Readings: Unit Seven

 

“Literary experience heals the wound,
without undermining the privilege,
of individuality. In reading great
literature I become a thousand men
and yet remain myself.”
— C.S. Lewis 

 

Welcome to the first of three units for our thematic interpretation essays! In this unit, we will explore the captivating theme of Rebellion versus Conformity, examining its implications, manifestations, and significance in a range of literary works that you will select.

Throughout the previous units, we have delved into creative nonfiction, fictional short stories, poetry, drama, and the novel, encountering diverse narratives and exploring various themes. Now, we will bring these literary genres together under the thematic umbrella of Rebellion versus Conformity, allowing us to delve deeper into the tensions between individuality and societal expectations.

The theme of Rebellion versus Conformity is a perennial and universal concern that has captivated writers and readers for centuries. It explores the struggle between the desire to challenge established norms, question authority, and assert personal autonomy, and the pull to conform to societal expectations, established norms, and preserving the peace and growth of their communities.

This theme invites us to consider the complexities and consequences of rebellion, the power dynamics at play, and the tensions between individual freedom and social cohesion.

In literature, Rebellion versus Conformity finds expression in various ways. Characters may defy societal expectations, challenge oppressive systems, or reject conformity in pursuit of personal growth, self-expression, or justice.

On the other hand, narratives may highlight the consequences of rebellion, the pressures to conform, or the conflicts that arise when individual desires clash with collective norms. By exploring this theme, we can gain insights into the complexities of human nature, the dynamics of power, and the choices individuals face in the face of societal pressures and the needs they face to strengthen their families, friendships, and societies.

Within the readings in the course, you have already encountered a range of related dichotomies that heighten the tension, meaning, and impact of each story.

One such dichotomy is the spectrum between the individual versus the group, which has been a recurring motif in literature, art, and philosophy for centuries. This dichotomy reflects the tension between individuality, with its pursuit of personal desires, creativity, and freedom, and the collective, which represents societal expectations, norms, and the need for social cohesion.

While not an exact comparison, one related dichotomy is how artists, writers, and art movements have oscillated between these two poles over the course of art history. That spectrum is what philosopher, Friedrich Nietzsche, described as the pull between ideas represented by the Greek gods Apollo, god of reason and logic, and Dionysus, god of emotion, pleasure, and self-indulgence.

Nietzsche (pronounced, nee-chuh) described the “Apollonian” ideals of order, rationality, and harmony (including preserving social order through conformity) which are set against the “Dionysian” spirit of passion, instinct, and self-expression — including rebellion against societal constraints.

In this unit, you will select from the literary works of our previous units, searching for this dichotomy in your choices among the readings of creative nonfiction, fictional short stories, poetry, drama, and your novel to explore the Rebellion versus Conformity theme. 

The goal of your synthesis essay will be to identify, articulate, and discuss the readings’ different perspectives on this dramatic conflict we all face.

You will examine how different genres and literary techniques contribute to the portrayal of this theme and the insights they offer into the human condition. Through close reading, critical analysis, and thoughtful reflection, you will unravel the nuances, tensions, and implications embedded within these works.

Prepare to explore the captivating competition of Rebellion versus Conformity in literature. By the end of this unit, you will have developed a deeper understanding of the complexities surrounding individuality, societal expectations, and the choices individuals make to preserve peace and growth of their communities. Get ready to embark on a journey of literary exploration and intellectual inquiry, as we analyze and interpret the selected readings through the lens of this compelling theme.
Analysis Checklist 

When considering the thematic dichotomy of rebellion vs conformity, including closely related issues, such as the individual versus the group, please take note of the following elements:

1. Individual vs Group: Explore the tension between individual autonomy and conformity to societal norms or group dynamics.
2. Motivations: Analyze the reasons behind characters’ choices to conform or rebel against established norms.
3. Conflict: Identify conflicts that arise from clashes between individuals and societal expectations or group dynamics.
4. Transformation: Examine how characters undergo personal growth or change as they navigate the struggle between rebellion and conformity.
5. Power Dynamics: Consider the role of power structures and hierarchies in influencing individuals’ choices to conform or rebel.
6. Social Pressure: Note the external influences and pressures that shape characters’ decisions to conform or challenge the status quo.
7. Identity: Explore how conformity or rebellion can impact a character’s sense of self and individual identity.
8. Consequences: Analyze the outcomes and consequences of characters’ choices to conform or rebel.
9. Peer Influence: Consider the impact of peer pressure and the influence of social groups on characters’ behavior.
10. Societal Norms: Examine the societal expectations, rules, and values that characters either conform to or challenge.
11. Empowerment: Explore instances where rebellion against conformity leads to personal empowerment or societal change.
12. Social Critique: Note any social commentary or critique of prevailing norms or systems embedded within the exploration of rebellion and conformity.

These elements should provide a framework for analyzing and interpreting the thematic dichotomy of Rebellion vs. Conformity. It is important to adapt and expand based on the specific context and themes present in each literary work, considering additional elements such as symbolism, character dynamics, narrative structure, and thematic development.

Introduction to Literature Course Readings 

• “Frank Sinatra Has a Cold” (1966) by Gay Talese
• “Letter from Birmingham Jail” (1963) by Martin Luther King, Jr.
• “True Colors” (1999) by Malcolm Gladwell
• “The Chase” (1987) by Annie Dillard
• “My Misspent Youth” (2001) by Meghan Daum
• “My First Time” (2021) by “Alejandra Alumna”
• Kate Chopin, “The Story of an Hour” (1894)
• Arthur Conan Doyle’s “The Adventure of the Speckled Band” (1897)
• O. Henry, “The Gift of the Magi” (1905)
• James Thurber, “The Secret Life of Walter Mitty” (1939)
• Eudora Welty, “A Worn Path” (1941)
• Shirley Jackson, “The Lottery” (1948) 
• James Baldwin, “Sonny’s Blues” (1957)
• Langston Hughes, “Thank You, Ma’am” (1958)
• Grace Paley, “A Conversation with My Father” (1972)
• Alice Walker, “Everyday Use” (1973)
• Andy Weir, “The Egg” (2009)
• William Shakespeare, “Sonnet 29: When, in disgrace with fortune and men’s eyes” (1609)
• John Donne, “For Whom the Bell Tolls” (1624)
• William Blake, “The Lamb” (1789)
• Percy Bysshe Shelley, “Ozymandias” (1818)
• Henry Wadsworth Longfellow, “A Psalm of Life” (1838)
• Emily Dickinson, “Hope Is The Thing With Feathers” (1891)
• Rudyard Kipling, “If—” (1910)
• Robert Frost, “The Road Not Taken” (1916)
• Edgar Albert Guest, “To a Young Man” (1916)
• Mitchell Parish (for a melody by Hoagy Carmichael), “Stardust” (1927)
• William Carlos Williams, “This Is Just To Say” (1934)
• Langston Hughes, “Let America Be America Again” (1936)
• W. H. Auden, “Song No. XXX” (aka “Funeral Blues” or “Stop All the Clocks”) (1938)
• Dr. Seuss, “Horton Hears a Who!” (1954)
• Bob Dylan, “A Hard Rain’s a-Gonna Fall” (1963)
• John Lennon, “In My Life” (1965)
• Paul Weller, “Down in the Tube Station at Midnight” (1978)
• 2Pac (Tupac Amaru Shakur), “Dear Mama” (1995)
• Billy Collins, “The Lanyard” (1998)
• Amanda Gorman, “The Hill We Climb” (2021)
• Oedipus Rex (429 BC) by Sophocles
• The Proposal (1890) by Anton Chekhov
• Pygmalion (1946) by George Bernard Shaw
• Casablanca (1942) by Julius J. Epstein, Philip G. Epstein, and Howard Koch
• “Everything is Fine” (The Good Place, 2016) by Mike Schur
• Pride and Prejudice by Jane Austen (1813)
• To Kill a Mockingbird by Harper Lee (1960)
• The Princess Bride by William Goldman (1973)

 

This assignment will require proper citations of the primary and secondary sources. The primary source is the creative text you’re analyzing or interpreting. Secondary sources are experts’ commentary on those sources, which you might cite to help explain and prove your points. You will need to search for TWO experts’ opinions on the texts you choose — and quote, paraphrase, or summarize their findings to explain and prove your points.

Many of you already covered these topics in English Composition I and II, however, as a refresher, below is a listing of articles to help you refer to and cite them properly.

• On Paragraphs
• Quoting, Paraphrasing, Summarizing
• Avoiding Plagiarism
• Safe Practices
• MLA Style
• MLA- In-text Citations
• MLA- Formatting Quotations
• MLA- Works Cited Page
• MLA- Citing Books
• MLA- Citing Electronic Sources
• How to Write Masterful Topic Sentences for Essays
• How to Use Transition Sentences for Smoother Writing
• All About Transition Words

Please remember to take notes on all the readings and videos in the course, and take a minute to review all your hard work, daily.