Monday, April 24, 2017

Discussion on A Midsummer Night's Dream from English 350


Destiny Hagenow
BVU Shakespeare
7/10/16
A Midsummer Night’s Dream
In a thoughtful essay using at least two of the various lovers in the play, demonstrate how love is an irrational emotion.
Helena loves Demetrius but worries that she is not good enough and that her friend Hermia is his real love.  In Act 1, she utters,“And as he errs, doting on Hermia’s eyes, So I, admiring of his qualities. Things base and vile, holding no quantity, Love can transpose to form and dignity. Love looks not with the eyes, but with the mind, And therefore is winged Cupid painted blind.” I think a lot of women, even today, can have feelings like this. Helena is struggling with her self -image because of a man. She’s so distressed that Demetrius is in love with Hermia that she forgets her own self worth. I think this really goes with this play’s theme of love as erratic, inexplicable, and exceptionally powerful. In those lines she is saying that love is not just appearance it’s the perception one has of their beloved when they’re in love. She loses herself and can’t look at Demetrius with a logical eye because she’s in love with him. If that doesn’t prove that love is an irrational emotion, I don’t know what will.
Hermia is upset because her father forbid her and Lysander from marrying, and, if she disobeys her father, Theseus will kill her. Lysander attempts to console Hermia by saying,“Ay me, for aught that I could ever read, Could ever hear by tale or history, The course of true love never did run smooth.” Basically, what he is saying is that there has been many people who have fallen in love throughout the ages, and there have always been difficulties that challenge each relationship. Hermia responds that their love should persevere and that this is just the price they pay for perfect love. Hermia and Lysander are risking their lives for this feeling of love they have for each other. That’s incredibly irrational. They have a happy ending, but at what cost? How long will their happy ending last until their choice to disobey catches up to them?
As is typical of Shakespeare, Athens is presented as lawful and orderly and the forest represents the ungoverned natural world. You can agree or disagree with that statement. I want you to choose some very carefully worded quotes from the play to defend or refute the first sentence.
Athens is all business and realistic. The citizens start having issues with their love lives and decide to go into the woods to sort out their ridiculous and irrational love triangle. Theseus orders Puck to find a love potion for Titania so Puck goes to the woods to retrieve it. Anything magical or unnatural in this story seems to take place in the woods. In fact, Puck comments about the dreaminess of the play in the Epilogue, “If we shadows have offended, Think but this, and all is mended: That you have but slumbered here, While these visions did appear; And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend. If you pardon, we will mend.” He’s basically telling the audience that, if they’re offended, they should think of the events in the play as a dream, like some of the characters. For example, Bottom wakes up believing all these events were merely a dream when he states, “I have had a most rare vision. I have had a dream past the wit of man to say what dream it was. Man is but an ass if he go about t’expound this dream. Methought I was—there is no man can tell what. Methought I was, and methought I had—but man is but a patched fool if he will offer to say what methought I had. The eye of man hath not heard, the ear of man hath not seen, man’s hand is not able to taste, his tongue to conceive, nor his heart to report what my dream was.” This makes it sound like the various comical events that transpired in the forest were merely a dream that the audience shared. After these unnatural events. these characters are all to return to the realism of Athens.
Shakespeare writes a funny “bad” tragedy within a well-written romantic comedy. What makes Pyramus and Thisbe” bad and Midsummer good? You should consider characterization, plot, and language in your essay.

Shakespeare makes fun of his own career within his play. He mocks himself by writing a tragic play within a play to heighten this play’s humor. “Pyramus and Thisbe” is over-the-top dramatic with suicides and wasted love, which reminds me a bit of ‘Romeo and Juliet’ and other Shakespearean plays. This “bad” tragedy is so over the top that it’s funny, while this “bad” tragedy continues to heighten and escalate this well-written comedy. The lovers in Midsummer are so eloquent and well-spoken, while the craftsman could not be worse actors and say the most foolish and silly lines. For example, Bottom declares that he will roar, “as gently as any sucking dove,” and Flute, a bearded man, plays Thisbe. Pyramus and Thisbe has completely nonsensical language that strips the performance of any seriousness or profound meaning. The craftsmen are mocking the love triangle between Hermia, Helena, Demetrius, and Lysander with their telling of the story of Pyramus and Thisbe.

Applying Literary Theory to Annabel Lee by Edgar Allan Poe from English 340

Destiny Hagenow
Betsy Goetz
Intro to Literary Theory
February 29, 2016
Applying Literary Theory:
Annabel Lee by Edgar Allan Poe
Reading a literary work can be difficult and frustrating. However, with the right tools, a reader can easily discover hidden meanings and maybe even obvious ideas that weren’t initially identified. Literary theories can be immensely helpful when trying to understand a piece of literature. Using feminist analysis and psychoanalytic analysis, a reader can effectively analyze a text to identify literary themes and ideas and gain a better understanding of social and cultural systems of a time period, while also gaining insight into an author’s beliefs and ideology.
In order to fully understand a text, a reader must understand the author of a text. Edgar Allan Poe is an American author from the Romantic era of literature. He’s well known for his mysterious short stories and poems. His life was almost as mysterious as his literary works.
Poe was born in Boston on January 19, 1809 as the second son to parents who were actors. His life took its first ugly turn when his father abandoned the family in 1810 and his mother died the following year. Poe was orphaned, but soon taken in by John and Frances Allan in Richmond, Virginia. He attended the University of Virginia for one semester, but he was forced to drop out because of money issues. The money issues strained his relationship with his foster father John Allan. in 1827, Poe joined the Army under the assumed name Edgar A. Perry, and, while he was enlisted, he published his first collection of poems. After failing as an officer’s cadet at West Point, Poe decided to write full-time. He worked for various literary journals and periodicals and lived in various cities (Poe's Life, Legacy, and Works).
In 1835, Poe married Virginia Clemm, his 13 year-old cousin. In 1845, Poe published his poem“The Raven” and became an instant success. However, a couple years later, Virginia died of tuberculosis. Poe was devastated and his drinking became more frequent (Poe's Life, Legacy, and Works). In 1849, a man found Poe in the streets of Baltimore delirious and brought him to the hospital. Poe was never coherent enough to explain his condition to physicians. He continuously called out for a mystery man named “Reynolds,” and was strangely wearing clothes that weren’t is own. Poe died of an unknown death a few days later at age 40. Historians have various theories as to how Poe died: alcohol, brain congestion, cholera, drug-use, heart disease, rabies, suicide, tuberculosis, and the list goes on and on (Gieling).
Edgar Allan Poe was known for his distinct literary style. Most of his works are considered Dark Romanticism because of their mysterious and grotesque nature. Poe disliked Transcendentalism and allegory, but his works are rich with irony.  He often used themes that dealt with death: Physical signs of death, the effects of decomposition, premature burial, reanimation of the dead, & mourning. Beyond horror, Edgar Allan Poe wrote satires, humor tales, and hoaxes (Poe's Life, Legacy, and Works).
Using feminist principles and ideology to critique literature is a great tool, if a reader is trying to analyze a literary work. Feminist analysis theory is used to describe and analyze the ways in which literature portrays the narrative of male domination in regard to females by exploring the economic, social, political, and psychological forces embedded within literature. This theory is used by readers to ask new questions of old texts. Patriarchy, the social structure empowering men throughout much of history, has come under intense critical scrutiny. Feminist theory looks at literature with a new lense to discover and analyze gender inequality and oppression (Hall).
In the poem Annabel Lee by Edgar Allan Poe, the narrator never gives a physical description of Annabel Lee (Poe). He only refers to her as beautiful. According to the narrator, she apparently didn’t have any skills worth mentioning other than her beauty. To a reader, this beauty seems a little too good to be true. Looking at this poem, it’s easily known that the narrator was obsessed with her, but why? Only because she was beautiful? What about her personality or her dreams? The poem only talks of her beauty (Poe).
The narrator claims, “And this maiden she lived with no other thought than to love and be loved by me (Poe).” At first, this sounds like a sweet sentiment, but I see it differently when using the Feminist lense. She lived only for him? This sounds an awful lot like literature from a time of patriarchal oppression. In this time, women were often solely homemakers and baby makers. For a male to say that her only thoughts were of him, it seems a little sexist and self-centered, but this was a normal attitude for the time period. However, does this idea reflect Poe’s personal views or is he only reflecting society’s views?
The purpose of Psychoanalytic Literary Criticism theory is to make a psychoanalysis on the author of a story or of the characters involved in a story. Using this theory, we take a look at the author and characters and determine whether they exhibit any of Freud’s concepts like an Oedipus complex, penis envy, Freudian slips, and other concepts to see how they influence a character’s behavior and thoughts within a story. This theory can help readers figure out certain themes, symbols, behavior, and settings within a literary work (Hall).
In Annabel Lee,  the narrator states that they were young lovers by stating, “I was a child and she was a child (Poe).” Is the narrator referring to a young age or being young at heart? That line reminds me of Poe’s own life, because he married Virginia when she was only 13 years-old. Is Annabel Lee based on Poe’s own lost love? By him referring to himself as young, does that mean maturity wise or childlike love?
This poem is interesting because love has made the narrator who he is, but love has also clearly ruined his life. One day he's a happy young guy with a girlfriend he loves a lot, the next thing we know she’s dead and he’s sleeping next to her tomb, “And so, all the night-tide, I lie down by the side of my darling—my darling—my life and my bride, in her sepulchre there by the sea- In her tomb by the sounding sea (Poe).” This can be read as a romantic gesture, because he just can’t go on without her or without being near her. After thinking about it from the psychoanalytic lense, I can’t help but think this guy needs counseling. Poe was known for writing stories with death as a theme. Could this stem from Poe’s environment growing up? He was left an orphan because his father left and his mother died. A foster family raised him, but Poe had a strained relationship with his foster father over money issues. Later, his beloved wife dies of tuberculosis, which left Poe alone again. Poe lived through many deaths, and that could be what triggered his stories and poems with death as a theme.
After reading this poem using the psychoanalytic theory, the narrator seems a bit insane. I don’t know if that’s just Poe reflecting his own feelings of grief, but I know I would feel so isolated and hurt if my husband died. However, Annabel Lee seems mostly like a fantasy girl that someone made up in their minds, which clicks with the setting with the whole fantastical kingdom by the sea and how she’s referred to as a beautiful “maiden (Poe).” The narrator also believes angels in heaven envy their love and that demons and angels want to seperate their love, “And neither the angels in Heaven above nor the demons down under the sea can ever dissever my soul from the soul of the beautiful Annabel Lee (Poe).” This just adds to the fantastical element that this story may just be in someone’s head. Maybe he actually sees these “demons down under the sea.” Is it beautiful imagery and symbolism or a delirious man’s hallucinations?
The first time I read Annabel Lee by Edgar Allan Poe I thought it was so romantic and beautiful, but, after analyzing the poem further, it has an obsessive tone that is on the verge of creepy. This is why using literary theories can help readers deepen their understanding of a text and its author. When I read difficult literary works, I know I’ll keep the various literary theories in mind as I read. It can help uncover aspects of a text that I had never noticed the first time I read the text.
Works Cited
"Poe’s Life." Edgar Allan Poe Museum : Poe's Life, Legacy, and Works: Richmond, Virginia.
N.p., 2014. Web. 23 Feb. 2016. <http://www.poemuseum.org/>.
Gieling, Natasha. "The (Still) Mysterious Death of Edgar Allan Poe." Smithsonian. N.p.,
Oct. 2014. Web. 23 Feb. 2016. <http://www.smithsonianmag.com/history/still-mysterious-death-edgar-allan-poe-180952936/?no-ist>.
Hall, Donald E. Literary and Cultural Theory: From Basic Principles to Advanced Applications.
Boston: Houghton Mifflin, 2001. Print.
Poe, Edgar Allan. "Annabel Lee." Editorial. 1849: n. pag. Poetry Foundation. Poetry

Foundation. Web. 23 Feb. 2016. <http://www.poetryfoundation.org/poem/174151>.

Hogwarts: The School of Witchcraft, Wizardry, and Linguistics from English 331

Destiny Hagenow
Linguistics  Final Project
Ramthun
12/7/15
Hogwarts:
The School of Witchcraft, Wizardry, and Linguistics
According to Merriam-Webster’s dictionary, linguistics is the scientific study of language and its structure, including the study of morphology, syntax, phonetics, and semantics. Most people would read this and yawn. Why on earth would anyone care or need to know about linguistics? Well, linguistics is everywhere. From the slang we use in everyday conversations to the accents we hear when we travel, linguistics cannot be easily avoided. Linguistics is embedded in our favorite books. For example, J.K. Rowling’s Harry Potter, a widely beloved book series, teaches the importance of linguistic awareness and importance through slang and dialect. J.K. Rowling’s Harry Potter series is riddled with slang, dialect, and other linguistics concepts.
For readers who have lived in a cave for the last couple decades, Harry Potter is a series of seven fantasy novels written by British author J. K. Rowling. The series chronicles the life of a young wizard, Harry Potter, the main protagonist, and his friends Ron Weasley and Hermione Granger, all of whom are students at Hogwarts School of Witchcraft and Wizardry. The main story arc concerns Harry's struggle to kill the Dark wizard Lord Voldemort, who aims to become immortal, overthrow the Ministry of Magic, subjugate non-magic people, and destroy anyone who stands in his way. In a study commissioned by Scholastic, Yankelovich, a market research firm, reported that 51 percent of the 500 kids aged 5 to 17 polled said they did not read books for fun before they started reading the Harry Potter series. A little over three-quarters of them said Harry Potter had made them interested in reading other books. According to the New York Times, the series has sold over 450 million copies worldwide. Why is this series so popular? J.K. Rowling had a flare for making up new words for her new world, paid attention to detail, and used several linguistic techniques.
First off, Rowling is a British author so her setting and characters are English. Therefore, British slang is everywhere. Ron Weasley liked to use “blimey” as an expression of surprise or contempt, and he also liked calling people “mental” (meaning crazy or insane) or “thick” (meaning stupid.) Rubeus Hagrid used words like “codswallop” (meaning nonsense or untruths) and “rubbish” (meaning nonsense, craziness, or worthlessness.)
Secondly, Rowling loved making up words for her new world. She not only references mythology through the inclusion of creatures such as centaurs and hippogriffs, but follows in the footsteps of such authors as Tolkien by creating a number of innovative new words for her world (Pulford). Rowling would often blend existing words to make up new ones. For example, ‘Mudblood’ is a made up word for a witch or wizard who is born to non-magic parents  and this is a simple combination of two common English words. This is a racial slur in the world of Hogwarts, as opposed to ‘pure-blood,’which is reminiscent of Hitler’s Aryan ideal. The harsh plosive endings of the two syllables allow the word to be spat out with distaste, making this term immediately understood as an insult, before its meaning is ever explained. One of Rowling’s most famous creations is the word ‘muggle,’ or a non-magical person. Muggle has now gained its own meaning outside of Harry Potter as ’a person who lacks a particular skill’, and is included in the Oxford dictionary. For an invented word by an author to reach this status is a great achievement, and a clear indication of the impact of the language within her novels; readers have transferred the language from her world into our own vernacular and lexicon.
Rowling also liked to use alliteration, assonance, and Latin in the Harry Potter series. She used alliteration and assonance to make many of her characters’ names more memorable and appealing (Pulford). For example, Rita Skeeter and Severus Snape. Also, the formidable sounding Bellatrix Lestrange was created by blending the names “Bella” and “Beatrix” to strengthen the character’s unpredictable and cruel nature. However, Harry Potter, the protagonist, does not follow this pattern, because he is our link to Rowling’s magical world. By using an average name, she is providing a character we can relate to as he experiences the weird and wonderful things in his new life in this crazy wizarding world. Rowling also liked to use Latin for various spells and potions in her fictional world. For example, “Protego” is a protection spell and “Felix Felicis” is a potion for luck.
Dialect is important to the cultural relevancy to Rowling’s magical world. The reader is immediately immersed in the British dialect and feels as though they are actually in the British setting. Whenever one thinks of dialect in Harry Potter, one immediately thinks of Rubeus Hagrid, the Hogwarts gameskeeper. Hagrid had a way of speaking that was rougher and more disjointed than the smooth accent of the other characters. For example, here is a brief excerpt from Harry Potter and the Sorcerer's Stone:
“ Harry- yer a Wizard… an a thumpin’ good ‘un, I’d say, once yeh’ve trained up a bit. With a mum an’ dad like yours, what else would yeh be?”
The Harry Potter series has been translated into 67 languages worldwide (Pulford). Translating Harry Potter gets tricky because publishers didn’t want to lose the culture from the story but wanted readers from all over the world to enjoy it. Slang and dialect constitute a real challenge to translators due to their intricacy with cultural aspects expressed through language marks. Without the mediation of the translator, the text may not have achieved its communicative goal or could be rejected by its target readership (Davies). For example, the translation of Hagrid’s dialect into Brazilian and European Portuguese, regardless of the fact that dialectal marks have been drastically reduced in Hagrid’s speech, the maintenance of these marks might have given the wrong idea of Hagrid’s origins. For example, supposing that the translator had chosen to translate Hagrid’s speech using a country dialect, this may cause in Brazil an undesired comicality due to its artificiality. The translation could also threaten the reading skills of the younger reader that may not understand the translator’s attempt to print dialectal marks in the written mode. (Santos)
Of all the magical powers wielded by Harry Potter, perhaps none has cast a stronger spell than his ability to transform the reading habits of people of all ages. Readers all over the world became enthralled by the twisting plotline, the interesting characters and creatures, and Rowling’s clever usage of linguistic concepts. Readers may not have consciously noticed the linguistic concepts, but the dialect and slang make the story culturally relevant and all the more interesting.


Works Cited
Davies, Eirlys. "A Goblin or a Dirty Nose?: The Treatment of Culture-Specific References in
Translations of the Harry Potter Books." The Translator 9.1 (2014): 65-100. Taylor & Francis Online. UK Limited. Web. 7 Dec. 2015.
Pulford, Adam. "Harry Potter and the Linguistic Innovator." Oxford Dictionaries. Oxford
University Press, 13 July 2011. Web. 7 Dec. 2015. <http://blog.oxforddictionaries.com/2011/07/harry-potter-linguistic-innovator/>.
Reis Vieira Santos, Caroline. "SLANG AND DIALECT IN HARRY POTTER: THE
TRANSLATOR AS MEDIATOR OF MARKED LANGUAGE." Cadernos De Linguagem E Sociedade 13.2 (2012): 143-62. Web. 7 Dec. 2015.
Rich, Motoko. "Potter Has Limited Effect on Reading Habits." The New York Times 11 July
2007. Web. 7 Dec. 2015.

Rowling, J. K. Harry Potter and the Sorcerer's Stone. 1997. 50. Print.

Case Study from EDCO 290



Destiny Hagenow
EDCO 280
Buena Vista University
Hazelwood v. Kuhlmeier
Summary of Case
Hazelwood East High School students enrolled in the Journalism II class were responsible for writing and editing the school's paper The Spectrum. Two of the articles submitted for publication in the final edition of the paper contained stories on divorce and teenage pregnancy. The divorce article featured a story about a girl who blamed her father's actions for her parents' divorce. The teenage pregnancy article featured stories in which pregnant students at Hazelwood East shared their experiences. To ensure their privacy, the girls' names were changed in the article (US Courts).
However, the school principal felt that the subjects of these two articles were inappropriate. He decided that journalistic fairness required that the father in the divorce article be informed of the story and be given an opportunity to comment. He also stated his concerns that simply changing the names of the girls in the teenage pregnancy article may not be enough to protect their anonymity and that this topic may not be suitable for the younger students. As a result, he prohibited these articles from being published in the paper (US Courts).
Because there was no time to edit the paper if it were to go to press before the end of the school year, entire pages were eliminated. The student journalists then brought suit to the U.S. District Court for the Eastern District of Missouri, alleging that their First Amendment rights to freedom of speech had been violated (US Courts). Just because the articles dealt with controversial topics is not sufficient reason for school authorities to censor them. If school administrators are preparing students to be responsible citizens, then students must be able to investigate and comment on the Bill of Rights and other academic topics using their student newspaper. Because the school ban was clearly based on the content of the articles, it violated the students’ First Amendment right to freedom of speech (Click).
By establishing a student newspaper and putting students in charge of it, the school waived control of the content and responsibility for it. The student newspaper is clearly identified as a forum for student thought and opinion, not official school policies. If the school decides that certain articles do not reflect school policies and positions, it can post a disclaimer on the publication making clear that the administration is not responsible for, nor does it necessarily agree with, the content of student articles. Schools clearly violate students’ free speech rights when they disallow certain content on their student newspaper (Click). Does the decision of a principal to prohibit the publishing of certain articles, which he considers inappropriate, in the school newspaper violate the student journalists' First Amendment right of freedom of speech?
The U.S. Supreme Court held that the principal's actions did not violate the students' free speech rights. “The Court noted that the paper was sponsored by the school and, as such, the school had a legitimate interest in preventing the publication of articles that it considered inappropriate.” (US Courts) The Court noted that the paper was not intended as a public forum in which everyone could share views; rather, it was a limited forum for journalism students to write articles for the requirements of their Journalism II class, and subject to appropriate editing by the school.
Impact on Education
Many believe that the Kuhlmeier decision limited free expression in school writing, because schools will now want to censor their student publications (Click). For students who want to write for the school paper, the Kuhlmeier decision puts them in a tough spot. They can either stay with the school-sponsored publication or found a non-official, “underground” publication. The student who stays with the official publication will continue to gain school credit and will have access to the experienced journalism advisor, which would be great experience for a later career in journalism. However, they will be sacrificing their editorial freedom. The student who joins an unofficial publication will have complete editorial freedom, because school control is limited to the ability of the school to intercept the publication before it reaches the populace of the school. However, this student will be sacrificing academic credit and educational input (Abrams).
The Court found this issue relevant not only to Spectrum, but to all “school-sponsored publications, theatrical productions, and other expressive activities that students, parents, and members of the public might reasonably perceive to bear the imprimatur of the school.” (Abrams)
In footnote 7 of Kuhlmeier, the Supreme Court limited the case’s impact to the high school level. Therefore, student publications at colleges and universities cannot cite Kuhlmeier in order to censor their official student publications. Higher education institutions have to find other ways to add censorship to their school-sponsored publications (Abrams).
Legal and Ethical Considerations
The Hazelwood school board policies had stated that “students are entitled to express in writing their personal opinions,” and that “school sponsored publications will not restrict free expression or diverse viewpoints within the rules of responsible journalism.” Therefore, many still do not believe that the students broke any school policies. Opponents believe that this case has a lot in common with Des Moines v. Tinker. However, the Supreme Court ruled in favor of the school district, noting that while the Tinker decision granted students first amendment rights that did not stop at the school door, their rights were not “coextensive with those of adults.” (Abrams) The Supreme Court distinguished that Tinker was conducted outside of official school programs, while Kuhlmeier was conduct occurred within the context of a school-sponsored program. Spectrum is within Hazelwood’s journalism course as a requirement, not a public forum for free expression for students (Abrams).
There are limits to free speech within a public school. While the government cannot prohibit speech based upon content under most circumstances, public school authorities must be given more leeway to restrict speech in order to run a school efficiently and maintain a learning environment. Among other factors, school authorities must consider whether particular speech will disrupt the learning environment. The state, including public school administrators, has always had authority to limit speech in certain situations. When school authorities control access to the activity, they may limit the content of speech to what they consider appropriate.
I think this case can even include school-sponsored social media, like a school Facebook page. The school retains ultimate responsibility for all content on its official Facebook page. The page communicates the school’s image, values, reputation, and position in the community. The purpose of the page, as stated on the site, is to be the official communication vehicle of the school. Therefore, any postings – regardless of the author – can be attributed to the school, and school officials can be held accountable for them. The school retains the right and the duty to control the content of its Facebook fan page to ensure that the school is not portrayed as promoting or endorsing inappropriate messages and activities. The administration must never lose sight of its responsibility to maintain a safe and efficient learning environment.
I think a wise decision was made on the case. A school-sponsored newspaper must be deemed appropriate by the school district, because the publication is a representation of their school. Also, all students would have the ability to read this publication. Older and younger students would be able to read whatever the student’s had written. The school is then protecting the other students. Therefore, I think the principal had the right to change or delete whatever he deemed inappropriate.
With the expansion of the internet, there have been significant changes and situations that would not have been imagined in 1987. Technology is constantly changing, and there are new ways for students to publicly voice their opinions. It’s important for me as a teacher to remember Kuhlmeier, and to think ethically when I’m in the classroom. I need to be extra careful about what I allow to be said under the school’s name.
A majority of the newspapers in the United States are student newspapers, and a majority of journalists in the United States are student journalists (Abrams). Free speech has been a hot button issue in the United States recently, and I think it will continue to be an ethical argument for years to come. Will these students be able to learn journalism skills  in an environment with censorship? As long as students continue to stand up for what they believe in and speak out on issues that they know their readers face, then I think we are in good hands.
References
Abrams, J. M., & Goodman, S. M. (1988). End of an Era? The Decline of Student Press Rights
in the Wake of Hazelwood School District v. Kuhlmeier. Duke Law Journal, 1988(4),
706-732. doi:10.2307/1372571
ERIC - Opinions of Principals and Newspaper Advisers toward Student Press Freedom and
Advisers' Responsibilities following Hazelwood v. Kuhlmeier., 1990-Aug. (1990).
Retrieved September 23, 2016, from http://eric.ed.gov/?id=ED323536
Facts and Case Summary - Hazelwood v. Kuhlmeier. (n.d.). Retrieved September 22, 2016, from
http://www.uscourts.gov/educational-resources/educational-activities/facts-and-case-sum

mary-hazelwood-v-kuhlmeier

Jane Austen: Pride & Prejudice & Feminism & Marxism

Destiny Hagenow
Michelle Ramthun
ENGL 491
May 4, 2017
Jane Austen: Pride & Prejudice & Feminism & Marxism
Introduction
“It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.” This is the iconic beginning to Jane Austen’s Pride & Prejudice that provides a quick summary of the entire plot of the novel. The preoccupation with a socially advantageous marriage in nineteenth-century English society reveals itself here, because, in claiming that a single man “must be in want of a wife,” the narrator reveals that the reverse is also true: a single woman, whose social options are limited, is also in want of a husband. This theme immediately lends itself well to the literary theories Feminist theory and Marxist Criticism. Austen's Pride & Prejudice explores the dependence of women on marriage in the pursuit of favorable social standing and economic security, which is why Feminist Theory and Marxist Criticism lends itself so well to this novel.
Austen’s Story
Austen's parents, George Austen (1731–1805), and his wife Cassandra (1739–1827), were members of the gentry, or people of good social position. For much of Jane's life, George Austen served as the rector of the Anglican parishes at Steventon, Hampshire, and a nearby village. From 1773 until 1796, he supplemented this income by farming and by teaching three or four boys at a time, who boarded at his home. Jane Austen was born in Steventon on December 16th, 1775. She came from a family of six brothers and one sister. Cassandra, her sister, was Austen's closest friend and confidante throughout her life. During her childhood, Jane taught herself enough sign language to communicate with George, her brother who was born deaf. From age seven until thirteen, the family and friends staged a series of plays in the rectory barn. Jane's eldest brother James wrote the prologues and epilogues and Jane probably joined in first as a spectator and later as a participant. Most of the plays were comedies, which is maybe how Austen's satirical gifts were cultivated. (Life and Works)
In 1783, Jane and Cassandra were sent to Oxford to be educated, where both girls caught typhus and Jane nearly died. Austen was from then on home educated, until she attended boarding school with her sister early in 1785. The school curriculum probably included French, spelling, needlework, dancing and music and drama. The sisters returned home before December 1786, because the Austens could not afford to send both the daughters to school. The remainder of her education came from reading, guided by her father and brothers James and Henry. (Life and Works)
Austen attended church regularly, socialized frequently with friends and neighbors and read novels, often of her own composition, aloud with her family in the evenings. Austen began her first full-length novel Elinor and Marianne. Without surviving original manuscripts, there is no way to know how much of the original draft survived in the novel published anonymously in 1811 as Sense and Sensibility. Austen began a second novel, First Impressions, in 1796. She completed the initial draft in August 1797, at age 21, and, as with all of her novels, Austen read the work aloud to her family as she was working on it and it became an "established favorite." (Life and Works)
In December 1802, Austen received her only known proposal of marriage. She and her sister visited Alethea and Catherine Bigg, old friends who lived near Basingstoke. Their younger brother, Harris Bigg-Wither had recently finished his education at Oxford. Bigg-Wither proposed and Austen accepted. However, by the next morning, Austen realized she had made a mistake and withdrew her acceptance. Later, in a letter to her niece, Austen told her that “anything is to be preferred or endured rather than marrying without affection." (Life and Works)
Historians believe that her father’s death in 1805 led to a depressive stage in Austen, which affected her writing. After his death, the Austens moved around and lived with family. During her time living in Chawton, Jane Austen published four generally well received novels. In October of 1811, through her brother Henry, the publisher Thomas Egerton agreed to publish Sense and Sensibility.  Reviews were favorable and the edition sold out by mid-1813. Austen's earnings from Sense and Sensibility provided her with some financial and psychological independence. In January of 1813, Egerton then published Pride and Prejudice, a revision of First Impressions. He advertised the book widely and it was an immediate success, reaping three favorable reviews and selling well. (Life and Works)
Austen died in Winchester on July 18, 1817, at the age of 41. There is some disagreement as to her cause of death, but most historians believe it was from tuberculosis. Henry Austen arranged for his sister to be buried in Winchester Cathedral. The epitaph composed by her brother James praises Austen's personal qualities, expresses hope for her salvation, mentions the "extraordinary endowments of her mind", but does not really mention her achievements as a writer. (Life and Works)
Part of Austen's fame rests on the historical and literary significance that she was the first woman to write great comic novels. Austen had a natural ear for speech and dialogue, which reveals a character’s mood, including frustration, anger, happiness. (Life and Works) For example, in Pride & Prejudice, when Elizabeth Bennett rejects Darcy, her stilted speech and the elaborate sentence structure reveals that he has wounded her:
“From the very beginning, from the first moment I may almost say, of my acquaintance with you, your manners impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others, were such as to form that the groundwork of disapprobation, on which succeeding events have built so immovable a dislike. And I had not known you a month before I felt that you were the last man in the world whom I could ever be prevailed on to marry.”
Because Austen's works were published anonymously, they brought her little personal renown. Though Austen's novels were republished in Britain from the 1830s and sold at a steady rate, they were not bestsellers. However, Austen had many admiring readers in the 19th century who considered themselves part of a literary elite: they viewed their appreciation of Austen's works as a mark of their cultural taste. (Life and Works) Since then, there is more scholarship on Austen using a diversity of critical approaches, including feminist theory and Marxist criticism.
Feminism Theory
Regarded as the first philosophical feminist work, Mary Wollstonecraft wrote A Vindication of the Rights of Women in an effort to explain her beliefs on why men and women should be treated as equals. Considered as a Feminist theorist, Wollstonecraft would probably cringe at how some people would define feminism, because Wollstonecraft didn’t believe that women are better than men or call for men to be subservient. She purely called for equality. In fact, she also wrote A Vindication of the Rights of Men. A Vindication of the Rights of Women is a revolutionary work published in 1792, which is less than twenty years after the United States was founded. (Wollstonecraft) Because of the time period’s culture, Wollstonecraft was pitting herself against some pretty closed-minded people who really believed that men and women were two different species.
In her writing, Wollstonecraft laid out a public education system that would give girls and boys equal and free education. This is a system that’s around in much of the world today. She also believed that women should be allowed to have careers in politics and medicine and be able to speak their minds without fear of being called “masculine” or undesirable.  Wollstonecraft thought that women’s interest in looking pretty and dressing up is mostly from nurture, not nature. She also talked about it being unfair that women are shamed for having sex before marriage but men weren’t. (Wollstonecraft) This work is over 200 years old, but some of these issues are still relevant today.
Published in 1813, Pride & Prejudice was published in a time period and culture close to that of Mary Wollstonecraft’s A Vindication of the Rights of Women in 1792. Pride & Prejudice depicts a time where a woman’s reputation was everything. A woman was expected to behave in certain ways and stepping out of line made a woman vulnerable to ostracism. Women were second class to men and could not retain property on their own, which was a major problem for the Bennet family because there were no male heirs for after Mr. Bennet. The daughters needed to marry well in order to take care of their family. Later in the story, one of the younger sisters named Lydia runs away with a man unattended. Because she is unmarried with little hopes of being married, this situation could soil the reputations of ALL the Bennet sisters and ruin their chances at marrying. This wouldn’t have been as big of a deal if the genders were flipped (Austen).
Brown argues whether or not Austen was a true feminist. He looks at whether or not Austen’s works can be described as “feminism” or a negativity towards “womanhood.” In her culture the assumption was that “ideal’ womanhood means emotional fulfillment through sexual “dependency” and motherhood. Austen loathed the idea of being dependent in love, possibly due to her poor relationship with her mother, and she disliked children, possibly because “envy of the maternal role is to be expected in a childless woman” (Brown).
After deciding she’s a feminist, Brown likens Austen to her predecessor Mary Wollstonecraft. He believes they shared similar themes and “questioned certain masculine assumptions in society.” In Pride & Prejudice, Austen points out the imbalance in the education of women and the relationship between education and marriage. Brown discusses the scene in Pride & Prejudice at Netherfield where the characters discuss “female accomplishment.” The upper class talked of standards for a truly accomplished female, including “a thorough knowledge of music, singing, drawing, dancing, and the modern languages, to deserve the word; and besides all this, she must possess a certain something in her air and manner of walking, the tone of her voice, her address and expressions, or the word will be but half-deserved.” (Austen) Notice that all of these “accomplishments” are purely decorative for the hopes of attracting a man? I didn’t see any knowledge of calculus or economics in there. Elizabeth Bennet laughs at their impossible standards. “I’ve never beheld such a woman.” (Austen)
In an entry in the International Journal of Applied Linguistics & English Literature, Chang examines the feminist significance of Elizabeth Bennet, protagonist of Jane Austen’s Pride and Prejudice. According to Chang, the feminist view found in Pride and Prejudice is “well-supported in literary criticism yet little discussion has focused on Elizabeth’s feminism as seen in the prominent contrast to her female foils within the novel, namely Caroline, Jane, and Charlotte.” Each of these women conforms to the gender norms of Regency England, while Elizabeth “artfully challenges gender inequality.” (Chang) As other women adapt their views to increase their chances of marriage, Elizabeth persistently refuses to submit to society’s norms. In fact, in refusing Mr. Collins’ hand, she risks the chance of never being asked again and dying an old maid, which is social suicide. Defying traditional gender norms, Elizabeth asserts her feminist perspective by helping to shape Mr. Darcy’s moral character to match her own. Elizabeth inspires Mr. Darcy to set aside the pride he has in the higher class in society in order to win her affections and take her hand in marriage. (Austen) Chang points out that maybe Elizabeth’s character is not feminist in isolation, but is understood only in contrast to her female foils: Caroline, Jane, and Charlotte.

Marxist Criticism
In his book Marxism and Literary Criticism, Marxist theorist Eagleton argues: “Marxist criticism is not merely the ‘sociology of literature,’ concerned with how novels get published and whether they mention the working class. Its aim is the explain the literary work more fully; and this means a sensitive attention to its forms, styles, and meanings. But it also means grasping those particular forms, styles, and meanings as the products of a particular history.” I really liked this as a short summary of his ideas when it comes to Marxist criticism, because this theory isn’t meant for purely surface level studying but more for deep, critical thinking. Just because a novel mentions social class does not mean it falls under this theory. It’s about looking deeply into a particular piece of literature by observing everything and looking at the time period and culture of the time. It’s about finding what the author is truly trying to say about social structures, which is why I think this theory lends itself so well to Jane Austen’s Pride & Prejudice.
In the novel, people within Austen’s society worry about decorum, social propriety, and gentility maintaining itself against the “inroads of vulgar tradespeople.” (Daiches) Throughout many of Austen’s novels is a perpetual quest for eligible marriage. However, Austen writes with ruthless clarity about what she observes and records the economic realities underlying this societal dance. “In a society where wealth came mostly from landed property, which descended through the male heir, the fate of well-brought-up woman was to find a suitable husband or retire forever into the outer darkness.” (Daiches) Mr. Bennet needed to marry off all his daughters otherwise they would suffer an awful fate of gentility without money, which is an idea that haunts most of Austen’s novels. (Austen) No one wanted to end up as a shabby old maid.
At the Meryton Ball in chapter 3, Bingley suggests to his good friend Mr. Darcy that he should dance with Elizabeth Bennet instead of just standing around. The wealthy Mr. Darcy sees the people of Meryton as inferiors so he dismisses this idea by saying in a condescending manner, “she is tolerable; but not handsome enough to tempt me.” (Austen) Of course, Elizabeth overhears this entire exchange so she labels Darcy as a prideful and rude man with a superiority complex. This negative impression will linger until halfway through the novel, until Darcy’s true character is revealed. When Darcy changes his mind about Elizabeth and initially proposes marriage, he mentions in his proposal that he loves her and is going to look over her class“inferiority” and wants to marry her anyways. Unfortunately, Darcy spends more time emphasizing her lower rank and “unsuitability” than he does complimenting her and proclaiming his love. (Austen) Obviously, Elizabeth, already full of contempt for him for rejecting her at the ball, breaking up Bingley and her sister Jane, and alleged mistreatment of Wickham, rejects him on the spot.
I always read Pride & Prejudice as an escape novel. Every year at Christmas time, I read it to escape to a different culture and time period where women wore long dresses, read books all day, and attended the town ball at night. However, looking at this novel through the Marxist theory lense has made me realize that this isn’t an escapist novel at all, it’s an incredibly realistic novel from that time period. This is funny to me because Austen was writing Marxist ideas before Marx was even around (Marx). As I read the novel, I notice that she points out the time period’s social and economic behavior with an ironic smile. Austen talks about this behavior through her characters, not simply as an author lecturing her audience about injustice.  
I applied Marxist theory to Elizabeth Bennet’s best friend Charlotte Lucas. She accepts the hand of someone she loathes, the frustrating and oblivious Mr. Collins, because she knows that if she doesn’t accept this offer then she may never receive another offer of marriage. Charlotte doesn’t want to become an unmoneyed old maid in an upper class society, because it is a fate too tragic for her to even think about. However, Elizabeth had no problem rejecting Mr. Collins’ hand only days prior. She knew the risks but refused to marry someone she didn’t truly love.
Conclusion
While growing up, I dreaded reading classic books in class. They used difficult language and the plot lines were unrelatable to me. In my AP English course in high school, I was assigned to read Pride & Prejudice. My teacher took a day to explain context and even showed us the 2005 movie adaptation, starring Keira Knightley and Matthew Macfadyen, as we read to help us understand what was going on. I read the entire book in one night. I just couldn’t put it down. My perspective and appreciation for classic books was changed forever. After reading it several times since then, I have picked up on so many other themes that Austen wrote into this famous novel. In Pride & Prejudice, Austen subtly points out injustice within her society in an ironic and comedic way. According to Jane Austen, “The person, be it gentleman or lady, who has not pleasure in a good novel, must be intolerably stupid.”









Works Cited
Austen, Jane. Pride & Prejudice. N.p.: n.p., 1813. Print.
Brown, Lloyd W. . "Jane Austen and the Feminist Tradition." University of California Press
28.3 (1973): 321-38. JSTOR. Web. 17 Apr. 2017.
Chang, Hui-Chun. "The Impact of the Feminist Heroine: Elizabeth in Pride and
Prejudice." International Journal of Applied Linguistics & English Literature 3.3
(2014): n. pag. Web. 21 Apr. 2017.
Daiches, David. "Jane Austen, Karl Marx, and the Aristocratic Dance." The American
Scholar 17.3 (1948): 289-96. JSTOR. Web. 21 Apr. 2017.
Eagleton, Terry. Marxism and Literary Criticism. N.p.: Psychology Press, 2002. Print.
Marx, Karl. The Communist Manifesto. Harmondsworth, Middlesee: Penguin , 1967. Print.
Wollstonecraft, Mary. A Vindication of the Rights of Women. N.p.: n.p., 1792. Print.
"Life and Works of English Author Jane Austen." Jane Austen. N.p., n.d. Web. 21 Apr. 2017.