Archive for the ‘Language’ Category

A Lesson Plan Which Utilizes “Don’t Think Twice, It’s All Right” by Bob Dylan to Highlight the Distinction Between Sarcasm and Verbal Irony

March 1, 2014

casm

Americans frequently use the term sarcasm to describe verbal irony.  This needs to stop.

Verbal Irony Definition: A speaker means something different than, often the opposite of, what she says.

Thus, verbal irony occurs when a speaker says what she DOESN’T mean.

Examples of verbal irony:

“Oh, great! It’s raining and I forgot my umbrella.”

 “I can’t wait to start writing these forty-seven reports.”

“My walk home was only twenty-three blocks.”

Sarcasm definition: the implementation of contemptuous language or verbal irony in order to mock or insult.

Sarcasm is often a subset of verbal of verbal irony which occurs when a speaker says what he DOESN’T mean with malicious intent.

Examples of sarcasm:

“I just love working with incompetent people.”

“You call this a cup of coffee?”

“I was hoping to encounter a competent sales clerk today.”

 Lesson Plans:

Step #1Teach this life-altering lesson on the three types of irony.

Step #2. Ask class to reiterate the difference between verbal irony and sarcasm.

Step #3. Have each student read aloud a line of “Don’t Think Twice, It’s All Right” by Bob Dylan.  (If you have less than thirty-two students, some lucky students will get to read two lines.  If you have more than thirty-two students, your students’ parents should sue the local school board.)

Step #4. Listen to the actual song.  (I like this version, but If you want to rock, try Eric Clapton and Bob Dylan together.)

Step #5. Ask students if they have ever said mean and angry things to someone during a romantic breakup.  Ask them why anyone would ever want to hurt someone with whom he has shared a special part of his life.  (You will probably get some interesting answers.)

Step #6. Number students off into groups of no more than three.  Instruct each group to list at least six examples of sarcasm from the song and explain their answers.

Step #7. Collect student work and review it as a whole-class activity.

Additional lyrics that can be used to discuss verbal irony:

Consider the following lines from “Troublemaker” by Weezer

I’m such a mystery
As anyone can see
There isn’t anybody else
Exactly quite like me
And when it’s party time
Like 1999
I’ll party by myself because I’m such a special guy

Also, there are some lovely examples of verbal irony in the song “Walking Slow” by Jackson Browne.  See if your class can spot them.

by Richard W. Bray

Are Three-Syllable Words the Coolest Words, or What?

February 13, 2014

woven baskets

Why are handwoven baskets so lovely? Because human beings have an inborn hunger for beauty. And just as it is impossible to separate the utilitarian function of handicraft from its artistic function, the inherent beauty of the sounds and rhythms of words cannot be severed from the practical application of language.

That’s why everyone who speaks is a poet.

Just as a canary cannot read music, speakers of English needn’t study linguistics in order to employ rhyme, rhythm, assonance, and alliteration in their everyday speech.

The sportscaster is a poet when he says:

THAT BALL is OUTta here.

Instead of saying:

Chris Davis just hit another homerun.

And the adman is a poet when he writes:

BURGers are BETter at BURGer TOWN.

Instead of saying:

The chefs at Burger Town cook delicious burgers.

And the schoolteacher is a poet when she says in singsong:

PUT your PAPErs in the PACKet.

Instead of saying:

The assignment should be placed inside your homework folder.

And W.H. Auden is a poet when he tells us that the lover is

UNDer an ARCH of the RAILway

Instead of saying that the love smitten fellow is located

Underneath the elevated train tracks

Three-Syllable Words

We create poetry by collocating different types of words. And many of my favorite words have three syllables. (I have an unprovable theory that three-syllable words are the coolest words in the English language.)

There are three types of three-syllable words: Dactyls, Amphibrachs, and Anapests. Here are some examples:

Dactyl (The first syllable is stressed.)

Wonderful
Beautiful
Happily
Musical
Satisfy
Halibut
Excellent
Matterhorn
Saturday
Popular

Amphibrach (The second syllable is stressed.)

Accepted
Regardless
Terrific
Amazement
Exhaustion
Persistent
Reunion
Electric
Horizon


Anapest
(The third syllable is stressed.)

Incomplete
Misinformed
Unemployed
Understand
Interrupt
Comprehend
Unafraid
Absolute
Kangaroo

by Richard W. Bray

The Morality of the whole Capitol punishment thing (A hastily composed paper using the first three sources I found on the google the night before its do that i wrote super quickly but it still turned out pretty awesome)

November 8, 2013

badwriting

Since the beginning of time society as a whole has tangled with the notion of weather or not capitol punishment is acceptable. Some people say it’s right; other’s say its wrong. (Why is life so confusing?) Anyhow, my answer to this timely dilemma would have to be that capitol punishment is usually wrong unless the person did something totally heinous, like brutally murdering babies in front of his parents. On the other hand, Jesus said we should learn to forgive, but on another hand, Jesus’s dad wasn’t quite so forgiving. (He was seriously into “smoting” the bad guys in the olden days.)

Andrew Taylor, Phd candidate (he’s got my vote) in ethics at Boston College agrees. Andrew (who, if you don’t mind my saying so is sort of cute in a nerdy sort of a way) thinks that people who are against capital punishment are a bunch of mamby-pamby sissies. And the Catholic Bible also agrees, too. Furthermore, its way ethical to kill cold-blooded baby killers because “The fact that it is possible not to execute killers doesn’t establish that that it is morally obligatory to do so.” According Andy’s quote, theirs no question that the death penalty is moral. How could anybody even possibly disagree with that?

Even so, the death penalty is kinda harsh, if u get my point. And sometimes the dudes aren’t even guilty. As a guy wrongly convicted of murder, America as a nation needs to be more careful than that. “Retesting of evidence from the case indicated that, contrary to earlier tests, a chemical found in semen was not present on the victim, suggesting that she was not sexually assaulted before the murder.” How does stuff like that even happen? As people, we need to be a lot more careful. I completely see why it sucks to be wrongfully abused of horrifical crimes that you didn’t even commit.

Lastly, check out this quote from the Guys at the American Civil Liberties Union. “The capital punishment system is discriminatory and arbitrary and inherently violates the Constitutional ban against cruel and unusual punishment.” Whoa. I know that my dad says that their just a bunch of terrorist-loving communists, but hey, nobody’s perfect. Besides, the death penalty does sometimes seam like it’s a little bit of an overreaction. I mean, live and let live and all. Why can’t we all just get along, right?

In conclusion, as I mentioned before, both sides have some pretty ritecheous arguments on the morality of the whole capital punishment thing. And statistically speaking, the numbers don’t lie. If I had to come down on one side of the arguments, I would pick one because capitol punishment is like killing someone for killing somebody else, and that’s pretty serious business. Why can’t all of the humanity in the history of the universe just deal with these issues on a more humanistic level?

Sources Sighted in this paper

http://ethikapolitika.org/2013/05/16/capital-punishment-and-public-safety/
http://www.deathpenaltyinfo.org/
https://www.aclu.org/capital-punishment

by Richard W. Bray

Of FANBOYS and Conjunctive Adverbs: How to Compose Compound Sentences

October 27, 2013

T-L-4953-FANBOYS-Co-Ordinating-Conjunctions-Display-Poster_ver_1 (1)
Let’s start with the FANBOYS (for, and, nor, but, or, yet, and so). I’ll use this handy, easy-to-remember mnemonic device instead of a more technical term because some people refer to them as conjunctions (as in, Conjunction-junction, what’s your function?), some call them coordinators, while others use the term conjunctive coordinators. (Oh, those wild and crazy linguists. In England they’re called philologists. Is that cool, or what?)

FANBOYS are used to combine two simple sentences into one compound sentence. You’ll be relieved to discover that compound sentences are much easier to punctuate than those pesky complex sentences. All you have to do is replace the period with a comma, insert the appropriate FANBOY, and change the first letter of the second sentence from uppercase to lowercase.

Here are some examples:

I want to go out. My girlfriend wants to stay home.

becomes

I want to go out, but my girlfriend wants to stay home

Don’t hurt me. I am just the piano player.

becomes

Don’t hurt me, for I am just the piano player.

(I know this sounds a little goofy, but when for is employed as a FANBOY, it means because.)

I worked very hard. I should get a good grade.

becomes

I worked very hard, so I should get a good grade.

I studied all night. I got a “D” on the test.

becomes

I studied all night, yet I got a “D” on the test.
(But and yet can be used interchangeably.)

I love pizza. My best friend owns a pizzeria.

becomes

I love pizza, and my best friend owns a pizzeria.

(A note on and: By my crude estimation, only about half of the high school English teachers in Los Angeles County enforce the comma rule for compound sentences using the word and. Moreover, the comma is unnecessary when combining two simple sentences with the same subject. Thus, the following sentence requires no comma: I’m going to go out and buy a car.)

The following words are conjunctive adverbs: accordingly, also, besides, consequently, conversely, finally, furthermore, hence, however, indeed, instead, likewise, meanwhile, moreover, nevertheless, next, nonetheless, otherwise, similarly, still, subsequently, then, therefore, and thus.

Now repeat after me three times: FANBOYS are NOT conjunctive adverbs and they must never be utilized as such. More on that in a future post.

Quick lesson on combining simple sentences with FANBOYS:

#1 Share the above examples of simple sentences combined into compound sentences with your students.

#2 Number off students into groups of three.

#3 Instruct each group to compose eight pairs of simple sentences and then combine them into four compound sentences. (4+8=12)

#4 When groups have completed this task, they will show their work to the teacher who will put an asterisk next to one of the complound sentences.

#5 Students will copy the compound sentences along with the two simple sentences from which it was combined on the board.

#6 Teacher will review the sentences on the board as a whole-class activity.

by Richard W. Bray

Stanzas in My Head: Hayden, Raleigh, and Browning

August 18, 2013

640px-WalterRaleigh2

Thy gowns, thy shoes, thy beds of roses,
Thy cap, thy kirtle, and thy posies
Soon break, soon wither, soon forgotten–
In folly ripe, in reason rotten.

(In other words, “I’ll choose my own life, Mister.” Marlowe’s shepherd painted a lovely portrait of a life for two, but he didn’t ask the nymph for her input until he was finished. That’s why I find the feminism of Raleigh’s nymph so appealing.)

No one has ever asked me to recite the fourth stanza of “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh. But my brain is constantly preparing itself for the task. Often I’m riding my bicycle when those twenty-seven marvelously collocated words decide to flow across my consciousness.

How long do I stretch out the three soons? (Listen to how Nancy Wickwire does it) How long do I pause after break and wither? How much sarcasm can I pack into the first syllable of reason? How long do I pause after reason and how hard do I hit the first syllable of rotten?

In one year they sent a million fighters forth
South and North,

And they built their gods a brazen pillar high
As the sky,

Yet reserved a thousand chariots in full force–
Gold, of course.

Oh HEART! oh blood that freezes, blood that BURNS!
Earth’s returns

For whole centuries of folly, noise and sin!
Shut them in,

With their triumphs and their glories and the rest!
Love is best.

Love or war, which is better? It seems like such an easy question. So why do we waste so much of ourselves making war when we could be making love? The final stanza of Robert Browning’s “Love Among the Ruins” reminds us how absurd our priorities can be.

I love the way Steven Pacey reads “Love Among the Ruins.” He emphasizes the word heart as a hinge upon which the entire poem turns. He also emphasizes burns at the end of the line. Browning’s exclamation points suggests this reading is correct.

Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
WHAT did I know, what did I KNOW
of love’s AUStere and LONEly offices?

So e.e.cummings isn’t the only poet whose father moved through dooms of love.

In marked contrast to Pacey’s reading of “Love Among the Ruins,” Robert Hayden’s rendition of “Those Winter Sundays” is subtle. In the penultimate line he emphasizes What a little bit and know even less. Hayden also breathes a little extra heart into the first syllables of austere and lonely in the last line.

by Richard W. Bray

Scrambled Paragraph Lesson Plan

July 20, 2013

scrambled p

Here’s an activity which demonstrates how the sentences in a well-constructed paragraph should fit together like the pieces of a jigsaw puzzle. The following scrambled paragraph is a true story that happened to me when I was around ten years old.

____ Unfortunately, I also got my foot.

____ I got his shadow.

____ I will never forget the time I stuck an awl through my foot.

____ I pulled it out, ran into the house, and shouted, “Mom, Dad, I
        just stuck an awl through my foot.”

____ They did not believe me until they saw it.

____ The knife not only penetrated Andy’s shadow, it went through
        the top of my foot and came out the other side.

____ This happened one day when I was stabbing the awl from my
        dad’s pocket knife into my front lawn.

____ My neighbor Andy and I were playing a game in which I
        attempted to stab his shadow as he ran across the yard.

Activity:

#1. Pass out this Scrambled Paragraph to students and have them number it.
#2. Show them the answers and let them correct their own papers.
#3. For homework, have the students write a first-person narrative paragraph between eight and eleven sentences long about something interesting or exciting that has happened to them. Then they should “scramble” their paragraphs like the example above. (Answers should go on the back of their papers.)
#4 Classroom activity: Students swap each other’s paragraphs and number them.

(Scrambled Paragraph answer: 5,4,1,7,8,6,2,3)

Richard W. Bray

A Lesson Plan on Complex Sentences

July 14, 2013

zzzsubordinators

#1. Read the following paragraph to your students:

This morning I woke up. The time was 7:30 a.m. I went to the bathroom. I took a shower. I shaved. I brushed my teeth. Max barked at me. I took him for a walk. It was a glorious day. He was happy. I was happy. I felt famished. We both had breakfast. I went to work.

#2. Ask students how they liked your paragraph. They will probably tell you that it sounded “boring,” “weird,” “choppy,” and/or “monotonous.”

#3. Ask them why it sounds “boring,” “weird,” “choppy,” and/or “monotonous.” Someone will say because the sentences are too short. Or, if you have already taught this lesson, someone will say that they are all simple sentences. Bingo. Paste a metaphorical gold star on that student’s forehead.

#4. Explain: Simple sentences are elegent and beautiful, and you wouldn’t want to live in a world without them. They are great for headlines, epigrammatic song lyrics, and those occasions when you want to make a point cogently and directly. But a story or an essay made up entirely of simple sentences is apt to be “boring,” “weird,” “choppy,” and/or “monotonous.” (There are some exceptions to this observation, notably books by Dr. Seuss and James Elroy). Fortunately, there are various sentence patterns which, along with strategically-placed simple sentences, will give your writing rhythm and flair. Today we will be entering the wonderful world of complex sentences.

#5. Explain: A complex sentence contains two clauses: a main clause and a subordinate clause. It’s easy to spot the subordinate clause because it begins with a subordinator.

#6. Provide students with this list of subordinators.

while, after, though, because, as soon as, wherever, when, before, as,
so that, unless, since, although, if, until, even though, whether

#7. Explain: If anyone ever presents you with a complex sentence and asks you to identify the subordinate clause, you can say, “That’s easy; it’s the one that begins with a subordinator.”

(One of the most common mistakes my students make is putting a comma in front of the subordinator. A complex sentence only requires a comma when the first clause is subordinate.)

#8. Provide students with these pairs of correctly-punctuated complex sentences. (If you love trees as much as I do, you can put them on the same piece of paper as the subordinators. Or, if you are a tree-worshipping Druid, you can post the information on Blackboard or some other Cloudy space.)

If I were a rich man, I wouldn’t be here.
I wouldn’t be here if I were a rich man.

I did not pass the Algebra exam even though I studied for over twelve minutes.
Even though I studied for over twelve minutes, I did not pass the Algebra exam.

Because you have a pool, you can be my friend.
You can be my friend because you have a pool.

#9. Activity
a) Group students into threes.
b) Number each group.
c) Instruct each group to create a complex sentence test with six problems like the two examples below.
d) Examine each test.
e) Have groups swap tests and answer each other’s tests on a single sheet of paper. (Students should not write on tests.)
f) When finished, the students should check their answers. (If they have any arguments with the answer key, they should not take matters into their own hands; they should call the teacher over.)
g) Continue to swap tests until every group has taken every test.
h) Students hand in all tests and answer sheets.

Examples Below

Create six problems. Place key on the back.

1.
___a. If you love me you will take out the trash.
___b. If you love me, you will take out the trash.
2.
___a I love you because you buy me things.
___b. I love you, because you buy me things.

Key
1.b
2.a

Coming up: Spectacular lessons on compound sentences and conjunctive adverbs.

Richard W. Bray

A Lesson Plan on Simple Sentences

April 23, 2013

Basic_constituent_structure_analysis_English_sentence.svg

Step 1. Teach this lesson on parts of speech.

Step 2. Ask students what a simple sentence is. Correct working answer for the purposes of this exercise: A group of words that tells us what someone or something is or a group of words that tells us what someone or something does.

Step 3. Present the following examples of simple sentences.

N-V (noun/action verb)

Love hurts.

Batman returns.

N—V—N (noun/action verb/noun)

Horton heard a Who.

Mr. Blandings builds his dream house.

Note: In a N–V–N sentence the second noun must receive the action of the verb. Thus, Antonia eats pizza. is a N–V–N sentence, but Tuan walks around the lake. is a N–V sentence. (Around the lake is a prepositional phrase.)

N—LV—N
(noun/linking verb/noun)

Jeremiah was a bullfrog.

Time is a thief.

N–LV–ADJ (noun/linking verb/adjective)

The weather outside is frightening.

I feel pretty.

Note: Linking verbs include all the forms of the verb to be: is, are, was, were, be, being, been. The following words can act as linking verb, but only when they describe or rename the subject: feel, smell, taste, look, appear, seem, remain, stay, turn, grow.

In the sentence This soups tastes funny., tastes is acting as a linking verb.

However, in the sentence Guinevere tastes the soup., tastes is acting as an action verb.

Step 4. Group students in threes.

Step 5. Have each group generate a list of two N–V sentences, two N–V–N sentences, two N–LV–N sentences, and two N–LV–ADJ sentences on paper.

Step 6. Groups show sentences to teacher.

Step 7. Students write sentences on the board.

Step 8. Teacher reviews sentences as a whole–class activity.

Coming up: Lessons on complex and compound sentences that will knock your socks off.

Richard W. Bray

Alliterative Animal Kingdom

April 8, 2013

download (2)


Round the rampant rugged rocks
Rude and ragged rascals run.

W.H. Auden

Queasy koalas quarrel and quibble
Noisy gnus nag and nibble
Hefty horses heave and hoe
Shameless sheep shop and show

Playful pigs prance and preen
Careful cats cook and clean
Dancing dogs dally and drink
Thirteen thoroughbreds thank and think

Buoyant bunnies broil and bake
Rampant rhinos rush and rake
Slippery seals splash and splish
While wayward weasels wonder and wish

by Richard W. Bray

I Quit Crying but I Couldn’t Stop: Wild William Faulkner in the Land of the Nominalists

April 7, 2013

William Faulkner

William Faulkner was a writer of extremes and abstractions who was ready to try just about anything to stretch the boundaries of literary convention. He strove to demolish existing paradigms which interfered with his project—to drag the entire world of fiction to a new place. Thus Faulkner would not be bridled by accepted rules of grammar, style, and syntax.

One striking and prevalent feature in The Sound and the Fury, Absolom, Absolom!, and Light in August is the use of paradox, the collision of apparent opposites. Paradox has two functions here: First, it transmogrifies the ordinary into the abstract, and then it obliterates the reader’s standard method of ordering reality. In this regard Faulkner has something in common with Expressionist painters who tried to create multiple perceptions of reality. When Faulkner is at his most successful, his writing is fresh and exciting and capable of taking its reader to new frontiers; however, when he fails, he fails spectacularly. At his worst Faulkner can be cryptic, convoluted, and painfully cumbersome.

Faulkner’s style has always been controversial. Even those who acknowledge his greatness are often annoyed by it:

No other contemporary American novelist of comparable stature has been as frequently or severely criticized for his style as William Faulkner. Yet he is a brilliantly original and versatile stylist. The condemnations of his way of writing have been in part just; all but the most idolatrous of Faulkner’s admirers must have wished he had blotted a thousand infelicities (Beck 142).

Warren Beck’s hyperbolic phrase “brilliantly original” is accurate because Faulkner’s diction is radical, particularly in contrast to what his contemporaries were writing. In some ways Faulkner reminds us of the long and winding prose of Henry James or the lurid and unrestrained world of Joseph Conrad, but even Conrad rarely approaches the extremes of Faulkner. Faulkner’s perfervid prose is less foreign to today’s readers because his various progeny, from Gabriel Garcia Marquez to Toni Morrison, has redefined the literary landscape in his favor.

Faulkner’s prolix fiction is in stark contrast to the muscular style utilized by many of his contemporaries, particularly Hemingway, Stevens, and Cummings. This lean approach which Panthea Reid Broughton labels nominalism was preferred by many of the hard-nosed post-WWI writers who rejected the abstract and flowery world of the nineteenth century novel. For many such writers, the bombast and idealism of earlier novels seemed insincere and incongruous with the carnage of Verdun. The harsh, ugly truth of human depravity demanded a meaner and leaner approach to literature. Prewar writers such as Henry James built elaborate edifices containing various layers of meaning in order to depict a complex and often abstract world where there were no simple truths.

The nominalists would have none of this: “Cummings and his entire generation seem to have developed an almost paranoid fear of the abstract phrase” (Broughton 12). This war-weary group of authors strove to depict the brutality of existence in a direct and unsentimental way. Instead of attempting to mimic their predecessors by creating new levels of understanding via innumerable and parallax depictions of distinct phenomena, the nominalists strove to simplify their art by peeling away all that was redundant and superfluous. According to Wallace Stevens, the idea was to describe, “Not Ideas about the Thing, but the Thing Itself” (Broughton 21). Hemingway argued that the goal was to “strip the language clean, lay it bare down to the bone” (Broughton 14).

Greater clarity can often be achieved with fewer words; however, nominalism not only “ignores the complexity of reality, the evasiveness of truth,” but it also leads to smaller and smaller portrayals and eventually succumbs to minimalism, which is ultimately a meditation on futility in search of nothingness (Broughton 16). Faulkner took the opposite approach: He tried to say more with more while his contemporaries were attempting to do more with less.

Precisely because words are so inadequate to capture reality, Faulkner attempted to pile words upon words in order to create a variety of images and ideas which might add up to a fragmented picture of reality, somewhat in the manner of cubism. While the nominalists eschewed the use of abstraction, Faulkner reveled in it. Because Faulkner’s “understanding of the existential and esthetic functions of abstraction is…more balanced, complex, and sophisticated than that of, say, Ernest Hemingway who thought that abstractions were obscene, their use in art immoral,” his writing achieves things unimaginable for anyone who would attempt to “strip language clean” (Broughton xii).

Faulkner certainly enjoyed the notion of himself as an artist who was swimming upstream against contemporary fashion. In their day, Hemingway not only sold more books than Faulkner, but he was generally more cordially received by critics. This must have galled Faulkner despite innumerable claims he would make to the contrary. The following backhanded (and paradoxical) complement which Faulkner gave Hemingway reveals not only his contempt for Hemingway as an artist, but also Faulkner’s true assessment of which one of the two writers was aspiring to create great works of fiction:

I thought that he found out early what he could do and he stayed inside of that. He never did try to get outside the boundary of what he really could do and risk failure. He did what he could do marvelously well, first rate, but to me that is not success but failure….failure to me is the best to try something you can’t do, because it’s too much [to hope for) but still try and fail, then try it again. That to me is success (Meriwether 55;88).

Faulkner also says this about Hemingway: “He did it fine, but he didn’t try for the impossible” (Slatoff: 1960b;185).

So we can begin to understand the method in Faulkner’s madness by appreciating that he was merely trying to achieve the impossible. Although Faulkner did not write like a nominalist, he shared their ultimate goal, to depict truth with a capitol “T”. This is an extremely ambitious (indeed, Quixotic) undertaking. Faulkner was thus willing to experiment with language and the conventions of the novel in a variety of ways. This makes Faulkner a darling of the poststructuralists who are enthralled by Derrida’s concept of “free play.” John T. Matthews, deeply infected by postmodern jargon, sees Faulkner as an excellent example of someone whose “distinctive modernity involves an understanding of meaning as the infinite play of signifiers, and not as the attainment of an absolute signified, the ‘facts’ of the story itself” (118).

In other words, Faulkner was willing to break just about every rule of good writing in order to expand the possibilities of his medium. Faulkner willfully disregarded and obliterated convention because he was trying to achieve something new. In this Herculean endeavor he would omit much standard punctuation and create sentences which last for several pages. He coined many new words, often by means of adding unorthodox suffixes and prefixes (an unpainted house is “paintless”) and utilized existing words in unconventional ways (“he abrupted”). He also employed long streams, or “clusters” of verbs, nouns, adverbs, and adjectives. For example, Edwin R. Hunter has discovered a cluster in which thirteen adjectives modify a solitary noun (138). Many of these adjective and verb cluster are redundant, as though the author were sharing the writer’s process of grasping for meaning with the reader. This reflects Faulkner’s goal of accomplishing clarity by means of redundancy. But sometimes the clusters contain contradictory meanings:

Like Faulkner’s writing in general, the oxymoron involves sharp polarity, extreme tension, a high degree of conceptual stylistic antithesis, and the simultaneous suggestion of disparate or opposed elements. Moreover, the figure tends to hold these elements in suspension rather than fuse them (Slatoff 177).

Faulkner’s writing has the appearance of a slapdash project, something hastily conceived between frequent drinking binges. But the author (paradoxically) searches for clarity in a land of confusion: “his paradoxical descriptions are not pointless riddles but rather terse formulae to describe the subversion of resolved meaning, closed form, and to full representation by the language that aspires to those very achievements” (Matthews 22).

Like existence itself, Faulkner’s writing abounds in contradiction. Slatoff notes that “a remarkably frequent and persistent phenomenon in Faulkner’s writing is his presentation of opposed or contradictory suggestions” (174). While his contemporary John Dos Passos employed elements of journalism in order to create a photographic depiction of life, Faulkner assembled a much more vivid and complex picture of reality by suggesting that irresolvable contradictions are a fact of nature.

One of Faulkner’s most common types of oxymoron involves presenting paradoxes “which simultaneously contain elements of quiescence and turbulence” (Slatoff 175). From Absolom, Absolom! we have “furious inertness” and “blazing immobility” (182; 238); in Light in August we have “the terrific and aimless and restless idleness of men who work” and Grimm is “indefatigable, restrained yet forceful” later “he ran swiftly, yet there was no haste about him.” These paradoxes have a dizzying effect on the reader. Inert objects do not naturally suggest turbulence and fury. The sense of vertigo achieved by these oxymorons opens the reader’s mind to accept a world where the Newton’s laws of physics do not apply.

Another frequently utilized category of oxymoron in Faulkner’s writing involves the use of contradictory images of “sound and silence” which “are frequently seen as existing simultaneously” (Slatoff 1960:b 175). From Absolom, Absolom! we have “I could hear the Sabbath afternoon quiet of that house louder than thunder,”(19); in Light in August voices are heard to echo “somewhat as a meaningless sound in a church seems to come from everywhere at once.”(43-44); in The Sound and the Fury Benjy says “I quit crying but I couldn’t stop”(22). In Faulkner’s universe sound and silence do not represent opposite ends of a continuum. Instead, they are both facets of the same phenomenon and therefore inseparable.

Many of Faulkner’s paradoxes reflect his preoccupation with the fluidity and unreality of time. In Light in August Hightower has the misfortune of being “born about thirty years after the only day he seemed to have ever lived in” (66); Faulkner describes the dietitian’s dalliance which Joe Christmas witnesses at the orphanage as a “blind interval of fumbling and interminable haste” (144). Faulkner’s narrative defies all notions of linear existence. The author fractures time in order to create a universe where it seems like everything is happening at once and the past is always present. As Hightower “seemed ever to live in” the past, lines between past and present become blurred to the point where no such distinctions can be made. If sexual intercourse involves “interminable haste” it becomes a timeless phenomenon. (Hence the expression “making time”.)

Slatoff notes how “(S)ome of Faulkner’s oxymorons are brilliant and completely justified by their context; others seem mechanical or excessive.” (Slatoff: 1960a, 176). At his best, Faulkner achieved things that most other writers could only dream about. In The Sound and the Fury Jason Compson sees his mother’s face as “clairvoyant yet obtuse” and we witness how “in a quick swirl the trout lipped a fly beneath the surface with that sort of gigantic delicacy of an elephant picking up a peanut” (280 116-7); in Absolom, Absolom! Quentin contemplates the magnitude of a letter “whose bulk had raised itself by the leverage of the old crease in weightless and paradoxical levitation.”; in Light in August Joe Christmas watches the dietitian as “she became quite calmly and completely mad.”(138); as Joe Christmas is wondering why he is being prepared to leave the orphanage the narrator wryly notes that “five is still too young to have learned enough despair to hope” (156); Mr. Compson inverts our notions of the meaning of existence with the disturbing declaration that “(B)ad health is the primary reason for all life. Created by disease within putrefaction, into decay.”(22). All of these paradoxes achieve the narrative function of expanding the reader’s perceptions by challenging her expectations. In a world where telepathy is imperceptive, “delicacy” can be “gigantic”, “bulk” is “weightless” , “madness” is tranquil, “despair” teaches “hope” and “decay” defines existence, the reader is forced to question so many of her assumptions that she is able view reality in new and different ways.

But Faulkner, a writer who dealt in extremes, often went too far. Not all of his experiments in paradox are felicitous, and his failures are as spectacular as his successes. As Irving Howe observed, “(S)ometimes the writing breaks down in an excess of abstractions, as in the sentence which cannot be read but must be deciphered (Howe 230). If the reader is forced too frequently to lose the flow of a novel in order to stop and “decipher” it, she will eventually give up. Over the years Faulkner has certainly lost many readers who were unwilling or unable to unpack dense and convoluted passages such as this:

That blending of childlike and ready incompetence and paradoxical reliability that tends and protects them it loves out of all reason and robs steadily and evades responsibility and obligations by means too barefaced to be called subterfuge even and is taken in theft or evasion with only that frank and spontaneous admiration for the victor which a gentleman feel for anyone who beats him in a fair contest, and withal a fond and unflagging tolerance for whitefolks’ vagaries like that of a grandparent for unpredictable and troublesome children which I had forgotten. (The Sound and the Fury 77)

Rereading this passage only heightens the sense of confusion. The passage is so abstract and so full of mindless meandering clauses (signifying nothing, indeed) that it ceases to have any meaning at all and the reader is “doomed to fail” (Slatoff: 1960b, 261).

William Faulkner’s quixotic quest to achieve the impossible has exasperated innumerable critics, including one who lamented that the novelist “searches tirelessly yet vainly for a full expression of truth, for a complete rendering of experience” (Mathews 39). One critic even suggested that Faulkner had an innate fear of success which led him to covet failure:

It is as though he is determined to avoid clarifying or finishing his ideas, almost as though he feared to take hold of them, to give them shape or realization, as though in some ways he wished to fail so that he would be able to go on trying (Slatoff: 1960b, 260).

But Faulkner’s ridiculous protestations about “seeking failure” must always be taken with a grain of salt. Such assertions are a function of false modesty which should not be construed as serious self-assessment of Faulkner’s.

All three novels discussed here fit Irving Howe’s description of Absolom, Absolom!: “Wild, twisted and occasionally absurd, the novel has, nonetheless, the fearful impressiveness which comes when a writer has driven his vision to an extreme (232). When reading Faulkner, the reader has no choice but to take the good with the bad. Paradoxically, had the author attempted to exorcise himself of the demons which caused him to have such an extreme vision, he would have forfeited the very qualities which made him a genius.

Richard W. Bray