the very air he gives off, incapable of grappling with a much superior force. Pathos truly is the mode for the pessimist. But tragedy requires a nicer balance between what is possible and what is impossible. And it is curious, although edifying, that the plays we revere, century after century, are the tragedies. In them, and in them alone, lies the belief--optimistic, if you will, in the perfectibility of man. It is time, I think, that we who are without kings, took up this bright thread of our history and followed it to the only place it can possible lead in our time--the heart and spirit of the average man.

CONCLUSION

Miller's style is very simple. He uses simple sentences and words which are easy to understand. He brings out the evil quality of Abigail and the other girls and also the gullibility of the judges. His style is easy to understand and should be in order to be successful as a play. While using the simple style, Miller doesn't take anything away from the suspense in the plot. The dialogues of his character are like actual speech. His words are used effectively and doesn't include anything not necessary for making a good play. Many clever figurative devices are used. For example, Abigail says that John “sweated like a stallion.” The writing is really that memorable since it was not really written as prose or poetry. However, certain images as the one previously mentioned are hard to forget.

The theme of the story was rising over adversity, and standing for the truth even to death. This is the theme for many stories and is always an exciting one. John, in the beginning, wanted to keep distant from the trials. He did not want to have a part, whether good or bad. When Elizabeth was arrested, he was forced to become part of it [3, 145]. He went to court first to set his wife free but after watching the proceedings, he saw that the evil was not only being done to his own wife but many others like his wife. As a result, he worked even harder to free the other innocent people, getting himself arrested.

The themes in All My Sons are mainly derived from the concept of morals, the laws that man follows through our conscience. One of the themes that branches out from this is morality, the principles about human life. This theme is evident when related to the Keller family, where a conflict between morality and the loss of it takes place. Joe Keller, the father of the Keller family, was responsible for sending out faulty cylinder heads during World War 2, which resulted in the deaths of 21 fighter pilots.

The Sun Also Rises (Later Fiesta) is the first major novel by Ernest Heminqway. The novel explores the lives and values of the so-called "Lost Generation," chronicling the experiences of Jake Barnes and several acquaintances on their pilgrimage to Pamplona for the annual fiesta and bull fights. After serving in World War I, Jake is unable to consummate a sexual relationship with Brett Ashley because of either psychological or physical damage that leaves him impotent. However, he is still attracted to and in love with her. The story follows Jake and his various companions across France and Spain. Initially, Jake seeks peace away from Brett by taking a fishing trip to Burguete, deep within the Spanish hills, with companion Bill Gorton, another veteran of the war. The fiesta in Pamplona is the setting for the eventual meeting of all the characters, who play out their various desires and anxieties, alongside a great deal of drinking.

GENERAL CONCLUSION

On the basis of above-stated we came to a conclusion, that the story reminds its readers of an ugly blemish on human history. It reminds us that man is not perfect, and that we can make mistakes. However, even with these mistakes, we can cleanse ourselves and purify ourselves by making what is wrong right. The sufferings become to the sufferer like a crucible.

Miller's plays often depict how families are destroyed by false values. Especially his earliest efforts show his admiration for the classical Greek dramatists. "When I began to write," he said in an interview, "one assumed inevitably that one was in the mainstream that began with Aeschylus and went through about twenty-five hundred years of playwriting." (from The Cambridge Companion to Arthur Miller, ed. by Christopher Bigsby, 1997)

Great tragedies have always focused on the tragic hero, like Hamlet in “Hamlet”, Macbeth in “Macbeth” and Oedipus in “Oedipus Rex”. These plays show that focusing the story on the tragic hero is not a bad idea, giving good reason why Arthur Miller did this in All My Sons. Miller's purpose was to bring the beauty of tragedy to modern literature, proving it wasn't only meant for the upper classes of aristocracy. He succeeded, making a modern tragedy partially based on the form of past Shakespearean masterpieces, leaving the death of the tragic hero towards the end of the play for example. The conflicts between the Keller family and between all the characters brought up tragic themes. These themes, in conjunction with the plot, made a tragic hero out of Joe Keller, or in Miller's case, a tragic man. This tragic man fits the play perfectly with the themes associated with him. All My Sons can be considered a modern tragedy because of the creation of the tragic man and how his actions created several tragic themes. These actions resulted in his death, which occurs to most tragic men and heroes in great tragedies

BIBLIOGRAPHY

Auwera J. van der. Pragmatic presupposition: Shared beliefs in a theory of irrefutable meaning // Syntax and Semantics. Vol. 11: Presupposition. N.Y., 2003. P. 249-264.

Bower G.H., Black J.B., Turner T.J. Scripts in memory for texts // Cognitive Psychology, 2002. Vol. 11. P. 177-220.

Barker L., Barker D. Communication. - New Jersey: Englewood Cliffs, 2003. - 480 p.

Bell D. The End of Ideology. - USA: Free Press, 2000. - 260 p.

Berlin В., Kay P. Basic Color Terms: Their Universality and Evolution. Berkeley: The Univ. of California Press, 2002. - 178 р.

Beugrande R.A. de, Dressler W.U. Introduction to Text Linguistics. L., N.Y.: Longman, 2006. - 270 р.

Culture Shock. A Reader in Modern Cultural Anthropology. Ed. by P.K. Bock. N.Y., 1970. 320 p.

Clark H.H., Marshall C.R. Definite Reference and Mutual Knowledge // Elements of Discourse Understanding. Cambridge, etc.: Cambridge University Press, 2001. P. 10-63.

Clark H.H. Using Language. Cambridge: Cambridge University Press, 1996. 436 p.

Delia J.D., Grossberg L. Interpretation and Evidence // Western Journal of Speech Communication. 1977. Vol. 41. P. 32-42.

Fine G.A. Rumours and Gossiping // Handbook of Discourse Analysis. Volume 3. Discourse and Dialogue. Ed. T.A. van Dijk. London: Academic Press, 2005. P. 223-237.

Flick U. Social Representations and the Social Construction of Everyday Knowledge: Theoretical and methodological Queries // Social Science Information, 1994. Vol. 33. P. 179-197.

Francis G., Hunston S. Analysing everyday conversation // Advances in Spoken Discourse Analysis. London, 1992. P. 123-161.

Hirsсh E. D., Jr. Cultural Literacy. What Every American Needs To Know. N.Y.: Random House, Inc., 2004. 254 p.

Kotthoff H. The Social Semiotics of Georgian Toast Performances: Oral Genre As Cultural Activity // Journal of Pragmatics. Vol. 24. № 4. P. 353-380.

Levy D.M. Communicative goals and strategies: Between discourse and syntax // Syntax and Semantics. Vol. 12: Discourse and Syntax. New York, 2002. P. 183-210.

Lewis D.K. Convention: A philosophical study. Cambridge, Massachusets: Harvard University Press, 2002. 214 p.

Schiffer S.R. Meaning. Oxford: Oxford University Press, 2001. 170 p.

Sinclair J. Priorities in discourse analysis // Advances in Spoken Discourse Analysis. London; N.Y., 2002. P. 1-34.

Smith M. Social situation, social behavior, social group // Psychological Review, 2004. Vol. 52. P. 224-229.

Tannen D. Talking Voices. Repetition, Dialogue and Imagery in Conversational Discourse. Cambridge: Cambridge University Press, 2004. 240 p.

Weinreich P. The Operationalisation of Identity Theory in Racial and Ethnic Relations // Theories of Race and Ethnic Relations, Cambridge University Press, 2006. - P. 299-321.

Widdowson H.G. Teaching language as communication. - Oxford: Oxford University Press, 2002. - 168 p.

Wierzbicka A. Lexicography and Conceptual Analysis. Ann Arbor: Karoma, 2005. 327 p.

Wierzbicka A. A Semantic Metalanguage for the Description and Comparison of Illocutionary Meanings // Journal of Pragmatics. - Amsterdam: Elsevier Science Publishers, 2006. - Vol. 10. - P. 67-107.

Wodak R. Disorders of discourse. London and New York: Longman, 1996. 200 p.

Wodak R. The Power of Political Jargon // Language, Power and Ideology: Studies in Political Discourse / Ed. R. Wodak. - Amsterdam/Philadelphia: John Benjamins Publ. Co., 2005. - P. 137-164.

Wunderlich D. Methodological remarks on speech act theory // Speech act theory and Pragmatics. - Dordrecht: D. Reidel publ.co., 2004. - P.291-312.

Zadeh L.A. Fuzzy Sets // Information and Control. Vol. 8. 2006. P. 338-353.

Ziff P. Semantic analysis. - N.Y.: Cornell University Press, 2003. - 155 p.

Страницы: 1, 2, 3, 4, 5, 6, 7, 8



2012 © Все права защищены
При использовании материалов активная ссылка на источник обязательна.