English ARWAV Notes (unfinished)
Links to websites
https://www.shmoop.com/study-guides/literature/room-with-a-view/characters
https://www.litcharts.com/lit/a-room-with-a-view/themes
https://www.gradesaver.com/a-room-with-a-view/study-guide/themes
https://www.sparknotes.com/lit/room/characters/
Characters & Analysis
Lucy Honeychurch
Young woman from Surrey
Upper class
Doesn’t know what she wants
Plays the piano to ‘escape’
Breaks social norms and codes throughout the book
She chooses to break the expectations of her, and marry George instead of Cecil
Themes she relates to:
Honesty
Sexism and women’s roles
Love
Music
The muddle
Distinction between classes
George Emerson
Young man
Progressive
Desire for truth
Middle class
At the beginning of the book he struggles to find meaning in life
Falls in love with Lucy in Italy
He encourages her not to marry Cecil Vyse
Themes he relates to:
Society, manners and changing social norms
Love
Distinction between the classes
Charlotte Bartlett
Lucy’s older cousin
Chaperones Lucy in Italy
Attempts to hold Lucy to “proper” standards
Doesn’t approve of the Emersons
Old-fashioned ideas
In the end she assists Lucy in marrying George Emerson
Themes she relates to:
society, manners, and changing social norms
sexism and women’s roles
distinction between classes
Mr Beebe
The reverend in Lucy’s hometown who she meets in Italy
Aims to use his influence to help others
Likes those that are honest
Supports Lucy throughout the book until she decides to marry George when he turns against the idea
Themes he relates to:
Education and independence
Sexism and women’s roles
Mr Emerson
Doesn’t conform to social norms
Progressive
Described as both ungentlemanly and beautiful
Helps Lucy to realise her feelings for George and fight back against social norms
Is in the middle class
Themes he relates to:
society, manners, and changing social norms
love
the muddle
distinction between classes
Cecil Vyse
dislikeable
Lucy’s fiance for a short period of time
doesn’t like the people from Lucy’s town
sees Lucy as an object
treats people without kindness or respect
tries to be authoritarian and manly but is really just awkward and self-conscious
upper class
themes he relates to:
education and independence
distinction between the classes
Eleanor Lavish
a writer staying at the same pension as Lucy and Charlotte
unconventional
themes she relates to:
education and independence
Mrs Honeychurch
Lucy’s mother
Freddy Honeychurch
Lucy’s younger brother
Dislikes Cecil and likes George
Themes
Society, Manners, and Changing Social Norms
Sexism and Women’s Roles
Honesty
Education and Independence
Love
Beauty
Music
The muddle
Distinction between the classes
Quotes
Quote | Page & said by | Theme/Context | Technique | Effect |
---|---|---|---|---|
“I don’t know what I think, nor what I want.” | Pg 52 by Lucy | sexism, manners, and changing social normsthe muddle | Repetition, dialogue, 1st person | |
“For something tremendous has happened. I must face it without getting muddled.” | Pg 41 by Lucy | Muddleddefying sexism and women’s roles in society | emotive language, symbolism/motif of muddled | |
“He looked at her, rather than through her. For the first time since they were engaged. From a Leonardo, she had become a living woman.” | Narrator | Sexism & Women’s roles in society | Leonardo (artwork) → fake/false ; a creationLiving woman → true/real | Shows Lucy emerging, growing, shifting from the constraints of the time |
“The elder ladies exchanged glances, not of disapproval; it is suitable that a girl should feel deeply” | Part 1 Chapter 5 by Narrator | Elder ladies are Miss Lavish and Charlotte. They acknowledge that a young girl is allowed to feel deeply Implies that when she is older she will not be allowed to feel deeplysexism and women’s roles | ||
“‘Ah,’ said Miss | ||||
Bartlett, repressing Lucy, who was about to speak.” | Narrator | Sexism and Women’s roles | Forster | |
uses dialogue and repetition of the emotive verb ‘repressing’ | ||||
to convey Charlotte’s power and control over Lucy. | y | |||
“You love the boy body and soul, plainly, directly, as he loves you, and no other word expresses it” | said by Mr Emerson | LoveThe muddle | Forster’s use of the repetition of the word | |
love and Mr Emerson’s emotive declaration | shows the reader that Lucy is on the path to self-knowledge and becoming aware of what is important in life | m |
Symbolism
muddle
outdoors
piano playing
kite
flowers/kiss
change
growth
new understandings
closed/open window
new view
Lucy’s coming of age
Lucy’s journey of self-discovery
societal demands & expectations
being true to yourself
breaking free from repression
an understanding & acceptance of who you really are
knowledge of our own identity and the challenges to it
Essay Structure
Intro
address the question - create a thesis; use words from the question but don’t repeat it
Identify text (novel - underline the title) + author - contextualise (Edwardian England etc)
Sign post the ideas/paragraphs in your essay
Paragraphs
Point - linked to intro
Evidence/explain
Technique
Analyse how your evidence supports your point
Link back to question
Conclusion
e.g. Thus it is clear that Lucy Honeychurch learns to embrace her own identity & resist the repressive manners of the Edwardian Period.
Poems
FLIRTS
F - form/structure
stanza
specific types of poems (e.g. haiku)
L - language techniques
first person, second person, third person
type of language
diction
cultural slang
I - imagery
auditory - sound
sensory - texture
visual - what the author is describing that you can see
techniques
metaphors
similies
symbolism
juxtaposition
repetition
rhetoric
assonance
contrast
anaphora
R - rhyme/rhythm
rhyme scheme (abab/abba)
pace
enjambment
caesura
T - tone
attitude the poet shows towards the subject
bias
opinion
negative/positive
tonal shifts
specific vocabulary
S - subject
overall idea
theme
purpose
underlying messages
English ARWAV Notes (unfinished)
Links to websites
https://www.shmoop.com/study-guides/literature/room-with-a-view/characters
https://www.litcharts.com/lit/a-room-with-a-view/themes
https://www.gradesaver.com/a-room-with-a-view/study-guide/themes
https://www.sparknotes.com/lit/room/characters/
Characters & Analysis
Lucy Honeychurch
Young woman from Surrey
Upper class
Doesn’t know what she wants
Plays the piano to ‘escape’
Breaks social norms and codes throughout the book
She chooses to break the expectations of her, and marry George instead of Cecil
Themes she relates to:
Honesty
Sexism and women’s roles
Love
Music
The muddle
Distinction between classes
George Emerson
Young man
Progressive
Desire for truth
Middle class
At the beginning of the book he struggles to find meaning in life
Falls in love with Lucy in Italy
He encourages her not to marry Cecil Vyse
Themes he relates to:
Society, manners and changing social norms
Love
Distinction between the classes
Charlotte Bartlett
Lucy’s older cousin
Chaperones Lucy in Italy
Attempts to hold Lucy to “proper” standards
Doesn’t approve of the Emersons
Old-fashioned ideas
In the end she assists Lucy in marrying George Emerson
Themes she relates to:
society, manners, and changing social norms
sexism and women’s roles
distinction between classes
Mr Beebe
The reverend in Lucy’s hometown who she meets in Italy
Aims to use his influence to help others
Likes those that are honest
Supports Lucy throughout the book until she decides to marry George when he turns against the idea
Themes he relates to:
Education and independence
Sexism and women’s roles
Mr Emerson
Doesn’t conform to social norms
Progressive
Described as both ungentlemanly and beautiful
Helps Lucy to realise her feelings for George and fight back against social norms
Is in the middle class
Themes he relates to:
society, manners, and changing social norms
love
the muddle
distinction between classes
Cecil Vyse
dislikeable
Lucy’s fiance for a short period of time
doesn’t like the people from Lucy’s town
sees Lucy as an object
treats people without kindness or respect
tries to be authoritarian and manly but is really just awkward and self-conscious
upper class
themes he relates to:
education and independence
distinction between the classes
Eleanor Lavish
a writer staying at the same pension as Lucy and Charlotte
unconventional
themes she relates to:
education and independence
Mrs Honeychurch
Lucy’s mother
Freddy Honeychurch
Lucy’s younger brother
Dislikes Cecil and likes George
Themes
Society, Manners, and Changing Social Norms
Sexism and Women’s Roles
Honesty
Education and Independence
Love
Beauty
Music
The muddle
Distinction between the classes
Quotes
Quote | Page & said by | Theme/Context | Technique | Effect |
---|---|---|---|---|
“I don’t know what I think, nor what I want.” | Pg 52 by Lucy | sexism, manners, and changing social normsthe muddle | Repetition, dialogue, 1st person | |
“For something tremendous has happened. I must face it without getting muddled.” | Pg 41 by Lucy | Muddleddefying sexism and women’s roles in society | emotive language, symbolism/motif of muddled | |
“He looked at her, rather than through her. For the first time since they were engaged. From a Leonardo, she had become a living woman.” | Narrator | Sexism & Women’s roles in society | Leonardo (artwork) → fake/false ; a creationLiving woman → true/real | Shows Lucy emerging, growing, shifting from the constraints of the time |
“The elder ladies exchanged glances, not of disapproval; it is suitable that a girl should feel deeply” | Part 1 Chapter 5 by Narrator | Elder ladies are Miss Lavish and Charlotte. They acknowledge that a young girl is allowed to feel deeply Implies that when she is older she will not be allowed to feel deeplysexism and women’s roles | ||
“‘Ah,’ said Miss | ||||
Bartlett, repressing Lucy, who was about to speak.” | Narrator | Sexism and Women’s roles | Forster | |
uses dialogue and repetition of the emotive verb ‘repressing’ | ||||
to convey Charlotte’s power and control over Lucy. | y | |||
“You love the boy body and soul, plainly, directly, as he loves you, and no other word expresses it” | said by Mr Emerson | LoveThe muddle | Forster’s use of the repetition of the word | |
love and Mr Emerson’s emotive declaration | shows the reader that Lucy is on the path to self-knowledge and becoming aware of what is important in life | m |
Symbolism
muddle
outdoors
piano playing
kite
flowers/kiss
change
growth
new understandings
closed/open window
new view
Lucy’s coming of age
Lucy’s journey of self-discovery
societal demands & expectations
being true to yourself
breaking free from repression
an understanding & acceptance of who you really are
knowledge of our own identity and the challenges to it
Essay Structure
Intro
address the question - create a thesis; use words from the question but don’t repeat it
Identify text (novel - underline the title) + author - contextualise (Edwardian England etc)
Sign post the ideas/paragraphs in your essay
Paragraphs
Point - linked to intro
Evidence/explain
Technique
Analyse how your evidence supports your point
Link back to question
Conclusion
e.g. Thus it is clear that Lucy Honeychurch learns to embrace her own identity & resist the repressive manners of the Edwardian Period.
Poems
FLIRTS
F - form/structure
stanza
specific types of poems (e.g. haiku)
L - language techniques
first person, second person, third person
type of language
diction
cultural slang
I - imagery
auditory - sound
sensory - texture
visual - what the author is describing that you can see
techniques
metaphors
similies
symbolism
juxtaposition
repetition
rhetoric
assonance
contrast
anaphora
R - rhyme/rhythm
rhyme scheme (abab/abba)
pace
enjambment
caesura
T - tone
attitude the poet shows towards the subject
bias
opinion
negative/positive
tonal shifts
specific vocabulary
S - subject
overall idea
theme
purpose
underlying messages