Realism, Regionalism, & Naturalism

1. Realism, Regionalism, & Naturalism The writers and their stories

2. Frederick Douglass • Born into slavery, approx. 1817 • As a boy, an owner taught him the alphabet • Later, he taught himself to read—this would eventually allow him to escape slavery • 1838—escaped slavery • Became a public lecturer and eventually an author • Most eloquent and persuasive speaker in Abolition movement

3. Frederick Douglass • The Narrative of the Life… • Written as a protest against slavery and to persuade others to join the abolition movement • Realism literary focus • Objectivity vs. Subjectivity • Objectivity: situations are described in a matter of fact way, without emotion or judgment • Subjectivity: situations are described in a personal and more emotional way, allowing the reader to understand the author’s feelings regarding the subject

4. Frederick Douglass • Analyzing Douglass’ style • With your table group, please discuss and jot down in your notes… • The type of language used by Douglass to describe this incident with Mr. Covey • Is the language elevated and sophisticated? Simple and straightforward? Give two examples to support your opinion • What do you think motivated Douglass to make this choice in language? • Identify 3 passages that you think are the most persuasive in describing the true nature of slavery. • Then determine if the passages are objective, subjective, or a combination of both

5. Ambrose Bierce • Author background • Enlisted in Union army at 18 • Fought in several major battles of Civil War • After Civil War, moved west to San Fran • Started journalism career • Style and Theme • Known for cynical (bitter) humor and cruel wit • Futility of war

6. “Occurrence at Owl Creek Bridge” • Literary Elements • Point of view: the narrative perspective from which a story is told • 1st person: the narrator is a character in the story and describes events using I, me, we, my • 3rd person: events are related by a voice outside the action, using words like he, she, they • 3rd person Omniscient: aware of all characters’ thoughts • 3rd person Limited: focuses only on one character’s thoughts

7. “Occurrence at Owl Creek Bridge” • Structure • This short story is arranged in three numbered sections • Change of section indicates a change in time • Section I: at the execution • Section II: flashback • Section III: picks up where Section I left off Each section contains a shift in POV—pay attention as you read to where POV shifts.

8. Stephen Crane (1871-1900) • Grew up in the slums of Asbury Park, NJ • Attended college at Syracuse—never graduated • Became a journalist after leaving college • First book, Maggie: A Girl of the streets • Censored because of the content—the life of a prostitute in the slums • Becomes a literary sensation with second novel, The Red Badge of Courage • Exposed American readers to the brutality of war

9. “A Mystery of Heroism” • Literary Focus • Naturalism • Offshoot of Realism • Subjects: common people in ordinary life situations • Focus: emphasized how instinct and environment affect human behavior • Influenced by Darwin’s Theory of Evolution and Natural Selection • Believed human fate is determined by forces beyond individual control, but that force isn’t God, it’s nature or social forces that determine our fate

10. “A Mystery of Heroism” • Literary Focus • Setting--As you read, focus on the details that Crane includes to describe the setting that allow you to visualize the characters, settings and events. • Theme—what universal message does this story convey about war and being a hero? • What is Fred’s motivation for risking his life for water? • Does risking his life for water and giving some to the dying officer qualify Fred as a hero? • Does he even get a drink? • What does the spilling of the bucket say about Fred’s dangerous journey to get the water? • War is brutal and useless—nothing is accomplished but death

11. Kate Chopin (1851-1904) • Raised in the Midwest (Missouri) • Father died in RR accident when Chopin was 5 • Well educated • Widowed at 31 years old—left to raise 6 children and manage her husband’s business on her own • First published in 1889 • Stories often focused on women seeking independence from male dominated society

12. “The Story of an Hour” • Background • Setting: turn of the century (1900) • Custom and law limited women’s actions and control over their own lives • No right to vote • Could not own property • Educational and Employment opportunities severely limited • Married women were expected to be subservient to and supportive of their husbands

13. Questions to think about: Table Talk • How do Richards and Josephine expect Mrs. Mallard to react to the news? How do their expectations help to guide our expectations? • What is ironic and how is irony it displayed in this story? • How would you describe the Mallard’s marriage? Is Mrs. Mallard justified in her reaction to the news? Does she hate her husband or the institution of marriage? • What does the author mean by having Mrs. Mallard say, “Free, free, free”?