During our first sessions, we parsed numerous recondite passages illustrating the motif of atavism and the theme of societal restraint vs self - restraint. We further studied the elements of foreshadowing and the narrative framework as the story jumps from Marlow's reciting the tale of his long ago journey down the Congo River and Marlow in the present addressing the frame narrator and the other listeners. As we examined Conrad's view of the suppressed but extant dark impulses of Mankind, we further noted Faustian references and discussed Kurtz' apparent bargain with the devil. During our final session we worked on writing an analysis of the use of foreshadowing in the first chapters. I assisted Nina in creating a topic sentence and in then maintaining a focus on a unifying idea. I further discussed and demonstrated how to combine sentences, how to create and join paragraphs, and how to use active verbs. For our next and final sessions, I have prepared 6 practice writing exercises that will work on this week and next week before Nina takes her final exam on May 4th and 5th.

As Nina completed a writing exercise on foreshadowing, this prompted today's discussion based on Nina's questions as to possible plot and theme outcomes. While the darkness motif clearly suggests a pessimistic view and outcome, Nina raised specific questions about Kurtz ' motivations and death. We examined how Kurtz may have become obsessed with ivory and wealth and in its pursuit exploited the native populations he initially intended to assist . The role of the crew of cannibals also aroused Nina's curiosity. In this regard, I discussed the motif of restraint noting how the cannibals can exercise self-restraint (by not consuming the crew for dinner) even without societal pressure and laws in contrast to Kurtz and the Europeans who in the isolation of the jungle devolve quickly in the absence of external restraints. Thematically, based on the foreshadowing , we entertained ideas of the novel's theme: What lies at the heart of Man's nature, darkness as the title proclaims ,or perhaps nothing which is perhaps worse. We further recognized the racist undertones in Conrad's descriptions of the non-white crew.

Today's first sessions focused on the function of the narrative framework , and identifying the motifs of reality vs illusion ,and atavism. We noted how the frame narrator hears and interprets Marlow's tale just as the reader does, and I clarified for Nina certain passages where the text is unclear whether Marlow or the frame narrator is speaking. After Nina did very well in identifying and discussing the examples of exploitative colonialism , I parsed metaphorical passages wherein Marlow discusses the distinction between what is on the surface of the river he navigates and the truth that lies beneath. In that regard, we then analyzed passages comparing the African jungle to primordial earth and I defined and discussed the motif of atavism in the context of the passage.We discussed the relationship between isolation and the reemergence of violent primordial law. During our last session, we worked on writing .After I provided a prompt about the function of forshadowing in the first segment of the novel ,Nina prepared an outline on how foreshadowing suggests plot outcomes and themes and began drafting a short analysis. As she wrote, we shared a screen and I provided instruction and editing suggestions.

Nina competed an exercise identifying various phrases and descriptions of the mysterious character Kurtz who has not yet appeared in the novel other than by reputation. Nina very perceptively recognized that the Manager who claims Kurtz is "exceptional" is fearful Kurtz will take his job and therefore has in reality sabotaged Marlow's vessel in the hope that Kurtz will die in the jungle before he can be rescued . We then analyzed the symbolism of Kurtz' painting of a blindfolded woman holding a torch noting the veiled allusion to Beatrice in Dante's "Inferno". We discussed the phrase"philanthropic pretense" in this context and tied this painting to Marlowe's earlier comment that women must carry on Man's pretenses and illusions as women are too fragile to bear the truth of the cruelty underlying the illusion. We also parsed Marlowe's contradictory observation about his distaste for lies. Although Marlowe has not yet met Kurtz ,we examined how he begins to feel aligned with Kurtz believing that Kurtz offers some hope of a redeeming idea justifying the greed and exploitation that Marlowe begins to encounter in the Outer Station. Last, we reviewed Nina's study guide homework and supplemented her answers based on class discussion.

As we previously studied the influence of the Faust legend and Dante's "Inferno" we today examined the text to locate the direct and indirect allusions in the opening pages. We noted how the "outer station" is reminiscent of Dante's first ring of Hell, and further noted references to devilish attributes of the station as well as the author's characterizing the station as an Inferno. Additionally, we examined the author's controversial negative depictions of women and of African native tribes. As the narrative framework of the novel is Marlowe's recitation of his journey down the Congo River, I addressed the distinction between Marlowe the narrator and Marlowe the character ,who has yet not experienced the dark side of human nature that gives the novel its name. After we identified the novel's biting critique of European Colonialism , I then introduced the theme of "restraint ". What keeps Man's dark impulses in check, self -restaint or societal restraint such as the law, societal presence , and religion?. We discussed how this question becomes more pressing as Marlowe leaves all remnants of societal restraint behind as he travels deep into the heart of the Congo. Last, we reviewed Nina's study guide homework, and completed an exercise identifying how the author uses imagery and descriptions to create mood and atmosphere of both the City of Brussels and of the grim Outer Station.

We began our study of this enigmatic novel by first noting similarities between the novel's narrative structure and the narrative structure of "Rime of the Ancient Mariner." Nina astutely pointed out that the novel is saturated with imagery and from this comment I explained the relationship between imagery and symbolism . We studied the opening pages in detail examining the difference between the frame narrator and Marlowe, the actual teller of the underlying story , both in attitude and physical traits. I addressed why the underlying story is addressed to the narrator, an accountant ,a lawyer, and corporate director who due to their elevated social status and wealth remain insulated from the truth of Man's nature that Marlowe's story will reveal. We then addressed the novel's open criticism of Colonialism and compared the frame narrator's naiveté to Marlowe's despairing view of Colonial enterprises. We further discussed the racism inherent in the sententious justifications for exploitation . In that regard, we analyzed the author 's reference to this justification as a "great idea" that European powers "bow to" . We critically further noted how Marlowe explains that England too was once considered "savage" by its Roman conquerers thereby drawing an analogy between the conquest of England and the conquest of Africa by Western powers.

Our first session was devoted to exploring background information on our next novel,Conrad's "Heart of Darkness." I provided historical background on colonial exploitation of Africa, specifically Belgium's exploitation of the Congo's people, ivory ,and rubber and tied this history with Conrad's biographical information including his personal experience navigating on the Congo River for a Belgian commercial enterprise. I then discussed Conrad's symbolic and inconclusive style including quotes from the author explaining why he writes symbolically . Next, I addressed the narrative framework , and we discussed the similarities between the novel's narrative framework and the narrartive framework of "Rime of The Ancient Mariner." Further, as literary allusions run beneath the surface of the plot during our second session I discussed both Dante's "Inferno" and the Faust legend as it manifests in German and English literature. We studied a summary of the "Inferno" and Dante's nine stages of hell followed by redemption and I explained how that motif appears in the novel. We then studied the Faust legend as it first appeared in German folklore and later in Marlowe's "Faustus" and in Thomas Mann's Dr.Faustus. I defined the term "Faustian bargain" and we explored how that motif appears in other movies and literary works, for example ,the movies "Apocalypse Now" based on our novel ,"Heart of Darkness "and "The Natural" based on Bernard Malamud's novel.

During our first sessions, Nina wrote a comprehensive essay analyzing and comparing two poems as her final unit assessment. During our last session, we worked on revising and editing the essay . We addressed drafting and incorporating a strong thesis statement into the opening paragraph , reorganizing paragraphs, and adding textual support aligned with the composed thesis statement. We further discussed what inferences readers might draw about the two poets' view of mortality and how those inferences could be a source of commentary for the conclusion.

We continued an in depth analysis of Auden's "Musee des Beaux Arts" during the first session. Having addressed theme , we today addressed how form and diction mirror and complement meaning. For example, we studied the consistent use of adverbs to slow down the pace of the poem as if one were strolling through a museum as well as the significance of hiding rhymes through enjambment. Last, we discussed whether the poem's observation about human indifference raises a moral imperative or is merely one of acceptance. During our second session, we studied a form of poetry known as the villanelle as some of the most famous poems in the language employ this very structured form. We specifically analyzed Elizabeth Bishop's "One Art" addressing how one deals with devastating personal loss. We noted how the poet's tone shifts from the nonchalant ("It was not a disaster") to an emotional plea to convince herself that she can "master" her loss. Structually, we noted how the poet formally ties the rhymes "master" and diaster" as end rhymes and hence also thematically ties these ideas .Additionally ,we studied other famous villanelles including Dylan Thomas' " Do Not Go Gentle into That Good Night."

During our first session, we parsed and analyzed an enigmatic poem by ee Cummings. As a radical Modernist poet ,Cummings breaks rules of conventional English , and creates images in unique ways. To enter this world of Modernism , we first noted the use of antonyms in most lines, and symbols noting the passing of time such as ",sun, moon ,stars and rain" and the ongoing chiming of bells " floating up and down." We further noted the use of "anyone" and "no one" as both individuals and universal characters who defy the conventionality of the "everyones" who don't live their dreams but instead "sleep " them. During our second session, we had an interactive on-line lesson studying "Musee des Beaux Arts" by Auden. In this lesson ,we were able to on a single shared screen see the text of the poem, study marginal literary commentary, and focus on sections of the paintings by Bruegel that are the subject of the poem. Studying the relevant Renaissance paintings along side the poetry, highlighted the poem's theme of societal and Nature's indifference to human tragedy and suffering. Nina especially appreciated the ability to closely examine the tragedies at the "edges" of the paintings that are often overlooked by the casual museum visitor and noted how the poem's theme hence overlaps with the artist's theme . We further began to examine how styrax and biblical allusions convey meaning .