Wordsworth’s “Tintern Abbey,”

Choose one (1)of the following topics:

(1) In Haywood, does Fantomina assert and achieve autonomythrough her sexual agency and disguises, or is that autonomy restricted orevendenied by her society (as represented by Beauplaisir, her aunt and mother, economic and class dynamics, and the like)?In either case, why is she a subversivefigure?

(2) In Wordsworth’s “Tintern Abbey,” how do forms of repetitionmost significantly function to express and reinforce the poem’s concern with the connection between memory and the development of the Self? Be specific regarding forms of repetition (i.e., anadiplosis, anaphora, epanalepsis, iteratio, parallelism, polyptoton, and the like; see the Oxford Dictionary of Literary Terms, 4th ed.).

(3)Analyse Keats’s “Ode to a Nightingale” for the most significant ways in which it expresses and reinforces the argument aboutthe “vale of Soul-making”Keats makes in his letter to George and Georgiana Keats of 14 Feb. to 3 May 1819 (CEB 465–466). Specifically, why must the poet and poetryseeminglyreject “fancy”?

(4) For Canto I of Byron’s Don Juan, analyse the poem’s representation of and commentary on masculinity. Does Juan challengethenorms of masculinity, and if sowhat does he most crucially show to be limiting or inadequate about those norms? Or, despite his contrast to men such as Don Alphonso and even the narrator, does he ultimately reinforce those norms?

(5) Choose either Tennyson’s “Ulysses” or Browning’s“The Bishop Orders His Tomb,”andreadthe section on “Faith and Doubt” in “The Victorian Era” (CEB 498–541). How does the poem most significantly reflect and promote or challengeand questionVictoriannorms of (religious) faith?

(6) InThe Millon the Floss, analyse the significance of Maggie’s readingto how she challenges the norms and expectations of women’s duty (domestic, social, and the like). What is the novel’s argument regarding the consequences of Maggie’s reading? For instance, is her reading a positive means of resisting or even subverting the norms ofwomen’sduty, or is the novel ultimately ambiguous on the matter?

(7) InThe Millon the Floss, analyse how naturemost significantly influences or even determines social dynamics(such asrelated toclass,economics,family,law, politics, and the like). How does naturefunction tohighlight the tensions and conflicts in such social dynamics?
(8) In Shaw, analyse the dynamic between capitalismand women. What is the play’s central argument, or thesis, about this dynamic? For instance, does Mrs. Warren subvert the commodification of women’s bodies and sexuality by developing and asserting economic control over such commodification? Or, does she highlight how such control is ultimately just provisional, perhaps even an illusion?

(9) In T.S. Eliot’s The Waste Land, how does the pluralityof voices, languages, forms, and genres reflect the condition of identity, or of the Self, post World War I?For instance,what is the key consequence or implication of the representation of the Self as unstable, fragmented, ambiguous? Consider focussing on just two or three sections of the poemin your analysis.

(10) In Woolf’s “Kew Gardens” and “Mrs. Dalloway in Bond Street,” what is most significant about the dynamic between place and perspective? How does place affect and influence perspective? Why are multiple, even competing,perspectives vital to the meaning of place?

(11) Develop your own topic in consultation with the course instructor. You must write on a text (or texts) assigned in the Course Schedule of the Syllabus. You must email a proposal of your topic tothe course instructorby midnight of Friday, 7June2019; topic proposals will not be accepted after this day under any circumstances.You may do a comparative essayif you wish, following these guidelines:–you can compare only two (2) texts, and only poems or short stories;–texts must be fromthe Course Scheduleof the Syllabus;–each text must be by a different author.

Sample Solution

ACED ESSAYS