We studied plot and character developments throughout this section of Part II of the novel. First, we noted the contrast between Wemmick's personal and professional opinion regarding PIp's plan to lend money to Herbert. We discussed the personal dynamics of lending money to a friend and the difference between Wemmick's personal and professional advice. We further noted Dickens ' use of contrast in depicting the healthy relationship Wemmick has with his girlfriend vs the self destructive relationship Pip insists on pursuing with Estella. In this regard, we carefully parsed the text and discussed Pip's ongoing rationalizations for Estella's cold heartless conduct. Kaitlin astutely noted that notwithstanding Estella's indifference ,she likely does harbor some concern or feelings for PIP as she continues to warn him against expecting any reciprocity of his feelings (or obsession).

We first worked on Kaitlin's textual analysis paragraph and discussed how to incorporate the significance of literary motifs into her work. Kaitlin then drafted an analytical passage describing the significance of the clothing motif representing an aspect of identity ,in some cases false(pip) ,in others true(Joe). We then studied the motif of forgiveness which appears in Mrs Joe's dying words,"pardon." Kaitlin addressed where the motif of forgiveness appeared throughout the novel ,especially in the voice of Pip the narrator now able to judge his past misdeeds,

Today we explored the terms : bildungsroman, theme and motif. Kaitlin took notes on these topics ,and we identified from the first 36 chapters examples of developing themes as well as motifs such as guilt, and forgiveness ,as well as the recurring plot involving the criminal elements of society . Kaitlin insightfully raised the country v city motif and we discussed how the physical dirt and rot of the city mirrors the lack of values of the upper classes. I then provided as a practice exercise a passage from the novel . For homework, Kaitlin will draft an analysis based on class discussion identifying the context of the quote and the passage's illustration of theme, motif, and/or character .

We studied how as Pip's wealth and social status rise, his values diminish. We noted how he unwittingly places his best friend into debt and its consequent anxiety as well as how he physically abuses his servant, reminiscent of his sister's abuse when Pip was a small boy.. Next, we analyzed Dickens' satire of Mrs Joe's funeral as a sham theatrical performance ,almost humorous in its absurdity, again illustrating the lack of authenticity of the merchant class. Mr Trabb, orchestrates the occasion with empty ceremony to impress the neighbors rather than allow any display of authentic grief .

We noted how in Part II of the novel Dickens shifts focus from plot to social criticism. Yesterday, we explored the decline of the theatre. Today, we studied the Victorian criminal justice system as Pip tours the infamous Newgate Prison. Kaitlin worked on constructing sentences based on the text describing the prison as both sleazy and chaotic . We also discussed Wemmick's cavalier attitude toward his clients on death row. I addressed the literary significance of this plot deviation as a mechanism to contrast Pip's new world of upper class wealth with his past wherein he had contact with the criminal class. Kaitlin was very interested and engaged in this chapter as she has strong views on the punishment of criminals which she voiced.

We studied Dickens' parody of the Victorian theatre, an institution that he felt was in decline. I explained the satire inherent in Wopsle's ridiculous performance of Hamlet noting not only the poor performance but the crude and rude audience reactions. I addressed how this chapter ,however, is not totally out of character for the novel as Wopsle's, performance subtly mimics Pip's poor performance now as a member of the upper class due to happenstance. I further provided instruction on the elements of the bildungsroman emphasizing the genre as a vehicle of self -discovery which the novel well depicts as Pip the narrator ,now a much older man, still feels regret and can judge and point out to the reader his youthful arrogance.

We explored two motifs: contrition/guilt and the power of money. We discussed how Pip, the narrator ,recognizes with regret his youthful arrogance especially when Pip the character rationalizes his decision not to visit Joe and penitently sends Joe a barrel of oysters, as if money could replace caring. We further noted how Pip as a rich parvenu arranges to have both Trabb's boy, who teased and taunted Pip ,and Orlick fired. I addressed the formula of the bildungsroman in the context of Pip's arrogance and crucially in PIp's futile obsession with Estella. We contrasted Pip's love for Estella based on false values with Herbert's love for Clara despite her social class.

We first worked through some of Dickens' obscure allusions and then addressed Dickens' metaphor describing Pip's self-deception in rationalizing his decision to not visit Joe during his visit to his hometown. We further noted Pip's fairy tale delusion seeing himself as a knight in shining armor saving Estella , a princess. Kaitlin did well noting how while Estella is haughty and cruel she is at least honest with Pip adjuring him to place his affections elsewhere as she has been created and raised to be "soulless and heartless" by Miss Havisham. We further explored Miss Havisham's definition of love and PIp's failure to recognize the difference between love and obsession .

Kaitlin evidenced considerable initiative by reading during her week off three chapters of the novel and completing a take home quiz on the reading. We discussed one or two areas where she was unclear and then studied more closely certain aspects of the reading ,specifically how the scene wherein Pip feels guilty for his treatment of Joe during his visit mirrors the earlier scene where Pip feels guilt upon leaving home for London ,again arising from his being ashamed of Joe. We next studied Dickens' over reliance on coincidence and discussed examples in the novel. Last, I explained a number of the literary allusions to Hamlet and Dickens' satire of the Victorian theatre.

We discussed aspects of Pip's character deterioration first from the point of view of Pip ,the narrator, who as an older man now harshly criticizes his pretentious arrogance as a young man . While Pip as narrator describes his embarrassment in having to host Joe as human weakness and meanness , Kaitlin very interesting pointed out that Pip may have a valid reason to feel ashamed of his punative father . In this regard, we were able to analyze how the novel as seen from the point of view of Pip the narrator can differ greatly from the perspective of the modern reader. I further provided background on the play "Hamlet" as Joe relates a humorous but uneducated and simple interpretation of the play . I noted how Wopsle's ridiculous performance as Hamlet acts as a mirror to Pip's performance as a cultured gentleman of London. Last, we reviewed the exam on chapters 1-25. Kaitlin did well .