Department of English

Faculty of Arts, Chulalongkorn University


 

2202374  Fiction and Fact in English Prose

 

Test 1 Discussion


This discussion of the practice test should be useful in reviewing for the two tests as well as the final since many of the evaluative methods are the same and common student problems are addressed.

 

General Comments:

  • Follow instructions. If the instruction asks you to respond to two prompts, don't write about all four. If the prompt asks you to discuss one work of fiction and one of nonfiction, don't discuss two fiction or two nonfiction.
  • Have a clear point to make in each of your paragraphs, and in the essay as a whole.
  • Support your ideas with textual evidence.
  • Avoid plot summary. Order your discussion around your argument, not according to the the structure of the article or the plot of the story. Mention only plot points that are necessary to your argument. Be precise and detailed when elaborating on them to develop your argument.
  • Proofread. If you have time at the end of the test, check your writing for
    • Spelling
    • Capitalization
    • Agreement
  • Follow academic conventions in writing about literature. For example,

           

 

Prompt 1:

We live in a world of instant communication, but ironically, a number of the selections we have read and discussed focus on an individual’s inability or unwillingness to communicate with someone close to him/her. Choose two such selections – either fiction or non-fiction – and discuss who or what is responsible for this failure to communicate and how it affects the development and overall impact of the story.


 

Prompt 1 Comments:

  • The prompt asks you to choose two works "either fiction or non-fiction" (They can be both fiction, both nonfiction, or one of each.) and discuss
    • factors responsible for inability or unwillingness to communicate with someone close, and
    • how these factors or causes affect the development and impact of the work
  • Good responses answer this prompt right away and demonstrate understanding of the works and of topical and literary terms as well as analytical skills by clearly identifying "who or what is responsible" for communicative failure, and providing clear explanation of how these factors shape the story.
  • When choosing and looking at the two selections, it might be helpful to draw on and unpack issues and terms mentioned in class discussion as well as those from your own reading and additional research, such as
    • (national, cultural, gender, age, addict, race, kinship, profession) stereotypes; preconceptions; prejudice; misconceptions; discrimination; myths; norms; expectations; typecasts, typecasting; roles; internalization
    • guilt; shame
    • face-saving; pride
    • exploitation
    • language barrier
    • cultural barrier
    • stakes
    • relationship dynamics
    • voice, tone
    • juxtaposition, contrast
    • irony
    • form, structure
    • logical flow, trajectory, movement
    • syntax
    • sentence structure
    • contexts



Student S:

 

Prompt: We live in a world of instant communication, but ironically, a number of the selections we have read and discussed focus on an individual’s inability or unwillingness to communicate with someone close to him/her. Choose two such selections – either fiction or non-fiction – and discuss who or what is responsible for this failure to communicate and how it affects the development and overall impact of the story?

In 2020, when we commonly communicate at the speed of 300 megabits per second, which is the time it takes for an uploaded sadfishing YouTube video to be viewable and liked on a usual high-speed internet connection like Chula's, we can broadcast our fear or pain, worry or depression to countless sympathizers and receive near immediate feedback that is gratifyingly recorded for all to see. Rebecca Reid's article "I Invented the Term 'Sadfishing' So Let's Talk about What It Actually Means" shows that a close relative or friend might have a tough competition against this impressively visual and dynamic emotion generator and responder. How can a mother's real life care measure up against that instantaneity when she has to wait until the son or daughter sends a Line message, calls, or worse, comes back to the hometown after the semester exams? Are the young people to blame for the generational and technological gap that prevents their desired communication with their parents? Reid blames sadfisher celebrities like Kendall Jenner for exploiting youth fandom for ratings and modeling unhealthy emotional behavior and insincere media engagement. She also seems to criticize the youth for being gullible or naive in believing that emojis are true emotions and that the internet is a safe space for them to publish their private insecurities. But factors responsible for this phenomenon of shallow and ineffective communication can include a range of structures and players from cyber security system design and social platform design and distribution to digital literacy that involves both parents and children, both teachers and administrators, government policy makers and corporate CEOs.

The situation of children unwilling to communicate with parents and parents being unable to communicate with their children or spouse is presented more abstractly in Tessa Hadley's short story "Bad Dreams." When the girl wakes up after a nightmare epilogue where beloved characters in Swallows and Amazons have unfortunate endings that shakes her sense of security and makes her feel impotent, she secretly topples the furniture in the living room. Here, the failure to communicate—the need for secrecy—is intentional and, to the girl's mind, a source of empowerment. Hadley's scenario presents lack of communication as symbolic. The mother's waking up, seeing the disarray and uprighting the furniture, also secretly, is likewise symbolic. While the girl's silence reflects not only a reclaiming of lost agency but also an awakening maturity and independence ("she does not cry out for help" after her nightmare), the mother's discommunication also represents a revelation and revenge—a reclaiming of agency of sorts—but highly ironic in both cases. Her revelation that her husband has upturned the furniture is mistaken, but her realization that her husband is less than a paragon is accurate. Her quiet revenge to never speak of the manipulated furniture to him, though misguided, is ironically empowering, giving her a sense of superiority and control that she has never felt. What is responsible for these silences, these refusals to communicate, in "Bad Dreams," then, is paradoxical and much more abstract than in Reid's article. For the girl, the forces driving her non-communication is on one hand a sense of growing up and control and on the other a childish sense of play and silly daring. For the mother, the reason for not communicating is a defiance that is ironically both fulfilling (her wifely duties are now purposeful) and empty (based on false understanding of the husband's actions). The silence in Hadley's short story builds to a crescendo by the end where the irony of unsaid misunderstandings that cover significant change with usual sameness is almost impossible to bear. The fake communication exemplified by sadfishing of Reid's article caused by misplaced trust and value creates the appearance of hypercommunicativity that is a shell for very little true connection between people. Looking at what lies behind lack of communication in both these works reveals that overemphasizing the positivity of communication may be itself a communicative fallacy.

- Good: You are using the idea of the prompt and expanding on it with clear, specific examples to set up your argument right away.

           

 


Student F:

 

Prompt: We live in a world of instant communication, but ironically, a number of the selections we have read and discussed focus on an individual’s inability or unwillingness to communicate with someone close to him/her. Choose two such selections – either fiction or non-fiction – and discuss who or what is responsible for this failure to communicate and how it affects the development and overall impact of the story? 

  

In a world of instant communication, the two pieces of works, "Snuff" by Jodi Angel and "What My Mother and I Don't Talk about" by Michel, both mention how the character or the writer faces inability to communicate with someone close to them. In the same way, the cause of the failure to communicate in the two works lies in the responsibility of family.


- Good: Identifying the two works to be discussed clearly right away narrows down your discussion precisely.
- Good: You are careful to say "writer" for the nonfiction, distinguishing it from character in fiction.
- Vague: Merely paraphrasing the prompt: "both mention how the character...faces inability to communicate with someone close to them" gives no new information. Develop your idea from the prompt. Be specific instead of vague about who the character is, what situation they are facing, and who their close ones are.
- Be more critical: "In the same way" is oversimplifying similarity between the two works. Be as specific as you can about what is similar or dissimilar between the texts in order to be informative in your discussion.
- Vague, unclear: Clarify what "the responsibility of family" means.

           


Student K:

 

Prompt 

Title

Text.




- Comment

           


Common Problems


Does Not Answer the Test Question, Rewrites the Test Question

Student N:

 

Prompt:  
 

Text.





- Comment

   



Retells the Story or Describes the Work Rather Than Analyzes the Work

Student D:

 

Prompt
 

Text





- Comment

           


Vague

Student L:

 

Prompt 
 

Text


- Comment

           


Broad, General

Student P:

 

Prompt
 

Response

- Comments

           



Inadequate or No Substantiation

Student M:

 

Prompt
 
 

Text 

- Comment.

           


Very Little or No Analysis

Compare the two responses, without and with analysis.

 

Student V Student U
Prompt
 

Response.

Prompt 
 

Response.

- Comments
- Comments

           






  

 


 



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Last updated April 9, 2020