Thursday, May 31, 2012

More Ideas for Your MultiGenre Project


Here is a partial list of genres you might try:


First person narrative
Third person narrative
Stream of consciousness
Interior Monolog
Dialog (written in play format)

Poems for two voices
Free verse
Photograph poem
Haiku
Limerick
List poem
Dramatic monolog
Song lyrics

Alternate Style Pieces
Labyrinthine sentences
            fragments
            double voice
            list

Newspaper style
            hard news stories
            feature stories
            Dear Abby
            comic strip
            obituaries
            editorials
            classified ad

Reviews
diary/journal entries
allegory
character sketch
brochure
bumper sticker
announcements
directories
cast lists
encyclopedia entries
fable
game rules
interviews
job application
letters/post cards
web site home page
map
parodies
headlines
manifesto
prayer
quotations
recipes
time lines

want ads
menu
newscast

good news/bad news

Tuesday, May 29, 2012

Multi-Genre Final Project

Instead of a final portfolio of your writing, I would like you to attempt a multi-genre project.  Multi-genre projects are becoming very popular creative alternatives to thetraditional research paper and in terms of creative writing, this will give you an opportunity to show off your skills in different genres we have studied so far.

You will need to have at least 4 genre "artifacts" in your project.  Two MUST be traditional creative writing pieces such as a poem, a short story, a nonfiction piece, or a dramatic piece.
The other TWO may be anything you choose from the list of ideas below.

Since we have learned that research is valuable in most creative writing projects, you are encouraged to do research on your topic and to included an annotated bibliography of your research.

Here is some more information about what this project entails.

/writing.colostate.edu/gallery/multigenre/graffiti/index.htm

Purpose
The purpose of any paper/project is to explore and learn about a subject and to extend our thinking. The multi-genre project accomplishes that purpose, but it also gives you the opportunity to express the idea/subject in a less linear way than a regular paper. Writing is thinking, and each time we write, we are teaching our brains to think. 

Questions:
What is a genre?
A genre is a type of writing. A poem is a genre.  A traditional research paper is a genre.  A newspaper editorial is a genre. So are plays and diaries and cartoons and billboards.  
What is a multi-genre "essay" or project?
It's a collection of pieces written in a variety of genres, informed by your research on a particular subject, that presents one or (more likely) more perspectives on a research question or topic. A multi-genre paper is personal, creative, and can’t be copied from some other source. It involves you, as a writer, making conscious decisions about what information is important and how it should be presented to the reader.
What are some genres I might use?
You could write an editorial, a poem, a dialogue between characters, a letter, a debate.  You could include a collage, a poster, a book, a CD cover.  You will have much choice about what to include.  But beware -- this should not be a haphazard collage of disjointed stuff; you must connect the genres and what they represent with a central, significant theme (a thesis).  Your creative efforts must be informed by solid research, including research about the genres themselves.
But I've never done anything like this before.  What do I do?
As you research, you'll need to consider an audience or audiences who would be interested in your topic, and you need to consider what genre/s would be effective for communicating with those audiences.  In other words, what genres will "speak" to the people whom you want to reach?  (Those are the ones you can use in your multi-genre project.)  And why?  You'll need to be fully engaged in your research -- don't approach it as if you were on a scavenger hunt to find information to spit back in an "academic" paper, because you're not.  Instead, you'll need to think about what you want to do, for whom, and how best to do that. 

Creating a central theme:
We want to encourage students to choose themes/subjects/ideas/concepts from across the curriculum. What this means is that you may want to write about an idea that you studied in history or in science or in health, and not just in English. All topics must be researchable. Therefore, a very personal topic, such as your dog, would not be a good choice. While you could research information about a breed of dog, there would be little else you could research.
Also, a good topic will be one that has a human element: humanity in conflict with society, science, itself.
All topics must be approved! Do not begin work until you have verified your topic with your teacher.



Questions to ask about your topic:
1. Am I truly interested in this topic?
2. Do I have access to enough information?
3. Is the subject limited enough?
4. Is there a human element to the topic? Can I personalize it? Could I create a character who would represent the main problems, struggles, or ideas of this topic?

Limiting the topic: 
We begin with the general idea and move to the specific.  See an example of the selecting process below.
General Subject AreaHolocaust Specific SubjectConcentration Camps

Focus or Special InterestHow concentration camps affected people's lives.
Auschwitz People sent to Auschwitz often lost family members, lost faith in God, and lost a sense of self.












Parts of your Multi-Genre Project
Section Description Links & Help
1. Title Page No black backgrounds. No graphic backgrounds. You may add a photo if it is not a copyrighted image. Be sure you check. This cover page includes the following information (centered, in this order):
  • title (not label)
  • your first name only
  • the date (due date)
  • teacher & course name

2. Table of Contents . Example: Table of ContentsFollow the example for this table of contents. Do not deviate from these instructions.
3. Opening/Preface      This preface, forward, or introduction will greet readers and give a bit of background information about your project.  You'll need to introduce the subject and anything you think the reader should know about you and/or your project before they read it. For help writing your opening/preface click here. 
3.  Body Your body consists of at least seven base pieces from at least seven different genres.  You can repeat genres only after you have completed the initial seven.
There must be a minimum of five in-text hyperlinks in the text overall. They may be scattered among the seven genres or clustered in one or two pieces as you deem appropriate. These links must be to information that is relevant and that adds to your readers' understanding of your subject.
Drawing and design are in addition to the seven base pieces. Think of the presentation quality of your web.
To unify the separate pieces, use some type of repetend or unifying device.
The body of your multi-genre web is composed of the various pieces you create to help your reader understand your subject.  Here is where multi-genre happens.  Some of the pieces will be written, some visual, and some a combination. This part of your project may include several pages linked to the opening page.  It will be important for you to create a logical order.  In other words, as the writer you have to be aware of how your reader will read your project. \
4. Epilogue This is your conclusion. It should have its own page. For help writing your epilogue click here. 
5. Annotated BibliographyYou must have four (minimum) sources from a variety of information types. This list of your sources includes a brief description of the source and its value to your project.An annotation is a note that is included with the bibliographic citation that gives a brief summary of the source and sometimes a judgment of its value.
Your annotations should be between 30-50 words.


Types of Genres:
The genres here are linked to examples or descriptions. Use real life examples as models whenever you can.
Before you select a genre from this list, ask yourself, why am I choosing it? What do I want to be able to say or express through this genre? If you can't answer that question, you are not ready to work on it.
Getting ready to research: 
  • make a list of what you already know about this topic
  • make a list of what you need to know or want to find out
  • use a KWHL chart to help you plan
  • create a concept map of related ideas or use a brainstorming web
  • make a list of ideas you have about where to find the information you need
Types of sources: 
Choose a variety of sources.  You must have at least four different sources from the following list. 



Books Magazines* Newspapers*
Radio Transcripts* Videos Internet sites
Personal interviews *These sources are easily found using the Electric Library Encyclopedias
Taking notes:
  • Taking notes is important, and many people have found success with 3 x 5 note cards.. The main thing to remember about note cards is that you have to have the following information on each card: 1. the title of the source, 2. the page or other marker for identifying just where the information has come from, 3. the context of the note (what the discussion or paragraph or situation is about), and 4. one note only: either a direct quote, a summary, or a paraphrase.
  • Use a dialectic approach where you take notes and comment about each note.
  • Another note taking option is to open a Word document and transcribe your thoughts there as you read from print or online sources. Be sure that you keep track of everything you get from sources, so you won't accidentally pass off borrowed information as your own writing. This is plagiarism, and it's stealing.
Preparing information for your annotated bibliography:
  • Make a note card for each source, or keep a log of sources in a Word document. For each source, consult the MLA guide to see what information you need. For example, what you need for an Internet site is different from what you will need for a magazine article.  For a book, you will need to record the author, the title, the date of publication, and the publishing company. Be sure you know exactly what you need and keep a complete record of each source that you consult. Later on, you will use this information in your annotated bibliography.
Repetend is something added to your multigenre web project that repeats or continues. The purpose of repetend is to create unity among the various genre pieces and to give the writer an editorial voice that the reader can easily relate to.
Because multi-genre essays are unique and non-linear, they require a lot of work from a reader.  You, as a conscientious writer, do not want to let your reader get confused as they move from genre to genre. If you provide your reader with reoccurring images or phrases, or a running commentary or even a narrative or story, you will create unity that will help your reader better understand your central theme. This can be much like making sure to weave your thesis throughout a traditional essay paper.  The multi-genre web, however, offers a lot more creative possibilities.
Repetend options are given below. Each student must find some way to incorporate repetend.
Ways to incorporate repetend in your multi-genre web:
  • include the same phrase, sentence, or passage in each genre page as a heading or somewhere else in the text
  • include a description or design in each piece (written or graphic), placed strategically for easy recognition
  • include a running commentary from you, the writer, following or preceding each genre piece
  • create a character and follow his/her reactions to pieces
  • create a character involved somehow in each piece of writing--an ongoing little story
  • create a cartoon strip at the top or bottom of each genre page that comments on the ideas presented

    Use of Repetend
    A repetend is something added to your multi-genre project that repeats or continues. The purpose of the repetend is to create unity among the various genre pieces and to give the write an editorial voice that the reader can easily relate to during the project.
    Because mult-genre essays/papers/projects are unique and non-linear, they require a lot of work from the reader. You, as a conscientious writer, do not want to let your reader get confused as they move from genre to genre. If you provide your reader with reoccurring images or phrases, or a running commentary or even a narrative or story, you will create unity that will help your reader better understand your central theme. This can be much like making sure to weave your thesis throughout a traditional essay paper. The multi-genre project, however, offers a lot more creative possibilities.
    Repetend options are given below. Each student must find some way to incorporate a repetend.
    Ways to incorporate repetend in your multi-genre project:
    •    Include the same phrase, sentence, or passage in each genre page as a heading or somewhere else in the text.
    •    Include a description or design in each piece (written or graphic or both), placed strategically for easy recognition.
    •    Include a running commentary from you, the writer, following or preceding each genre piece.
    •    Create a character and follow his/her reactions to pieces.
    •    Create a character involved somehow in each piece of writing—an ongoing little story.
    •    Create a cartoon strip at the top or bottom of each genre page that comments on the ideas presented.
    •    Include a graphic/picture and/or a comment/phrase between each genre piece.
    How to decide what works for my paper?
    Think about your specific topic. What is the strongest image associated with that topic? What words could powerfully express that image? You could use those words to help you decide what should be emphasized and repeated throughout your web. You might want to just start writing. After you begin to read through your writing, circle or highlight language and images that might serve as strong repetitions.
How do I decide what works for my paper?
Think about your specific topic.  What is the strongest image associated with that topic?  What words could powerfully express that image?  You could use those words to help you decide what should be emphasized and repeated throughout your project.  You might want to just start writing.  After you begin to read through your writing, circle or highlight language and images that might serve as strong repetitions. 
If you're not sure if what you're doing is stealing someone else's ideas, check out this site listed below.

Monday, May 21, 2012

The Hours Motif Story

Please continue to work on your "Hours" motif story:  DUE FRIDAY, 5/25

1. at least 5 pages (try for it!)
2.  Two time periods
3. Weave recurring motifs through the stories

Post your progress here!

FINAL PROJECT

More info forthcoming, but a MULTIGENRE PROJECT

Using a common theme, create works in 4 different genres you have studied: poetry, prose (fiction and nonfiction), dramatic literature.

Tuesday, May 15, 2012

Jonathan Dee --critical essay The Hours

Jonathan Dee

In the following essay excerpt, Dee provides an overview of The Hours and an analysis of Cunningham's incorporation of Woolf and Mrs. Dalloway into the novel.

Nicole Kidman as Virginia Woolf in the 2002 film version of The Hours © Paramount/Miramax/The Kobal Collection/Coote, Clive Michael Cunningham's The Hours, published last fall to admiring reviews and winner of both the Pulitzer Prize and the PEN/Faulkner Award for the year's best work of fiction, bravely offers as its animating force that most unfashionable of love objects, a book. Not just any book, either, but Mrs. Dalloway, Virginia Woolf's slim, exacting treatment of one June day in the life of a group of Londoners, some of them related by friendship, some by birth, and some only by a kind of magical transfer of authorial sympathies as thecharacters pass one another on the street. Completed in 1925 (part of a six-year explosion of Woolf's genius that also saw the publication of To the Lighthouse, A Room of One's Own, and The Waves), Mrs. Dalloway is one of the peaks of Woolf's achievement, which is another way of saying that it is one of the signal achievements in all of Modernist literature; still, it takes an unusually ardent devotion to imagine, as Cunningham does, that Woolf's novel might enter the world as an instrument of fate, influencing lives for three-quarters of a century—even the lives of those who have never read it.
The Hours plaits together the stories of three women, each of them observed over the course of one June day in three radically different times and places: 1923 London, 1949 Los Angeles, and 1998 Greenwich Village. The present-day narrative is the dominant one, and it takes the form of a somewhat overdetermined contemporary replay of the very events of Woolf's novel. Cunningham's central figure is Clarissa Vaughan (same first name as Woolf's Mrs. Dalloway), whom we first see in the throes of preparation for an important party at her home that evening (same as Clarissa Dalloway). The coincidences pile up rapidly from there: Clarissa Vaughan's ignorance of them (in spite of the fact that she has even been nicknamed "Mrs. Dalloway" by a friend) is what saves these chapters from reading less like an act of homage than like a particularly highbrow episode of The Twilight Zone. Much more original and affecting is the novel's second, less emulative narrative strand, which concerns the tremulous existence of Laura Brown, a smart young housewife in suburban Los Angeles in the years of the post-World War II boom. Married to a doting war hero, mother of a three-year-old boy and with another child on the way, Laura is on a quiet course toward some sort of nervous breakdown, possibly even suicide; on the June day in question—her husband's birthday—she checks into a hotel room by herself and lies on the bed for two and a half hours reading Mrs. Dalloway. Never far from her mind is what she knows of the ultimate end of the woman who wrote the book she is holding; "How, Laura wonders, could someone who was able to write a sentence like that—who was able to feel everything contained in a sentence like that—come to kill her-self? What in the world is wrong with people?"
The third character in The Hours is Virginia Woolf herself. She, too, is seen on an imaginary June day, eighteen years before her suicide by drowning (a scene that forms the book's prologue), a day on which she is struggling with the opening pages of a new novel—the novel that will become Mrs. Dalloway but whose working title is "The Hours." These chapters are narrated in the same psychologically intimate third-person style as are those chapters centered around the women who are entirely Cunningham's creation. And although there is no mistaking the fact that this narrative—indeed, the whole novel—is conceived by Cunningham as a sincere tribute to a predecessor whom he reveres, still it is remarkable to watch him demonstrate that there is no corner of Woolf's extraordinary consciousness that, for reasons of modesty, he might shy away from attempting to recreate. For the most part, the narrative sticks fondly to the quotidian arrangements of Woolf's day (washing her face in the bathroom, planning a lunch menu); but we are also made privy to the less penetrable mysteries of her creative process:
It seems good enough; parts seem very good indeed. She has lavish hopes, of course—she wants this to be her best book.... But can a single day in the life of an ordinary women be made into enough for a novel? Virginia taps at her lips with her thumb.
We are in Woolf's head when she engages the madness with which her difficult life was fired: "she can feel the nearness of the old devil (what else to call it?), and she knows she will be utterly alone if and when the devil chooses to appear again." And, of course, in the prologue mentioned above, we are offered access to that consciousness even as it extinguishes itself, on the afternoon Woolf walks into the River Ouse with stones in her pockets.
The appropriation of genuine historical figures—people who actually lived—as characters in fiction is an act of imaginative boldness that, through simple attrition, readers of contemporary fiction have come to take entirely for granted. The past several years have seen a torrent of such novels, by Russell Banks (on John Brown), Pat Barker (Wilfred Owen and Siegfried Sassoon), Jay Parini (Walter Benjamin), Thomas Pynchon (Mason and
Jonathan Dee    19
Dixon), Susan Sontag (Lord Nelson), John Updike (James Buchanan), and a legion of lesser-known writers ...
But whether or not it's true (and I think it's untrue) that the relationship between the real and the invented in the art of prose fiction hasn't changed significantly since Shakespeare's time, there's no debating that the practice of conscripting flesh-and-blood people into novels has become a veritable epidemic in the last twenty-five years or so. It is more than mere postmodern fashion, this appetite for the real among those whose traditional stock-in-trade is invention. It says something important—and, to those of us who care about making the case for the novel's continued vitality, something ominous—about the way in which fiction writers imagine their relation to the world.
What makes a novel a novel—what distinguishes it from other forms? More, surely than the question of invention: "invention" is a continuum, after all, and I know no fiction writer who would be so bold as to claim that no aspect of his or her characters had its origin in something observed in the real world. More, too, than its dependence upon language, or its use of story as a kind of tonality to be either relied upon or rebelled against, or its deployment of moving, speaking, acting human figures as the elements of art (all of which it has in common with movies and plays and television shows). If there is one thing the novel offers that no other form can approach, it is the opportunity to know those human figures completely, through the fiction writer's full uncompromised access to his or her characters' interior lives, as well as to the ways in which they define themselves through the observable phenomena of speech and action. In a novel, the dicrepancy, large or small, between what a person does and who that person is can be if not exactly erased then at least accounted for so fully as to provide a picture of human nature that we feel is sufficient in its totality. The satisfaction of knowing others—or even ourselves—in that kind of totality is a satisfaction with which our real lives most definitely do not provide us. And it is precisely this imaginary bridging of the gulf between the knowable and the unknowable about human motives that makes of fiction an alternative life: a life that transcends this one, and that brings us into closer contact with our natures than real life—that is to say, the life outside books—is capable of doing.
This idea, of course, is not new. "In daily life," E. M. Forster wrote in Aspects of the Novel, "we never understand each other, neither complete clairvoyance nor complete confessional exists. We know each other approximately, by external signs, and these serve well enough as a basis for society and even for intimacy. But people in a novel can be understood completely by the reader, if the novelist wishes; their inner as well as their outer life can be exposed. And this is why they often seem more definite than characters in history, or even our own friends; we have been told all about them that can be told; even if they are imperfect or unreal they do not contain any secrets, whereas our friends do and must, mutual secrecy being one of the condition of life upon this globe."
A more historically minded accounting can be found in Milan Kundera's 1986 manifesto The Art of the Novel. Centuries before the invention of the novel, Kundera says, in the work of the great story-tellers like Boccaccio and Dante, "we can make out this conviction: It is through action that man steps forth from the repetitive universe of the everyday where each person resembles every other person; it is through action that he distinguishes himself from others and becomes an individual." Four hundred years later, in the work of proto-novelists such as Cervantes and Diderot, Kundera finds a more complex portrait of existence starting to emerge: the unlucky hero of Diderot's Jacques le Fataliste, for instance, "though he was starting an amorous adventure, and instead he was setting forth toward his infirmity. He could never recognize himself in his action. Between the act and himself, a chasm opens. Man hopes to reveal his own image through his act, but that image bears no resemblance to him. The paradoxical nature of action is one of the novel's great discoveries. But if the self is not to be grasped through action, then where and how are we to grasp it?" Out of that last sentence's primary existential problem, the novel as we know it is continually reborn.
Source: Jonathan Dee, "The Reanimators: On the Art of Literary Graverobbing," in Harper's Magazine, June 1999, pp. 76-84.

The Hours

Continue reading The Hours.  Work on your motif story.

Look over the following discussion questions.  Discuss with a partner and post a thoughtful response to questions 1-3.

1. Clarissa Vaughan is described several times as an "ordinary" woman. Do you accept this valuation? If so, what does it imply about the ordinary, about being ordinary? What makes someone, by contrast, extraordinary?

2. Flowers and floral imagery play a significant part in The Hours. When and where are flowers described? What significance do they have, and with what events and moods are they associated? How do flowers affect Virginia? Clarissa?

3. Cunningham plays with the notions of sanity and insanity, recognizing that there might be only a very fine line between the two states. What does the novel imply about the nature of insanity? Might it in fact be a heightened sanity, or at least a heightened sense of awareness? Would you classify Richard as insane? How does his mental state compare with that of Virginia? Of Laura as a young wife? Of Septimus Smith in Mrs. Dalloway? Does insanity (or the received idea of insanity) appear to be connected with creative gifts?

4. Virginia and Laura are both, in a sense, prisoners of their eras and societies, and both long for freedom from this imprisonment. Clarissa Vaughan, on the other hand, apparently enjoys every liberty: freedom to be a lesbian, to come and go and live as she likes. Yet she has ended up, in spite of her unusual way of life, as a fairly conventional wife and mother. What might this fact indicate about the nature of society and the restrictions it imposes? Does the author imply that character, to a certain extent, is destiny?

5. Each of the novel’s three principal women, even the relatively prosaic and down-to-earth Clarissa, occasionally feels a sense of detachment, of playing a role. Laura feels as if she is "about to go onstage and perform in a play for which she is not appropriately dressed, and for which she has not adequately rehearsed" [p. 43]. Clarissa is filled with "a sense of dislocation. This is not her kitchen at all. This is the kitchen of an acquaintance, pretty enough but not her taste, full of foreign smells" [p. 91]. Is this feeling in fact a universal one? Is role-playing an essential part of living in the world, and of behaving "sanely"? Which of the characters refuses to act a role, and what price does he/she pay for this refusal?

6. Who kisses whom in The Hours, and what is the significance of each kiss?

7. The Hours is very much concerned with creativity and the nature of the creative act, and each of its protagonists is absorbed in a particular act of creation. For Virginia and Richard, the object is their writing; for Clarissa Vaughan (and Clarissa Dalloway), it is a party; for Laura Brown, it is another party, or, more generally, "This kitchen, this birthday cake, this conversation. This revived world" [p. 106]. What does the novel tell us about the creative process? How does each character revise and improve his or her creation during the course of the story?

8. How might Richard’s childhood experiences have made him the adult he eventually becomes? In what ways has he been wounded, disturbed?

9. Each of the three principal women is acutely conscious of her inner self or soul, slightly separate from the "self" seen by the world. Clarissa’s "determined, abiding fascination is what she thinks of as her soul" [p. 12]; Virginia "can feel it inside her, an all but indescribable second self, or rather a parallel, purer self. If she were religious, she would call it the soul . . . It is an inner faculty that recognizes the animating mysteries of the world because it is made of the same substance" [pp. 34-35]. Which characters keep these inner selves ruthlessly separate from their outer ones? Why?

10. Each of the novel’s characters sees himself or herself, most of the time, as a failure. Virginia Woolf, as she walks to her death, reflects that "She herself has failed. She is not a writer at all, really; she is merely a gifted eccentric" [p. 4]. Richard, disgustedly, admits to Clarissa, "I thought I was a genius. I actually used that word, privately, to myself" [p. 65]. Are the novel’s characters unusual, or are such feelings of failure an essential and inevitable part of the human condition?

11. Toward the end of Clarissa’s day, she realizes that kissing Richard beside the pond in Wellfleet was the high point, the culmination, of her life. Richard, apparently, feels the same. Are we meant to think, though, that their lives would have been better, more heightened, had they stayed together? Or does Cunningham imply that as we age we inevitably feel regret for some lost chance, and that what we in fact regret is youth itself?

12. The Hours could on one level be said to be a novel about middle age, the final relinquishment of youth and the youthful self. What does middle age mean to these characters? In what essential ways do these middle-aged people--Clarissa, Richard, Louis, Virginia --differ from their youthful selves? Which of them resists the change most strenuously?

13. What does the possibility of death represent to the various characters? Which of them loves the idea of death, as others love life? What makes some of the characters decide to die, others to live? What personality traits separate the "survivors" from the suicides?

14. If you have read Virginia Woolf’s Mrs. Dalloway, would you describe The Hours as a modern version of it? A commentary upon it? A dialogue with it? Which characters in The Hours correspond with those of Woolf’s novel? In what ways are they similar, and at what point do the similarities cease and the characters become freestanding individuals in their own right?

15. For the most part, the characters in The Hours have either a different gender or a different sexual orientation from their prototypes in Mrs. Dalloway. How much has all this gender-bending affected or changed the situations, the relationships, and the people?

16. Why has Cunningham chosen The Hours for the title of his novel (aside from the fact that it was Woolf’s working title for Mrs. Dalloway)? In what ways is the title appropriate, descriptive? What do hours mean to Richard? To Laura? To Clarissa?

Wednesday, May 9, 2012

The Hours Writing Assignment-Themes, Motifs, Symbols

It's time to finish reading The Hours and begin a new writing assignment for this marking period.

Assignment: Your choice of genre (fiction, poetry, play)

Use some of the themes, motifs or symbols of The Hours in your writing assignment.


Themes, Motifs & Symbols (courtesy Spark notes)
Themes

Themes are the fundamental and often universal ideas explored in a literary work.


The Human Fascination With Mortality

The three main characters in The Hours search for meaning in their lives and evaluate suicide as a way of escaping the problems they face. Virginia, Clarissa, and Laura are incredibly sensitive and perceptive to the world around them. Each moment causes them to critically evaluate how they feel about living, so they constantly consider suicide as a way of evading the oppressive aspects of their lives. On the day explored by The Hours, Virginia Woolf tries to decide whether to have her character, Clarissa Dalloway, kill herself at the end of her book. We know that Virginia eventually ends her own life, so her deliberations about Clarissa partly reflect her own personal struggle with the idea of suicide.

Clarissa Vaughn dwells on the difference between her current life and the summer she spent in Wellfleet with her lover, Richard, at age eighteen. Richard’s illness causes her to ponder the way that time acts on people and changes them. Though she herself does not commit suicide, she witnesses her friend’s death and often evaluates whether the best days of her life are gone. Small slights, such as the absence of an invitation to lunch with Oliver St. Ives, make her feel insignificant, and she thinks about this sense of insignificance seems like death. The perceived immortality of movie stars and great writers, particularly the way their memory will outlast the memories of those that have lived less public lives, fascinates her.

Laura Brown feels trapped by the constraints of her role as a suburban housewife and sees suicide as a possible escape. The idea of shutting off the chatter and clamor of life in an instant seduces Laura. Because she is an intellectual, she thinks at first that her fascination with suicide is an objective, academic interest. She thinks that she would never actually be able to go through with killing herself. But as she feels the constraints of her own life closing in around her, she starts to seriously evaluate the idea of suicide. When she stands at the mirror staring at the bottle of sleeping pills, her interest is no longer purely hypothetical.
The Constraint of Societal Roles

The women of The Hours try to define their lives within the roles that society has set out for them but without sacrificing their own identities. They have varying degrees of comfort with their respective roles, ranging from Clarissa, who thinks occasionally that she’s too domestic, to Laura, who feels trapped by the life that she’s found herself living.

Clarissa lives with her female lover, a domestic situation that some might consider extraordinary. Despite her outsider societal status, she has established a stable and familiar routine. Mary Krull considers her to be “bourgeois to the bone,” while Richard comments that she has become the quintessential “society wife.” She has a lovely, well-appointed apartment, but she sometimes feel alienated from the domesticity of her surroundings. When she stands in her kitchen, she barely recognizes the plates that she herself bought and feels dislocated from the environment that should theoretically bring her satisfaction and comfort. She questions whether she has made the right decision by making such safe choices for herself. Virginia understands that she is an eccentric and, to an extent, embraces the role of the “mad writer.” She questions why she didn’t turn out more like her mother or her sister Vanessa. Both of these women could act as authoritative heads of the household who manage their lives perfectly. Meanwhile Virginia cannot even manage her servant Nelly—and she knows that she falls short in this respect. She wonders why she knows exactly how a person would manage servants but cannot put this idea into practice. Ultimately Virginia decides to make her character Clarissa into the English society wife that she never could be.

Laura has the severest case of conflict between her true self and the role that she has been handed. She married Dan out of a sense of obligation toward him and toward the world. She believes that the world has been saved by the soldiers that fought in World War II and that it is her role as a woman to serve as a wife and mother to the men returning from battle. Her needs have been subordinated to sense of duty and obligation to her family. As a result, she constantly looks around her and wonders whether her house, her child, and even her cake fulfill her personal desires. By the last chapter, she feels as if she is floating detached through her life, so disconnected that her life has become something she reads, much as she would read a story in a book.
Ordinary Life As More Interesting Than Art

The main characters try to find meaning and significance in every aspect of the world around them. In choosing to draw out the events of one day throughout a whole novel, Cunningham reveals the thoughts, attitudes, and perceptions of his three main characters through their small encounters with recognizable, everyday experiences. The women of The Hours, Clarissa in particular, cannot walk down the street without having a profound experience or revelation: the sight of a woman singing in the park makes her think about the history of the city she loves, while a glimpse of a movie star in her trailer causes her to pause and consider the ways that fame can make people immortal.

The perception of the world as meaningful is not a purely passive experience. Laura channels her restricted creativity into the domestic act of baking, treating the cake she makes for her husband as if it were a work of art. When the cake fails to live up to expectations, Laura feels not only the frustration of failing at the task but also her failure at finding satisfying outlets for her creative impulses.

As a writer, Virginia Woolf has a thoughtful, evaluative eye that gives her an acute understanding of the world around her. Even small moments can bring on great revelations. While sitting with her sister Vanessa at tea, chatting informally about a coat for Angelica, Virginia has a profound appreciation for the simple intimacy of the moment and wells up with tears. While each woman’s intense sensitivity allows her to feel deeply attuned to life, they also experience more acutely the heartaches and frustrations that come with minor setbacks. Though they cope with these setbacks with differing degrees of stoicism, each woman often feels overwhelmed by her life and the choices she has made.
Motifs

Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the text’s major themes.

Water

Water poses a threat to the characters in The Hours, beginning with Virginia Woolf’s drowning in the prologue, but it also creates a boundary space in which the characters can observe their lives from a distance and understand their situations with greater clarity. The Hours starts with Virginia Woolf’s suicide in a river, as she is simultaneously pulled away by the current with a rock in her pocket but still somehow able to perceive the world above the water. Though Virginia ends her life in the river, at the moment of drowning she transcends her body and sees the world with profound lucidity. Soon after this scene, Clarissa Dalloway steps out of her house into the New York morning, echoing the first scene of Woolf’s Mrs. Dalloway. She compares going out into the day to entering a swimming pool. Her everyday life comforts and preserves her as if she were underwater, but the darker ramifications of the prologue imply that Clarissa is drowning in her own existence. Though buoyed by the events of normal life, she runs the risk of being sucked down and consumed like Virginia.
Domestic Objects

Domestic objects in The Hours ground each scene in tangible, imaginable reality. Each object’s precise, simple description vividly depicts the various locations of the novel, conveying a sense of place vital to our imaginings of the three characters’ worlds The domestic life of each character carries significance: Virginia feels frustrated by her life in the suburbs and wants to return to the city, and she has trouble with the tasks of managing a household. Clarissa loves her apartment and her life, but she feels ambivalent about the choices she has made and sometimes feels alienated from the domestic trappings of her home. Laura feels confined by her role as a housewife, and though she has a cookie-cutter life, she questions the value of the simple pleasures of domesticity.

In the novel, domestic objects are often introduced as being of one principal color. Examples include Clarissa’s white plates, Laura’s blue bowl, the turquoise bedspread in the hotel Laura visits, Richie’s blue pajamas, Laura’s yellow kitchen, the white night-table in the attic bedroom at Wellfleet where Clarissa places her book, and the blue shirt that Walter Hardy buys for Evan. These colors correspond to the moods and tones of the scenes, and they emphasize the specificity of the objects.
Flowers

Flowers are the subject of the famous opening line of Mrs. Dalloway and appear throughout the The Hours as tools to brighten moments of charged emotional intensity. In Mrs. Dalloway, the story begins with the eponymous character leaving her house to buy flowers for the party that evening. Clarissa Vaughn leaves her apartment with the same intention. Flowers, particularly roses, have different connotations for each of the major characters: for Virginia, the roses around the bed of the dead bird signify rest and funereal blankness. Clarissa takes great pleasure in the flowers she buys. She brings Richard flowers to brighten his dark apartment, and she brings some home to spruce up her own apartment. When Mary Krull notices the flowers, Clarissa feels defensive, because they signify a conventional domesticity that Mary wouldn’t approve of. For Sally, a perfect cluster of roses is a present that she can knows Clarissa will appreciate. Laura sees the roses that she puts on the birthday table for Dan as a way to make up for the mental distance she puts between herself and her family.
Symbols

Symbols are objects, characters, figures, or colors used to represent abstract ideas or concepts.

Laura’s Cake

Laura wants the cake she makes for Dan to fulfill her desire for meaning in her role as a mother, cook, and housewife. Though she knows a cake cannot provide the baker with the same satisfaction that a work of art would provide an artist, she can’t help but crave some creative outlet. Although she tries to convince herself that the first cake she bakes has turned out well, she decides to throw it out and make a second cake. She becomes furious when this second cake is ruined after Dan spits on it as he blows out the candles. No matter what she does, Dan and Richie will be there to “ruin” whatever cake she produces by reminding her of the restricted nature of her role. The cake forces Laura to consider the idea that just having a family will not be enough for her.
Richard’s Chair

Richard’s decaying armchair represents his declining health and mental prowess. Clarissa tries to maintain her optimism when confronted with Richard’s decline, but the chair is a sign she cannot ignore. With her scrupulous attention to domestic detail, Clarissa is bothered by the chair, which she calls “ostentatiously broken and worthless.” Though it smells like it’s rotting, Richard refuses to throw it out. The chair, which Clarissa has pointed out is so far gone as to be almost not worth holding on to, represents Richard’s body. Clarissa marvels at the idea that the human will to live is so strong that even when the body has decayed completely, human beings still have a powerful will to live. She describes the chair as being sick, and Richard clings to it stubbornly. Perhaps if he can hold onto the chair, he can hold onto hope.
The Dead Bird

Virginia sees the dead bird as a symbol of death and becomes fascinated with the way the thrush’s body becomes smaller and seems less important after it dies. Virginia first notices the dead bird when Vanessa’s children construct a grave for it in her garden. She takes notice of how small and insignificant the bird looks after being placed in the nest of flowers. Later that evening, she creeps out to the garden and looks at the bird again. Although earlier she expressed that she would like the peace and quiet of laying on the bird’s bed of roses, she realizes that she is not yet ready to become that small and insignificant. The bird represents death and demonstrates the way the vitality of day-to-day life is pulled from the physical form, leaving only a small body. At that moment, Virginia decides she is not ready to choose death, but ultimately she does decide to take her own life.


The Hours Discussion Questions

In this remarkable book, Cunningham draws inventively on the life and work of Virginia Woolf to tell the story of a group of characters struggling with the conflicting claims of love and inheritance, life and death, creation and destruction. The novel moves along three separate but parallel stories, each focusing on the experiences of a particular woman during the course of one apparently unremarkable but in fact pivotal day.

Clarissa Vaughan, a book editor in present-day Greenwich Village, is organizing a party for her oldest friend, Richard, an AIDS-stricken poet who has just won a major literary prize. Laura Brown, a young wife and mother in 1949 Los Angeles, cares for her toddler and prepares a birthday cake for her husband as she tries to resist increasing waves of panic and feelings of alienation from her humdrum yet demanding life. And Virginia Woolf herself, the third woman, works on her new novel, Mrs. Dalloway, chats with her husband and sister, bickers with her cook, and attempts to come to terms with her deep, ungovernable longings for escape and even for death. As the novel jump-cuts through the century, the lives and stories of the three women converge, stunningly and unexpectedly, the night of Clarissa’s party for Richard.



1. Clarissa Vaughan is described several times as an "ordinary" woman. Do you accept this valuation? If so, what does it imply about the ordinary, about being ordinary? What makes someone, by contrast, extraordinary?

2. Flowers and floral imagery play a significant part in The Hours. When and where are flowers described? What significance do they have, and with what events and moods are they associated? How do flowers affect Virginia? Clarissa?

3. Cunningham plays with the notions of sanity and insanity, recognizing that there might be only a very fine line between the two states. What does the novel imply about the nature of insanity? Might it in fact be a heightened sanity, or at least a heightened sense of awareness? Would you classify Richard as insane? How does his mental state compare with that of Virginia? Of Laura as a young wife? Of Septimus Smith in Mrs. Dalloway? Does insanity (or the received idea of insanity) appear to be connected with creative gifts?

4. Virginia and Laura are both, in a sense, prisoners of their eras and societies, and both long for freedom from this imprisonment. Clarissa Vaughan, on the other hand, apparently enjoys every liberty: freedom to be a lesbian, to come and go and live as she likes. Yet she has ended up, in spite of her unusual way of life, as a fairly conventional wife and mother. What might this fact indicate about the nature of society and the restrictions it imposes? Does the author imply that character, to a certain extent, is destiny?

5. Each of the novel’s three principal women, even the relatively prosaic and down-to-earth Clarissa, occasionally feels a sense of detachment, of playing a role. Laura feels as if she is "about to go onstage and perform in a play for which she is not appropriately dressed, and for which she has not adequately rehearsed" [p. 43]. Clarissa is filled with "a sense of dislocation. This is not her kitchen at all. This is the kitchen of an acquaintance, pretty enough but not her taste, full of foreign smells" [p. 91]. Is this feeling in fact a universal one? Is role-playing an essential part of living in the world, and of behaving "sanely"? Which of the characters refuses to act a role, and what price does he/she pay for this refusal?

6. Who kisses whom in The Hours, and what is the significance of each kiss?

7. The Hours is very much concerned with creativity and the nature of the creative act, and each of its protagonists is absorbed in a particular act of creation. For Virginia and Richard, the object is their writing; for Clarissa Vaughan (and Clarissa Dalloway), it is a party; for Laura Brown, it is another party, or, more generally, "This kitchen, this birthday cake, this conversation. This revived world" [p. 106]. What does the novel tell us about the creative process? How does each character revise and improve his or her creation during the course of the story?

8. How might Richard’s childhood experiences have made him the adult he eventually becomes? In what ways has he been wounded, disturbed?

9. Each of the three principal women is acutely conscious of her inner self or soul, slightly separate from the "self" seen by the world. Clarissa’s "determined, abiding fascination is what she thinks of as her soul" [p. 12]; Virginia "can feel it inside her, an all but indescribable second self, or rather a parallel, purer self. If she were religious, she would call it the soul . . . It is an inner faculty that recognizes the animating mysteries of the world because it is made of the same substance" [pp. 34-35]. Which characters keep these inner selves ruthlessly separate from their outer ones? Why?

10. Each of the novel’s characters sees himself or herself, most of the time, as a failure. Virginia Woolf, as she walks to her death, reflects that "She herself has failed. She is not a writer at all, really; she is merely a gifted eccentric" [p. 4]. Richard, disgustedly, admits to Clarissa, "I thought I was a genius. I actually used that word, privately, to myself" [p. 65]. Are the novel’s characters unusual, or are such feelings of failure an essential and inevitable part of the human condition?

11. Toward the end of Clarissa’s day, she realizes that kissing Richard beside the pond in Wellfleet was the high point, the culmination, of her life. Richard, apparently, feels the same. Are we meant to think, though, that their lives would have been better, more heightened, had they stayed together? Or does Cunningham imply that as we age we inevitably feel regret for some lost chance, and that what we in fact regret is youth itself?

12. The Hours could on one level be said to be a novel about middle age, the final relinquishment of youth and the youthful self. What does middle age mean to these characters? In what essential ways do these middle-aged people--Clarissa, Richard, Louis, Virginia --differ from their youthful selves? Which of them resists the change most strenuously?

13. What does the possibility of death represent to the various characters? Which of them loves the idea of death, as others love life? What makes some of the characters decide to die, others to live? What personality traits separate the "survivors" from the suicides?

14. If you have read Virginia Woolf’s Mrs. Dalloway, would you describe The Hours as a modern version of it? A commentary upon it? A dialogue with it? Which characters in The Hours correspond with those of Woolf’s novel? In what ways are they similar, and at what point do the similarities cease and the characters become freestanding individuals in their own right?

15. For the most part, the characters in The Hours have either a different gender or a different sexual orientation from their prototypes in Mrs. Dalloway. How much has all this gender-bending affected or changed the situations, the relationships, and the people?

16. Why has Cunningham chosen The Hours for the title of his novel (aside from the fact that it was Woolf’s working title for Mrs. Dalloway)? In what ways is the title appropriate, descriptive? What do hours mean to Richard? To Laura? To Clarissa?

Monday, May 7, 2012

The Hours

Listen to Michael Cunningham read the prologue.

Watch the opening of the film.

Research Virginia Woolf and michael Cunningham links.

Continue reading to pg. 48.


From wikipedia

Mrs Dalloway (published on 14 May 1925) is a novel by Virginia Woolf that details a day in the life of Clarissa Dalloway in post-World War I England. It is one of Woolf's best-known novels.
Created from two short stories, "Mrs Dalloway in Bond Street" and the unfinished "The Prime Minister", the novel's story is of Clarissa's preparations for a party of which she is to be hostess. With the interior perspective of the novel, the story travels forwards and back in time and in and out of the characters' minds to construct an image of Clarissa's life and of the inter-war social structure.

Plot summary

Clarissa Dalloway goes around London in the morning, getting ready to host a party that evening. The nice day reminds her of her youth at Bourton and makes her wonder about her choice of husband; she married the reliable Richard Dalloway instead of the enigmatic and demanding Peter Walsh and she "had not the option" to be with Sally Seton. Peter reintroduces these conflicts by paying a visit that morning.
Septimus Warren Smith, a veteran of World War I suffering from deferred traumatic stress, spends his day in the park with his Italian-born wife Lucrezia, where they are observed by Peter Walsh. Septimus is visited by frequent and indecipherable hallucinations, mostly concerning his dear friend Evans who died in the war. Later that day, after he is prescribed involuntary commitment to a psychiatric hospital, he commits suicide by jumping out of a window.
Clarissa's party in the evening is a slow success. It is attended by most of the characters she has met in the book, including people from her past. She hears about Septimus' suicide at the party and gradually comes to admire the act of this stranger, which she considers an effort to preserve the purity of his happiness.

Characters

Clarissa Dalloway The fifty-one-year-old ("She had just broken into her fifty-second year" p. 31) [1] protagonist of the novel. She is the wife of Richard and mother of Elizabeth. She spends the day organizing a party that will be held that night while also reminiscing about the past. She is self-conscious about her role in London high society.
Richard Dalloway The disconnected and haughty husband of Clarissa. He is immersed in his work in government.
Elizabeth Dalloway Seventeen-year-old daughter of Clarissa and Richard. She is said to look "oriental" and has great composure. Compared to her mother, she takes great pleasure in politics and modern history, hoping to be either a doctor or farmer in the future.
Septimus Warren Smith A World War I veteran who suffers from "shell shock" and hallucinations of his deceased friend, Evans. Educated and decorated in the war, he is detached from society. He is married to Lucrezia from whom he has grown distant.
Lucrezia "Rezia" Smith The Italian wife of Septimus. She is burdened by his mental illness and believes that she is judged because of it. During most of the novel she is homesick for family and country, which she left to marry Septimus after the Armistice.
Sally Seton A love interest of Clarissa. She had a strained relationship with her family and spent much time with Clarissa's family in her youth. Sally is married to Lord Rosseter and has five boys. She can be described as feisty as well as a youthful ragamuffin.
Hugh Whitbread The pompous friend of Clarissa. Like Clarissa, he places much importance on his place in society. He holds an unspecified position in the British Royal household. Although he believes himself to be an essential member of the British aristocracy, Lady Bourton, Clarissa, Richard, and Peter find him to be obnoxious.
Peter Walsh He is an old friend of Clarissa. In the past, she rejected his marriage proposal. Now he has returned to England from India and is one of the guests at Clarissa's party. He is planning to marry Daisy.
Sir William Bradshaw Septimus is referred to the famous psychiatrist, Sir William Bradshaw, by his physician, Dr. Holmes. Bradshaw notes that Septimus has had a complete nervous breakdown and suggests spending time in the country as a cure.
Miss Kilman Miss Kilman is Elizabeth's history teacher, who has a degree in history and was fired from a teaching job during the war. She has a German ancestry. She wears an unattractive mackintosh coat because she does not care enough to dress to please others. She is a born-again Christian. She dislikes Clarissa intensely but she loves to spend time with Elizabeth.

Style

In Mrs Dalloway, all of the action, except flashbacks, takes place on a day in June. It is an example of free indirect discourse storytelling (not stream of consciousness because this story moves between the consciousnesses of every character in a form of discourse): every scene closely tracks the momentary thoughts of a particular character. Woolf blurs the distinction between direct and indirect speech throughout the novel, alternating her narration with omniscient description, indirect interior monologue, direct interior narration follows at least twenty characters in this way but the bulk of the novel is spent with Clarissa Dalloway and Septimus Smith.
Because of structural and stylistic similarities, Mrs Dalloway is commonly thought to be a response to James Joyce's Ulysses, a text that is often considered one of the greatest novels of the twentieth century (though Woolf herself, writing in 1928, apparently denied this[2]). In her essay 'Modern Fiction', Woolf praised James Joyce's Ulysses, saying of the scene in the cemetery, "on a first reading at any rate, it is difficult not to acclaim a masterpiece".[3] The Hogarth Press, run by her and her husband Leonard, had to turn down the chance to publish the novel in 1919, because of the obscenity law in England, as well as the practical issues regarding publishing such a substantial text.
Woolf laid out some of her literary goals with the characters of Mrs Dalloway while still working on the novel. A year before its publication, she gave a talk at Cambridge University called "Character in Fiction," revised and retitled later that year as "Mr. Bennett and Mrs. Brown."[4]

Themes

The novel has two main narrative lines involving two separate characters (Clarissa Dalloway and Septimus Smith); within each narrative there is a particular time and place in the past that the main characters keep returning to in their minds. For Clarissa, the "continuous present" (Gertrude Stein's phrase) of her charmed youth at Bourton keeps intruding into her thoughts on this day in London. For Septimus, the "continuous present" of his time as a soldier during the Great War keeps intruding, especially in the form of Evans, his comrade.

Mental illness

Septimus, as the shell-shocked war hero, operates as a pointed criticism of the treatment of mental illness and depression.[5] Woolf lashes out at the medical discourse through Septimus' decline and suicide; his doctors make snap judgments about his condition, talk to him mainly through his wife and dismiss his urgent confessions before he can make them. Rezia remarks that Septimus "was not ill. Dr Holmes said there was nothing the matter with him".[6]
Woolf goes beyond criticizing the treatment of mental illness. Using the characters of Clarissa and Rezia, she makes the argument that people can only interpret Septimus' shell-shock according to their cultural norms.[7] Throughout the course of the novel Clarissa does not meet Septimus. Clarissa's reality is vastly different from that of Septimus; his presence in London is unknown to Clarissa until his death becomes idle chat at her party. By never having these characters meet, Woolf is suggesting that mental illness can be contained to the individuals who suffer from it without others who remain unaffected ever having to witness it.[8] This allows Woolf to weave her criticism of the treatment of the mentally ill with her larger argument, which is the criticism of society's class structure. Her use of Septimus as the stereotypically traumatized man from the war is her way of showing that there were still reminders of the First World War in 1923 London.[7] These ripples affect Mrs. Dalloway and readers spanning generations. Shell shock or post traumatic stress disorder is an important addition to the early 20th century canon of post-war British Literature.[9]
There are similarities in Septimus' condition to Woolf's struggles with bipolar disorder (they both hallucinate that birds sing in Greek and Woolf once attempted to throw herself out of a window as Septimus does).[5] Woolf eventually committed suicide by drowning.
Woolf's original plan for her novel called for Clarissa to kill herself during her party. In this original version, Septimus (whom Woolf called Mrs. Dalloway's "double") did not appear at all.[2]

Existential issues

When Peter Walsh sees a girl in the street and stalks her for half an hour, he notes that his relationship to the girl was "made up, as one makes up the better part of life." By focusing on characters' thoughts and perceptions, Woolf emphasizes the significance of private thoughts rather than concrete events in a person's life. Most of the plot in Mrs Dalloway is realizations that the characters subjectively make.[5]
Fueled by her bout of ill health, Clarissa Dalloway is emphasized as a woman who appreciates life. Her love of party-throwing comes from a desire to bring people together and create happy moments. Her charm, according to Peter Walsh who loves her, is a sense of joie de vivre, always summarized by the sentence "There she was." She interprets Septimus Smith's death as an act of embracing life and her mood remains light even though she hears about it in the midst of the party.

Feminism

As a commentary on inter-war society, Clarissa's character highlights the role of women as the proverbial "Angel in the House" and embodies sexual and economic repression and the narcissism of bourgeois women who have never known the hunger and insecurity of working women. She keeps up with and even embraces the social expectations of the wife of a patrician politician but she is still able to express herself and find distinction in the parties she throws.[5]
Her old friend Sally Seton, whom Clarissa admires dearly, is remembered as a great independent woman:[5] She smoked cigars, once ran down a corridor naked to fetch her sponge-bag and made bold, unladylike statements to get a reaction from people. When Clarissa meets her in the present day, she turns out to be a perfect housewife, having married a self-made rich man and given birth to five sons.

Homosexuality

Clarissa Dalloway is strongly attracted to Sally at Bourton — 34 years later, she still considers the kiss they shared to be the happiest moment of her life. She feels about women "as men feel",[10] but she does not recognize these feelings as signs of homosexuality.
Similarly, Septimus is haunted by the image of his dear friend Evans. Evans, his commanding officer, is described as being "undemonstrative in the company of women". The narrator describes Septimus and Evans behaving together like "two dogs playing on a hearth-rug" who, inseparable, "had to be together, share with each other, fight with each other, quarrel with each other..." Jean E. Kennard notes that the word "share" could easily be read in a Forsteran manner, perhaps as in Forster's Maurice which shows the word's use in this period to describe homosexual relations. Kennard is one to note Septimus' "increasing revulsion at the idea of heterosexual sex", abstaining from sex with Rezia and feeling that "the business of copulation was filth to him before the end."[11]