文学final essay代写 The assignment requires students to demonstrate an ability to locate literary texts within specific cultural and social
Submission date: Tuesday 7th December 2021 11.59pm
Recommended length: 1350 – 1650 words, with 1.5 line spacing.
(NOTE: Assignments above 1650 words will incur a penalty - please check your student handbook for details.)
Your assignment should be submitted online via Moodle on the above date. Please do not put your name or ID number on your assignment cover page- all marking is anonymous.
Make sure you keep a copy of your work, notes, plan and first drafts for yourself.
Assignment Questions 文学final essay代写
Answer one of the following questions:
- Discuss how either Jane Austen’s Pride and Prejudice or Charles Dickens’ Great Expectations treats what Ian Watt calls ‘the problem of individual identity’.
- Compare and contrast the treatment of racism in Joseph Conrad’s ‘Heart of Darkness’ and Chinua Achebe’s Things Fall Apart.
- Compare and contrast the ways in which two or more fairytales studied on the course reflect and represent specific social and/or psychological tensions. For example, you may choose to discuss how fairytales treat class conflict or you could examine how anxieties about sexuality and gender roles are reflected in fairytales we have studied.
- Near the end of Toni Morrison’s The Bluest Eye, Claudia expresses doubts about her ability to tell the truth about Pecola’s experience. To what extent is Claudia a reliable narrator?
Structure and Guidance Notes
The assignment requires students to demonstrate an ability to locate literary texts within specific cultural and social contexts and to provide detailed analysis of literary texts.
In order to answer this question well, you should divide your answer into two sections.
The first section should address the question in broad cultural and social terms. In order to do this, you will need to refer to at least one but ideally more than one secondary academic text. The secondary academic text or texts you select may include one or more of those published on the World Literature Moodle site.
The second section should focus on close critical readings of the primary text or texts you have chosen. Pay close attention to key formal and stylistic features in your text(s) and apply your understanding of these features to literary contexts that are relevant to the question you are responding to as well as to the study of world literature.
You should frame your response by including a brief statement of your main argument in relation to your chosen texts in your introduction.
Your essay must be referenced accurately according to Harvard Referencing conventions. Include a bibliography at the end of the essay. Remember that this is a literature essay: primary and secondary texts must be referenced throughout the essay and must be included in your reference list at the end of the essay.
The skills being assessed in this assignment:
- Analyse and evaluate the linguistic features of literary texts on the course.
- Contextualize literary texts in cultural and social terms.
- Clearly define and explain concepts and themes in your own words.
- Use concepts accurately in analysing examples.
- Make clear – providing relevant examples – how theories and research can help us to reflect critically on particular themes relevant to the study of world literature.
Clearly reference the sources drawn upon.
The following texts are suggested secondary readings for each question. I will give you additional guidance on reading materials in my tutorials with you based on your essay plan.
Reading List 文学final essay代写
Barthes, R. ‘Introduction to the Structural Analysis of Narratives’ in Onega, S. & Garcia Landa, J. A. Narratology: An Introduction. Longman Publishing. 1996.
Bloom, H. Charles Dickens’ Great Expectations – Bloom’s Modern Critical Interpretations. Infobase Publishing. 2010. You will find various very useful essays and critical reviews in this collection.
Bowen, J. ‘Great Expectations and Class’, The British Library. May. 2014. Available at:
Kasin, A. ‘Literary Realism’, The New York Review of Books. June. 1963.
Mullan, J. ‘Status, Rank and Class in Jane Austen’s novels’. The British Library. May 2014. Available at:
Sutherland, K. ‘Female Education, Reading and Jane Austen’. The British Library. May. 2014. Available at:
Sutherland, K. ‘Jane Austen, Social Realism and the Novel’. The British Library. May. 2014. Available at:
Van Ghent, D. ‘On Pride and Prejudice’ in The English Novel, Form and Function. Holt, Rinehart and Winston. 1953.
Achebe, Chinua. ‘An Image of Africa: Racism in Conrad's 'Heart of Darkness'. Massachusetts Review. 18. 1977. Rpt. in Heart of Darkness, An Authoritative Text, background and Sources Criticism. 1961. 3rd ed. Ed. Robert Kimbrough, London: W. W Norton and Co., 1988, pp.251-261
Denby, D. ‘The Trouble With Heart of Darkess’, The New Yorker, Oct. 1995.
Nnoromele, P.C. ‘The Plight of A Hero in Achebe’s Things Fall Apart’ in Bloom’s Modern Critical Interpretations: Chinua Achebe’s Things Fall Apart. New York: Infobase Publishing 2010.
Mongia, P. ‘The Rescue: Conrad, Achebe, and the Critics’ in Bloom’s Modern Critical Interpretations: Heart of Darkness. New York: Infobase Publishing 2008.
Peters, J.G. The Cambridge Introduction to Joseph Conrad. Cambridge: CUP, 2006.
Said, E.W. ‘Two Visions in Heart of Darkness’ in Bloom’s Modern Critical Interpretations: Heart of Darkness. New York: Infobase Publishing 2008.
Slaughter, J.R. ‘A Mouth with Which to Tell the Story”: Silence, Violence, and Speech in Chinua Achebe’s Things Fall Apart’ in Bloom’s Modern Critical Interpretations: Chinua Achebe’s Things Fall Apart. New York: Infobase Publishing 2010.
Snyder, C. ‘The Possibilities and Pitfalls of Ethnographic Readings: Narrative Complexity in Things Fall Apart’ in Bloom’s Modern Critical Interpretations: Chinua Achebe’s Things Fall Apart. New York: Infobase Publishing 2010.
Q3. 文学final essay代写
Bidisha. ‘Angela Carter’s wolf tales (‘The Werewolf’, ‘The Company of Wolves’ and ‘Wolf-Alice’)’. The British Library. May. 2016. Available at: https://www.bl.uk/20th-century-literature/articles/angela-carters-wolf-tales
Brooke, P. ‘Lyons and Tigers and Wolves - Oh My! Revisionary Fairy Tales in the Work of Angela Carter’: Critical Survey, Vol. 16, No. 1 (2004), pp. 67-88
Stable URL: http://www.jstor.org/stable/41557251
Cohen, Josh. How to Read Freud, Granta, 2005.
Bacchilega, Cristina & Roemer, Danielle Marie, Angela Carter and the Fairy Tale, Wayne State University Press, 1998.
Gamble, Sarah. Angela Carter: Writing from the Front Line, Edinburgh University Press. 1997.
Individual Chapters of this book are available on Jstor.
Gavin, J. ‘Go Deeper: Fables and Fairytales, Myth and Reality. The British Library. Feb. 2020. Available at: https://www.bl.uk/childrens-books/articles/fables-and-fairytales-myth-and-reality
Power, C. ‘An Introduction to The Bloody Chamber and Other Stories’. The British Library. May. 2016. Available at: https://www.bl.uk/20th-century-literature/articles/an-introduction-to-the-bloody-chamber-and-other-stories
Propp, V. Morphology of the Folktale, University of Texas Press, 1968.
Bloom, H. Toni Morrison’s The Bluest Eye – Bloom’s Modern Critical Interpretations. Infobase Publishing. 2010. You will find various very useful essays and critical reviews in this collection.
Mahaffey, P. D. (2004). The Adolescent Complexities of Race, Gender, and Class in Toni Morrison’s “The Bluest Eye.” Race, Gender & Class, 11(4), 155–165. http://www.jstor.org/stable/43496824
Roye, S. (2012). TONI MORRISON’S DISRUPTED GIRLS AND THEIR DISTURBED GIRLHOODS: “The Bluest Eye” and “A Mercy.” Callaloo, 35(1), 212–227. http://www.jstor.org/stable/41412505
Wall, C. A. (2010). On Dolls, Presidents, and Little Black Girls. Signs, 35(4), 796–801. https://doi.org/10.1086/651034