Monday, August 27, 2012





Date: October 10, 2011
Summary: Prize-winning international poet, translator, and essayist Jane Hirshfield's poetry speaks to the central issues of human existence: desire and loss, impermanence and beauty, and the many dimensions of our connection with others. She tells NWP why she writes.
Why do I write?
I write because to write a new sentence, let alone a new poem, is to cross the threshold into both a larger existence and a profound mystery. A thought was not there, then it is. An image, a story, an idea about what it is to be human, did not exist, then it does. With every new poem, an emotion new to the heart, to the world, speaks itself into being. Any new metaphor is a telescope, a canoe in rapids, an MRI machine. And like that MRI machine, sometimes its looking is accompanied by an awful banging. To write can be frightening as well as magnetic. You don't know what will happen when you throw open your windows and doors.
To write a new sentence, let alone a new poem, is to cross the threshold into both a larger existence and a profound mystery.
Why write? You might as well ask a fish, why swim, ask an apple tree, why make apples? The eye wants to look, the ear wants to hear, the heart wants to feel more than it thought it could bear...
The writer, when she or he cannot write, is a person outside the gates of her own being. Not long ago, I stood like that for months, disbarred from myself. Then, one sentence arrived; another. And I? I was a woman in love. For that also is what writing is. Every sentence that comes for a writer when actually writing—however imperfect, however inadequate—every sentence is a love poem to this world and to our good luck at being here, alive, in it.

RELATED ARTICLES ON NWP.ORG

About the Author Jane Hirshfield is the author of seven collections of poetry, including After (shortlisted for England's T.S. Eliot Prize and named a "best book of 2006" by the Washington Post, the San Francisco Chronicle, and the London Financial Times), Given Sugar, Given Salt (finalist for the 2001 National Book Critics Circle Award), The Lives of the Heart, and The October Palace, as well as a book of essays, Nine Gates: Entering the Mind of Poetry. Her most recent book, a collection of poems entitled Come, Thief was published in August 2011. Hirshfield has taught at UC Berkeley, Duke University, Bennington College and elsewhere, and her many appearances at writers conferences and literary festivals in this country and abroad have been highly acclaimed.

RELATED RESOURCE TOPICS

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?