Passionate Year Analysis
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Passionate Year Analysis
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Автор работы: Пользователь скрыл имя, 19 Февраля 2012 в 12:36, творческая работа
This story is about a young teacher Kenneth Speed (who is the central character) who came to work in Millstead Boarding school for boys. The author tells us about his first work day. In this school students had a custom to rag at a new teacher during the prep. Speed was very nervous when he came to class. The author expressed his nervous condition by the epithets: «nervous», «an atmosphere of subdued expectancy», «keenly conscious» and simile: «as if he were sitting on a powder-magazine» to express the emotional state of the main character.
Analysis of the fragments
from ‘The Passionate Year’ by James Hilton
The
fragments from «The Passionate Year» written by English writer James
Hilton is under our interpretation. James Hilton was born in England
and educated in Cambridge.
This
story is about a young teacher Kenneth Speed (who is the central character)
who came to work in Millstead Boarding school for boys. The author tells
us about his first work day. In this school students had a custom to
rag at a new teacher during the prep. Speed was very nervous when he
came to class. The author expressed his nervous condition by the epithets:
«nervous» , « an atmosphere of subdued
expectancy» , «keenly conscious» and simile: «as if
he were sitting on a powder-magazine»
to express the emotional state of the main character. But a teacher
had a strong will and didn’t let pupils make jokes at him .
The
theme of the text is the relations between school teacher and students.
James Hilton showed us how important to make a first impression. Not
to make a fool of yourself and to put children off if it was necessary.
Also he showed how difficult to gain a firm standing for a young teacher.
The
idea of the text is the problem of young teacher and pupils. The master
should be at the same length to the class.
There
is no exposition in the text, it begins with the emotional state of
the main character «Speed was very nervous….».
The
author uses choice of words to express that children were hostile
and they came to the class with conspiracy. «Straggling» instead
of «coming» or «walking», «stared» instead of «looked».
These descriptive words make the text vivid. In the sentence «….watched
the school straggling to the places» the author shows that the students
moved in an untidy way in different directions. And in the sentence
….the boy stared about them we can see than children looked at Speed
for a long time, in unfriendly way.
The
author conveys Speed’s emotional state to the reader using metaphors
«..there was a sense in which he was eager for the storm to break»,
«uncanny feeling for atmosphere»,
«embarked him on an outrageously bold adventure»,
« …dangerous weapon in armoury» to show his nervousness not
to make fool of himself.
To
show the atmosphere after Speed’s confusion with the names, the author
uses rhetorical exclamatory sentence, even with inversion in it. And
then goes Speed’s flashback to his past. Elliptical sentence «in
hot indignation» is used to show how really indignant Worsley was.
The
climax of the story tells about children’s misbehavior «banging
of desk-lids», «…raise a desk-lid and drop it
with a bang».
The
author makes extensive use of epithets such as «the passionate year»,
«trifling» to render the story more vivid, convincing, more real
and emotional.
These stylistic devices contribute
the expressiveness of the passage.
Colloquial words are put in
a front part of a text «I don’t want to be hard with you».
I
think that the sentence: «you and Worsley can share the hundred
lines between you» –is the denouement of the text. This fragment
of the story in order to come to the conclusion that the victory over
the children was full and Speed had passed his «ordeal».
I
think that the author shows us the problem of in the relationship between
thee teacher and students and to show the atmosphere of teacher’s
nervousness.
(DOC) “The passionate year ” by James Hilton ANALYSIS - Academia.edu
Analysis of the fragments from ‘The Passionate Year ’ by James Hilton
James Hilton "The passionate year "
Linguo-stylistic analysis of The Passionate Year Богачевой.docx
Analysis Of ''The Text Pasionate Year '' By James Hilton , Sample of Essays
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This work presents an analysis of an excerpt from "The passionate year",written by James Hilton
The text under analysis is an extract from the novel "The passionate year" by an English writer James Hilton.
James Hilton was born in England and educated at Cambridge. His main literary works are: "Lost Horizon", "Goodbye, Mr. Chips", "Random Harvest". He lived in the USA since 1935 and died in Long Beach, California, in 1954.
The theme of the excerpt is the first experience of a young teacher who was in charge and might be ragged as it was sort of a school tradition.
The main idea is that a teacher must be calm, tolerant and considerate.
The given text is a good report of the pedagogical activities of the inexperienced teacher who was assigned to work in a British Boarding school. A custom existed to rag on a new teacher the first time he starts. But the teacher turned out to be smarter and he put them off.
The genre of the given text is a novel.
Literary time is the first night the main character, Speed by name, takes prep.
Literary space is Millstead Boarding School for boys.
The plot structure is closed. All constituting parts are present: exposition- the beginning of the preparation at five to seven, complication- misbehavior of the pupils, climax- the penalty given to two pupils for misbehaviour, denouement – the teacher’s relief when he felt pupils’ hidden respectfulness.
It is a piece of an author's narrative given in the 3-d person singular.
The author gives a direct characterization of the main character using a number of adjectives, i.e. the characterization is descriptive.
The atmosphere of the extract is extremely tense. This effect is archived by using such words as "quiet, orderly", etc. They are employed to stress the feeling that quietness is only on the surface but nervousness is inside.
The language of the extract is rather intensive and pretty complicated. The author uses the language which makes his ideas easy to understand.
In the 1st paragraph we run across a Boarding School which essentially a British notion and means a place where students live on campus.
For example students were straggling to their places which means they were moving in disorder).
Describing the teacher's feelings (state) J. Hilton employs a lot of bookish words which are in contrast with the situation which gives a shade of irony to it.
These devices allow the reader to peep into the inner world of the main character, his thoughts and fears.
In the epilogue Speed talks to Clanwell, a colleague of his. There are also a lot of official words in Clamber’s speech (e.g. official notes).
It is an example of Belles-Letters style, or piece (the substyle) of emotive prose.
The situation in the text reveals the problem of relationship between a teacher and pupils, the importance of being passionate and tolerant.
The author in general successfully conveys the characteristic feathers of the main character. He employs the stylistic devices that are aimed at describing the emotions, experienced by young teacher who deals with the young audience. James Hilton uses some metaphors (He was eager for the storm to break...). This metaphor is used to stress Speed's nervousness.
A number of epithets 'passionate year', 'trifling', 'bright' is used to make the text to life. A detached construction 'in hot indignation' stresses the boy's feelings. A hyperbole 'to go off into hysterics of laughter' reveals the atmosphere in the class. "You have a hundred lines' is a typical case of metonymy.
J. Hilton employs such a stylistic device as allusion to military, theatre, and legal terms.
Military: powder-magazine, weapon, armory, recoil;
Theater: first night, star benefit performance, subdued expectancy;
Legal: assembly, penalty, plead for.
It gives us a notion that a teacher's profession is like a battle and performance, court at the same time.
To sum it up we arrive at a conclusion that J.Hilton skillfully depicts the incident in the class-room in particular and teacher's work in general. The text is impressive with its humorous and realistic description of the atmosphere and of the teacher's feelings. In the author's opinion life is tough for teachers in Great Britain and all teachers deserve high praise and estimation.
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Мисюра Анна Григорьевна
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