Notes on Elizabeth Bennet

ELIZABETH:

• Sees other’s flaws – not her own  chapter 4, after the Ball, Elizabeth reasons that Jane can only see the good in others, while Elizabeth mainly notices the negative traits.

o ‘More quickness of observation and less pliancy of temper than her sister’ (p.17)

 Narrative voice

o ‘Elizabeth, however, had never been blind to the impropriety of her father’s behavior as a husband…She endeavored to forget what she could not overlook.’ (p. 228)

Narrative voice, occurs soon after Elizabeth confronts Wickham once hearing the truth from Darcy

 The narrative voice describes Mr Bennet as being a bad example of a husband and Elizabeth is aware of this, but is willing to overlook her father’s flaws for her own comfort (a flaw of her own in that she can recognize issues, but does nothing about it)

o ‘There are few people whom I really love, and still fewer of whom I think well. The more I see of the world, the more am I dissatisfied with it; and every day confirms my belief of the inconsistency of all human characters, and of the little dependence that can be placed on the appearance of merit or sense.’ (p.133)

 This occurs after Elizabeth returns to see Jane, Jane is heartbroken over Bingley’s behavior.

 Elizabeth admits that she focuses too much on people’s flaws and as a result is not close to many people

o POSITIONING TECHNIQUE – NARRATIVE VOICE, BINARY OPPOSITION

• Strong willed - despite her family’s wish and need to marry Mr. Collins, she refuses as the marriage would not be based on love

o ‘She is a very head strong, foolish girl.” (p.108)

 Mrs Bennet, cannot understand Elizabeth’s view that marriage should be based on love, rather than financial security, thus Mrs Bennet perceives Elizabeth as foolish and headstrong, when in reality, Elizabeth is standing up for what she believes in. (The reader is positioned to agree with Lizzie on this point, although, given the way society operated, Mrs Bennet has a point! Lizzie turns down two offers of marriage and could have put herself and her family in danger of grave poverty in doing so. Because we are positioned through characterization to admire Lizzie and see Mrs Bennet as foolish, the reader is positioned to agree with Lizzie’s attitudes to llove and marriage and her values.)

o ‘Mr. Darcy with grave propriety requested to be allowed the honor of her hand; but in vain. Elizabeth was determined.’ (p. 27)

 Narrative voice

o ‘Elizabeth, feeling really anxious, was determined to go to her, though the carriage was not to be had.’ (p.32)

 Narrative voice, just before Elizabeth walks Netherfield to visit Jane, who is ill and staying with the Bingley

Despite the possibility of falling sick, or appearing ‘unsightly’ Elizabeth is determined to see her ill sister, and is not phased by what others may say or think about her actions.

• POSITIONING TECHNIQUE – NARRATIVE VOICE, BINARY OPPOSITION, CHARACTERISATION

• Doesn’t fit the mold for women of the time

o Her view on marriage:

- Women should have choice
- Choice based on love

“ I do assure you that I am not one of those young ladies… who are so daring to risk their happiness on the chance of being asked a second time… You could not make me happy.” - Lizzy (p.105)

Other women’s views:

- Expected to marry for family (babies, help larger family)
- May find love
- Doesn’t matter if you don’t
- Security (financial)

Positioning techniques - Dialogue & language choices:

- Lizzy’s conversations with Jane or Charlotte
- With the mother and father (regarding Collins’ proposal)
- Charlotte marrying Mr Collins – Lizzy visiting her – conversation

• Opinionated

o She refused to marry Mr Collins

- “You forget that I have made no answer … except for the thanks of the compliment you paid me … but it is impossible for me to do otherwise than decline them” – Lizzy pg 104

o Talks cruelly to Mr Darcy when he is rude to her

o Points out her own opinion at every possible moment

• Independent

o Walked to the house where her sister was sick

- “I hope you saw her petticoat, 6 inches deep in mud, I’m absolutely certain” – Ms Bingley pg 36
- “It shews an affection for her sister that is very pleasing” – Mr Bingley pg 36

o She doesn’t listen to her mother especially about being presentable

- “How can you be so silly as to think of such a thing, in all this dirt! You will not be fit so seen when you get there.” – Mrs Bennet pg 32

Positioning technique -

Point of view – by giving both Mr and Ms Bingley’s point of view, as well as Mrs Bennet’s, in relation to this, we see that society views Lizzie’s independence negatively but it can be seen as a positive. Mr Bingley, and eventually Mr Darcy, see it this way positioning readers to do the same.

Pride and Prejudice homework - Elizabeth Bennet

Read through the notes we have made on Elizabeth Bennet and write a well-structured paragraph response to the following:

"Elizabeth Bennet is a character to whom today's young women can relate very easily because of her attitudes to love and marriage."

Do you agree?

Term 2 Week #2

Some questions from two stories in Growing up Asian in Australia.

 Hot n Spicy (p. 81)

 

·         What aspects show us that Albert is an ‘average’ kid?

·         How does Albert feel about his own food? His own culture? Make sure you use evidence from the novel.

·         Why do think Albert wants ‘Aussie Food’?

·         What are some of the representations about Australians, Immigrants in the story?

·         What journey is being represented in the story? Use evidence from the text to support your discussion.

·         What values, attitudes and beliefs are being expressed? Use evidence from the text to support your discussion.

 How to be Japanese? (p. 227)

•  What message or purpose does the author have in writing this story?

•  What journey is the protagonist on? Explain with examples?

•  What are some of the obstacles she faced on this journey?

•  How (techniques) has the author presented this to us?

 •          What values, attitudes and beliefs are being expressed? Use evidence from the text to support your discussion.

 

Term 2 Week 4

In pairs, choose one of the stories from the section, Pioneers, and answer the following questions. Be prepared to discuss with the class.

Pioneers

“The sum total of what I knew about Australia came to three things: it had an opera house, kangaroos and Australians spoke the dreaded English.” Simon Tong.

            Each of the stories in Pioneers looks at the first members of the family to leave the homeland and journey to Australia.  Each comes with differing hopes, dreams and reasons for their leaving their homeland. What they expected and what they have lost become major themes in the tales.

 DIY

1.    Do the second generation of migrants have an easier time than the first? 

2.    Why do the pioneers choose to come to Australia? Do you think that their reasons are always clear, even to them?

3.    How do the pioneers’ lives change when they come to Australia?

4.    What elements do they choose to bring with them when they migrate? And which do they reject? Why?

5.    What tricks do the pioneers learn to assist them in belonging to Australian culture?

Term 2 Week 1 "Growing Up Asian in Australia"

Tuesday's lesson

Question: How important is the issue of language in the migrant journey?

In answering, consider the effects of language issues on the first generation (the migrants), the second generation (the children born here) and on the relationships of the two. Draw on the information in the story you have read in support and present your discussion to the class. We will begin by hearing each group and then compare the issues raised in all four stories.

Homework: Remember to complete the imaginative response to the poem "The Road No Taken" from last term and post to your blog before Thursday's lesson.

Tuesday's lesson

The Arrival


What does the book say about journey? List

How does it say it? Identify aspects of plot, character, symbols, composition of pictures, juxtapositioning and repetition.

If you want to set this up as a table, that's fine. After reading, work in a small group. Be ready to lead the class through one aspect of journey.

• Journey serves a purpose
• Sometimes a form of escape – journey to a better place and a better life
o Escaping from danger
o Oppression
o Persecution
o War

• Involves promises
o Promises of a better life
o The fact that you may be able to be with your family
o Living up to your responsibilities
o Promises to your family
o Promises to yourself
o Promises to your country
o Promises to the country to are immigrating to

• New, different and unfamiliar
o Lifestyle
o Atmosphere
o Culture
o Food
o Language
o Employment
o Community
o Animals
o Religion
o Safety

• When you get there: you have to…
o Break down barriers
o Language
o Culture
o Meeting new people
o Need to be determined to make a new life – be prepared to work from the bottom up
o Assimilate to new cultures

• Journey is affected by
o The people we meet
o Kindness makes the experience positive
o Transportation

• Journey can be very challenging
o Road-blocks
o Weather
o Distance
o Loneliness
o Communication barrier
o Danger

• The people you meet will have their own journey
• Can often be a long process
• Facing the unknown – need hope
• Journey means separation from people and loved ones

Thursday's lesson

1. Read the poem “Stopping by Woods on a Snowy Evening”.

Answer the questions.

Read the poem, “The Road Not Taken.” What aspect of journey is common to both poems? What does each one say about this?

2. Write a response which is based on the same aspect of journey – choices. You might choose a narrative, a journal, a letter etc. Create a character or characters and a situation which will allow you to present a point of view about the way choices affect our journeys. Aim to use some specific language devices.

Post to your blog as soon as you have done each section of the work. Part 2 due no later than Monday.