We continue to analyze how perspective , foils, symbols, and plot sequencing contribute to meaning. First, we studied how society's interpretation of the scarlet letter "A" varies depending on the viewer. From there ,we noted how interpretation of a symbol can add complexity and meaning. We explored the novel's overall meaning that the sin rests more in its hiding than its commission. We discussed how plot sequencing , here in media res, reenforces this interpretation as Hawthorne does not portray the sin itself, but only its impact on the characters who either wear it literally or falsely hide it. We further discussed how this tension between appearance and reality creates a complexity that reveals character.
We first explored how foils operate in the novel to illuminate character by virtue of contrast. We discussed how Hester P, Chillingworth, and Dimmesdale , react differently to the societal pressure caused by Hester's adultery. We then studied the text noting how the narrator and Hester Prynne are almost doppelgängers as each seeks expiation through art and each feels compelled to reside in the locale of the actual or perceived sin. I further pointed out textual passages that introduce the novel's theme of universal sin which all people conceal and how the pretense of moral purity is worse than the sin itself according to the author. Last, we began a focus on the symbolism of Pearl acting as a contrast to the rigidity of the Puritan theology.
In this unit, we are studying how narrator perspective ,symbols, and foils contribute to a novel's interpretation. Using the novel ,The Scarlet Letter, we discussed the reading by focusing on these areas. On the board, I noted the three foil characters, Hester, Dimmesdale, and Chillingworth, and we explored how each character responds to Hester's adultery .We discussed Hester's defiance and examined Chillingworth's dual character. He, on one hand, acknowledges his irresponsible behavior in marrying Hester in the first instance, but also voices his commitment to destroying the soul of the yet unnamed father of Hester's child. We noted the novel's diction in characterizing Chillingworth as "the leech."
We explored how diction creates the narrator's perspective and the role of symbols in the interpretative process. First, we dissected the diction of the first page of the novel noting how word choice illustrates the narrator's view of a draconian orthodox Puritan society. Further, we discussed how the description of the prison door reinforces the dark stern image of the Puritans. We then focused on the contrasting symbol of the rose and the allusion to Anne Hutchinson. I discussed the Antinomian religious view and how it contrasted with the Puritan theology.
Today we addressed how to compose a claim or topic sentence for the open ended essay question on the AP exam which always requires the student to focus on how certain techniques contribute to the overall meaning of the novel. We reviewed Joshua's essay on Huck Finn, MacBeth, and Brighten Beach Memoirs and then explored how to form a claim based on an interpretation of the work. We spent most of the session generating a claim/ interpretation about Huck Finn that addressed how the resolution of Huck's inner and outer conflicts contributes to the novel's overall meaning. With assistance, Joshua was able to revise his claim to convert it to an interpretation tied to conflict resolution. He did very well in noting the critical role of plot sequencing in MacBeth .
We parsed the novel's recondite opening essay "The Custom House." . First, we noted how this introduction creates the structure of the narrative, a story within a story ,with the novel itself as the underlying narrative. Noting how the author's persona stumbles upon the narrative of the scarlet letter, we discussed how the scarlet letter's ornate and decorative appearance suggests its wearer was honored by her society. We began to analyze how the interpretation of symbols as well as the use of art as a tool of expiation are central themes of the novel.
We explored in detail four specific examples from the novel that illustrate how Huck's moral choices evolve to reflect character. Additionally, we noted how a foil such as the character Tom Sawyer, illuminates Huck's character. We discussed how Huck's evolved morality is associated literally and symbolically with life on the raft and river, whereas Tom's conventional character is associated with the land. In this way the setting complements the use of character foils.
I first provided instruction on how plot structure and sequence inform or create character. I discussed how plot creates conflict which presents choice. Critically, how the character elects to act illustrates character. We then applied this analysis to the novel Huck Finn identifying how Huck's actions and choices reflect not only Huck's character but create an American humanism of freedom and equality.
As our introductory lesson on The Scarlet Letter, I provided background information on the literary theory of Romanticism and the role of interpretative imagination . Further, I addressed biographical information about Hawthorne that informs the novel's introduction ,"The Custom House," We began to read this lengthy and esoteric introduction together so I could assist Joshua with the ornate style and difficulty vocabulary .
