FYI: Antigone Discussion Questions

The following questions are designed to guide you through an understanding of the plot of the play in the order in which things occurred.  The quiz on Tuesday will be eight questions.

Antigone

STUDY GUIDE

Prologue:

1. What new suffering must Antigone and Ismene endure?

2. Contrast Ismene and Antigone in terms of their character traits.

3. What does Antigone plan to do? Why? What consequences will she face?

4. What background information does the chorus provide as they express gratitude for the

peace in Thebes?

Scene I:

1. What is Creon’s attitude toward the chorus?

2. Explain the elaborate metaphor Creon uses to describe the country and the King’s role as its

Leader. How could this image be an example of foreshadowing?

3. Why does Creon order that Eteocles be buried with great honors but that Polynices’ body

be left to rot on the battlefield where it lay?

4. How does Creon justify his order not to bury Polynices?

5. What is Antigone’s most notable characteristic in this scene?

6. Why is it so important to Antigone that she give Polynices a burial?

7. Describe Ismene’s personality.

8. How does Ismene feel about Antigone?

9. For what reason has Creon called the chorus to the palace to speak with them?

10. How does Creon see himself in regard to his duty to the state?

11. What news does the sentry bring? How does Creon treat the sentry?

12. What character traits does Creon show in this scene?

13. Why does Creon become angry with the chorus?

14. What is Creon’s belief regarding money and corruption? Do you agree with him?

15. What comment is the chorus making about mankind? Consider the following conclusion to

which they come: “But he that, too rashly daring, walks in sin / In solitary pride to his

life’s end.”

Scene II:

1. What does the sentry report this time? What mixed feelings does he have?

2. Explain the metaphor in the following quote: “Truly I could have sworn / It

would be long indeed ere I came hither / Under that hail of threats you rained on me.”

What effect does the comparison have on Creon’s characterization?

3. What does Antigone make clear to Creon?

4. What is the chorus’ opinion of Antigone?

5. Creon asks Antigone, “Do [the people] fear my anger or my justice?” What does Antigone

respond?

6. When Creon asks Antigone her opinion about rewards and punishments in the next life,

how does she answer his question?

7. When Ismene tries to take part of the blame/credit, Antigone refuses to let her. Do you

think that Antigone is trying to shield her sister from harm, or is she so stubborn and

headstrong that she would not let Ismene take any of the credit because Ismene refused to

become involved when Antigone had first asked her?

8. How does Creon treat Ismene and Antigone? What does he decide to do with them?

9. Give another example of Creon’s insensitivity.

10. What comment does the chorus make about life and about the power of the gods?

Scene III:

1. When Haemon arrives, what is the first question that Creon asks him?

2. In the discussion that follows, in what direction does Haemon try to lead the conversation?

3. Haemon tells Creon that in some cities they are speaking of individual freedom and giving

everyone the right to speak his thoughts. Why is Creon opposed to this?

4. What is the reason Creon gives when he claims it is necessary for him to condemn

Antigone?

5. What further points does Creon make to his son?

6. What counterpoints does Haemon make to his father?

7. What opinion does the chorus express?

“Both have spoken well.”

8. When Creon refuses to listen to his son and they continue to argue, what does Creon reveal

about himself?

9. Do you agree with Haemon that an act of disobedience, if it is an honorable act, is to be

admired?

10. What threats does Haemon make to his father?

11. What does Creon tell the chorus he plans to do?

12. Why does Creon decide on this method for Antigone’s death?

13. What does the chorus praise? For what do they pray?

14. The quote beginning “O Love…” is an example of what literary device?

15. What does the chorus suggest brought on Antigone’s trouble?

Scene IV:

1. What is Antigone’s attitude toward the decree of Creon?

2. What does Antigone tell us is her only regret?

3. In this scene, what is Creon’s comment that makes him sound more and more like a tyrant?

4. What is the chorus’ attitude toward Antigone?

5. Explain the chorus’ statement about Antigone, “Still the same storms possess her with the

same precipitance of spirit.”

6. The chorus compares Antigone to other defiant, strong-willed people. What does the

chorus see as the result of this kind of behavior?

Scene V:

1. Explain the metaphor in Tiresias’ statement to Creon, “Now again / Think, thou dost walk

on fortune’s razor-edge.” How is this a warning to Creon?

3. What have the birds to do with Tiresias?

4. How does Creon react to Tiresias’ advice?

5. Of what does Creon accuse Tiresias?

6. What warnings does Tiresias give Creon?

7. Identify and explain the simile that appears twice in this scene.

8. What is the effect of Tiresias’ warnings on Creon?

9. How does the chorus advise Creon?

10. Creon listens to the chorus, but is still reluctant to release Antigone. Why?

11. Why does the chorus praise the gods?

Scene VI:

Vocabulary

1. What news does the messenger bring about luck?

2. How does Antigone end her imprisonment in the cave?

3. How does the audience hear about what happened to Haemon?

4. What is Eurydice’s reaction?

5. What is Creon’s attitude toward these events?

6. Explain the final words, the judgment of the chorus.

Antigone 1/29/15

On Thursday 1/29/15 we

• Reviewed the requirements for the Reflective Reading Response that is due this Tuesday, 2/3
• Remember to bring two to three printed copies to class.
• Discussed that our first reading quiz will be on Antigone 7:35 p.m. Please be on time to take the quiz.
• Explored the history of Antigone with the an explanation of the relationship between Sophocles and Pericles.
• Explored the genesis of the curse on the family of King Laius (Oedipus' father)
• Discussed the development of the characters in the play with a focus on Antogone and Ismene.
• Discussed the role of the Chorus
• Discussed the importance of written (Creon's)  versus unwritten (Zeus') laws as developed in the plot.  

Homework for Tuesday, 2/3:

1. Complete a thorough reading Antigone, if you haven't already.
2. Write a well-organized one page response, typed, double-spaced, 12 pts. Time New Roman
3. Prepare for quiz on Antigone

Blizzard on 1/27. Assignment update

Kean has cancelled classes for tomorrow, Tuesday, 1/27. Please continue with the syllabus assignments as listed. For Thursday, 1/29, the assignment is to read the complete volume of "Antigone", and be prepared to discuss it during Thursday's class.

Thank you.

Stay safe and warm!

1/22 First Night

Great to meet you all!

Tonight we

• reviewed the syllabus
• introduced ourselves
• read and compared  two pieces that are connected through content, but not through meaning
• discussed what literature is and why we read it.

Homework for 1/27:

• please bring a copy of Antigone to class

Stay warm this weekend!

Prof. K.

What is Literature?

World Literature 2403

A beginning

What is literature and why read it?

The simple attempt to define literature has political implications.

E.D. Hirsch –Cultural Literacy Movement—static academic knowledge

Louise Rosenblatt --Reader Response Theory—employing the reader as critic/meaning maker

A canon—an accepted standard of literature, has changed with our culture.

Literature as a picture

Often, literature defines the culture and cultural standards from which it comes and from which it is held up as an example of the canon of literature.

Literature includes texts that

are written text (as opposed to spoken or sung)

are marked by careful use of language (metaphors, well-turned phrases, elegant syntax, rhyme, alliteration, meter)

are in a literary genre (poetry, prose, fiction, drama)

are read aesthetically

are intended by the author to be read aesthetically

are deliberately open to interpretation

Reader Response

The reader performs different activities during aesthetic and non-aesthetic readings depending on the different focus of attention during the reading event.

In non-aesthetic reading the focus is on what will remain after the reading.

In aesthetic reading the concern is what happens during the actual reading.

Understanding Openness

To understand metaphoric sense and poetic effect read the following two passages: one from The Joy of Cooking and one entitled The Joy of Cooking.

Irma Rombauer and Marion Rombauer Becker’s majestic cookbook, Joy of Cooking (1975:507-
508):

About Tongue

Lucky indeed is the cook with the gift of tongues! No matter from which

source—beef, calf, lamb or pork—the smaller-sized tongues are usually

preferable. The most commonly used and best flavored, whether fresh, smoked or

pickled, is beef tongue. For prime texture, it should be under 3 pounds.

Scrub the tongue well. If it is smoked or pickled, you may wish to blanch it

first, simmering it about 10 minutes. Immerse the tongue in cold water. After

draining, cook as for Boiled Fresh tongue, below. If the tongue is to be served

hot, drain, plunge it into cold water for a moment so you can handle it, skin it and

trim it by removing the roots, small bones and gristle. Return it very briefly to the

hot cooking water to reheat before serving.

If the tongue is to be served cold, allow it to cool just enough to handle

comfortably. It skins easily at this point but not if you let it get cold. Trim and

return it to the pot to cool completely in the cooking liquor. It is attractive served

with Chaud-Froid Sauce or in Aspic, see below.

On the other hand, Elaine Magarrell’s poem, “Joy of Cooking”—although strikingly similar
to the cookbook excerpt above

I have prepared my sister’s tongue,

scrubbed and skinned it,

trimmed the roots, small bones, and gristle.

Carved through the hump it slices thin and neat.

Best with horseradish

and economical—it probably will grow back.

Next time perhaps a creole sauce

or mold of aspic?

I will have my brother’s heart,

which is firm and rather dry,

slow cooked. It resembles muscle

more than organ meat

and needs an apple-onion stuffing

to make it interesting at all.

Although beef heart serves six

my brother’s heart barely feeds two.

I could also have it braised

and served in sour sauce.

Syllabus Spring 2015

Office of Academic Affairs

Course Information

Course Title:                                   World Literature   

Course Number and Section:      ENG 2403 section 26

Semester:                                        Spring 2014

Course Meeting Days/Times:      TTH  7:30-8:45 p.m.

                                                              
                                                      

Course Meeting Location:          T TH CAS 358

                                               

 Instructor Name:  Kimberley Kiefer

Office Location:  CAS 301E             

Office Hours:  By appointment before or after class.

Phone:  908-737-0391 (email is best contact)

Email:  Gotprofkiefer@gmail.com

Course Description:  Readings in world literatures from ancient times to the present. Emphasis on cultural diversity, selected themes, and literary genres. Development of aesthetic and ethical values and of critical reading, thinking, and writing. 

Pre-requisite/program:   ENG 1030 (or equivalent) and completion of any freshman placement requirements in reading

Course Objectives: 

Read and understand major works of literature from different cultures and from ancient through modern times.

Understand the nature and function of various literary genres such as epic, drama, lyric poetry, and the novel.

Learn and utilize the basic concepts and terminology of literary analysis.

Develop critical thinking through the study and analysis of literature and related cultural events.

Develop oral communication skills through the discussion of literature.

Write critically about literature.

Acquire global and personal literary perspectives and tastes.

Participate in both local and global literary communities.

Acquire an enthusiasm for literature.

Use literature as the means for clarifying and validating values.

Instructional Methods:

This course is taught primarily as a critical reading and response workshop.  Other possible instructional methods include, but are not limited to, class discussion, small group work, lecture, electronic discussion, and conferencing. 

Textbook & Materials 

Textbook Title:      Antigone , Sophocles

ISBN:                      9781580493888

Textbook Title:      The Odyssey, Homer

ISBN:                        9780374525743

Textbook Title:      Macbeth, William Shakespeare

ISBN:                     9780743477109

Textbook Title:      The Stranger, Albert Camus

ISBN:                       9780679720201

Textbook Title:      The Death of Ivan Ilyich, Leo Tolstoy

ISBN:                       978045153276

Textbook Title:      The Things They Carried, Tim O’Brien

ISBN                          9780618706419

Assessment

Reading and Writing Work

Listed below are brief descriptions of writing assignments. More thoroughly detailed handouts and information will be provided:

Analytical Paper – In a five to seven page essay, craft a literary argument about theme, or analyze the use of effect of metaphor, or character or event; whatever you choose, the goal is to showcase a new understanding for readers by focusing on one aspect of the of the assigned literature. An assignment sheet with a rubric will be provided.

Reading quizzes— Frequently during the semester, you will have the opportunity to earn points on reading quizzes. These quizzes are designed to reward you for keeping up with the reading.

Reflective Reading Responses (RRR)-- You will write eight reflective response on your blog—approximately two to three paragraphs in length, on for each assignment, but The Odyssey will have two. This assignment is intended to extend your thinking and insights into your experiences with the literature. These will be due on most Thursdays. Please bring two typed, printed copies to class.  One of these will be used to facilitate small group discussion and one will be submitted to me to be assessed. Due dates for each RRR: #1 2/3--Antigone, #2 2/5 --Odyssey Books I-X, #3 2/19--Odyssey Books XI-XXIV, #4 2/27—Macbeth, #5 3/26—The Stranger, #6 4/2—Ivan Ilyich, #7 4/9—The Things They Carried, #8 4/23—Poetry of Li Po.

Group presentations—A 10-15 minute analysis of a thematic aspect of the reading you have chosen. These will be completed in class on 4/28 and 4/30. The groups will be self-selected by reading.  You may use any technology you wish to present your learning to the class.

Grades

The percentage breakdowns found below include the primary components of the course upon which your grade is calculated:

• Analytical Paper – 20%

• Reading Quizzes, Reflective Reading Responses, Group Presentation—20%

• Class Participation, including attendance—20% This part of your grade will reflect the quantity and quality of your regular contributions to the in-class discussion of the works assigned in the course as well as the success with which you facilitate the class discussion on the occasions when you are meant to do so.

• Midterm Exam –20%

• Final Exam–20%              

If you have any questions or concerns, feel free to contact me. If you would like to know your approximate grade-to-date I’ll be happy to accommodate with some advanced notice.

Policies

Format for Submitted Work

The vast majority of written work for this course must be submitted electronically and therefore must be computer generated in 12-point, Times Roman font, and left-aligned. Pages must be numbered (bottom right) and have ONE-INCH margins all around. All documents submitted must have a proper header on the top left corner of the first page only. Any work submitted not meeting these criteria may be refused and returned without comment or credit. Please bring 2 printed copies of each Reflective Reading Response (as completed on your blog) to class to share with your small group on the day it is due. Unless otherwise directed, papers must be emailed to me at gotprofkiefer@gmail.com by noon of the day it is due. You will attach the assignment to an email as a Word document file. I cannot open Microsoft Works files.

Late Work

Writing assignments are due whether or not you are present. Assignments submitted as attached files are due by the date and time listed on the schedule, on the calendar, in the class blog, and on the assignment sheet. I will not read papers turned in 24 hours or more late unless we meet face to face. I am willing to extend deadlines for students with extenuating circumstances if I am approached in advance. Extensions will not be granted for assignments turned in late because of unexcused absences.

Engaged Participation

Since class discussion and small group work will comprise a majority of in-class work, your engaged participation in these activities is extremely important (hence the attendance policy). Aside from your participation and presence, it is assumed that you will come prepared to class with your books, other necessary materials, completed essays and that your cell phones will be TURNED OFF. Repeated use of cell phones during class time will count against your class participation grade.  In addition to your regular attendance, engaged participation includes actively showing each member of this class respect, patience and tolerance. Each of you needs to be equally prepared to commit yourselves as best as you are able.

Class Announcements and Updates

I will be posting class updates and changes to the schedule on our class blog at http://kiefersworldlit2015.blogspot.com/. I encourage you to sign up for updates.  In addition, I will use Remind to communicate any urgent changes to our schedule or in the unlikely event of a class cancellation.  I will distribute the code for the Remind text service during the first night of class.

My Attendance Policy

The consistent participation and presence of each of you is vital to the continuity, and thus the growth and learning of the entire class. As such, I expect all of you to be here, to be here promptly, and with all necessary work and materials. Tardiness and absences and are only recognized as “excused” with appropriate documentation. If you know you will be absent, let me know in advance. Vacation travel is NOT a valid excuse for absence. If you are late and/or miss class repeatedly, your grade will suffer. Three lates equals one absence. More than one absence can affect your final grade. More than two can result in failure of the course. You should obtain cell numbers from peers to contact them for missed assignments.

Kean University Attendance Policy

Attendance is expected in all courses. Attendance will be a component of the grade of any course if so stated in the syllabus. Students are responsible for informing the instructor in advance or in a timely manner of the reasons for their absence. Instructors in consultation with their department chairs are expected to respect university practices and policies regarding what counts as an excused absence. Typically excused absences include illness, bereavement, or religious observances. Serious tardiness may be dealt with at the discretion of the instructor.

Topics and Assignments (Major Topics/themes and readings and assignments that are due each week.)

This calendar is a work in progress. It gives an accurate overview of the quantity and general sequence of assignments - but - make sure you have the right assignment for any given day by checking the course blog.

WEEK ONE: First Days

Thurs 1/22: Distribution and brief review of syllabus and course material

Explanation of Reading Reflective Responses

World Literature Pre Survey

WEEK TWO

Tues 1/27 What is literature?

Introduction to Antigone. Email contact info. Remind 101.

HW: 1) Read Antigone

Thurs 1/29 Discuss ANTIGONE

The structure of a Greek drama

HW: Reflective Reading Response (RRR) for Antigone

WEEK THREE

Tues 2/3 ANTIGONE. The drama of loyalty and family. RRR on Antigone due today. Please bring two typed, printed copies to class!

HW: 1) Read THE ODYSSEY Books I-VIII 2) Focused Reflective Reading Response. What makes a hero?

Thurs 2/5: Discuss THE ODYSSEY through Book VIII

What is a hero? The Odyssey –an Epic poem, journey and love story?

HW: 1) RRR through THE ODYSSEY Book. X due 2/5.

WEEK FOUR

Tues 2/10 RRR Discussed for THE ODYSSEY

HW: 1) Read THE ODYSSEY Books IX-XVI

Discuss THE ODYSSEY through Book XVI

Thurs 2/12 Discuss the development of character archetypes in THE ODYSSEY

HW: 1) Read THE ODYSSEY Books XVII-XXIV

WEEK FIVE

Tues 2/17 Discuss THE ODYSSEY Books XVII-XXIV

HW: Complete reading of The Odyssey, Complete RRR for THE ODYSSEY Books XI-XXIV

Thurs 2/19: Complete discussion of THE ODYSSEY. RRR due today.

RRR Books XI_XXIV discussed. Introduce Macbeth.

HW: 1) Read Macbeth through Act III Scene ii

WEEK SIX

Tues 2/24: Discuss MACBETH through Act III Scene ii

Shakespeare and politics

HW: 1) Reflective Reading Response on Macbeth due 2/26

Thurs 2/26 Leitmotif, soliloquy and paradox in MACBETH. Discuss RRR.

HW: 1) Complete reading Macbeth

WEEK SEVEN:

Tues 3/3: Complete discussion of MACBETH

HW: Prepare for Midterm

**Thurs 3/5 MIDTERM EXAM

HW: 1) Read The Stranger

WEEK EIGHT

Tues 3/10: Introduce Existentialism and The Stranger

Thurs. 3/12 THE STRANGER The Prisoner, the family and happiness.

Introduce the Analytical Paper.

WEEK NINE: Spring Recess 3/15-3/22

WEEK TEN

Tues 3/24: Complete discussion of THE STRANGER

HW: 1) RRR of The Stranger due 3/26

Thurs 3/26 Discuss Reflective Reading Responses of THE STRANGER

HW: 1) Read The Death of Ivan Ilyich

WEEK ELEVEN

Tues 3/31: Discuss THE DEATH OF IVAN ILIYICH

HW: HW: 1) Reflective Reading Response on Ivan Ilyich due 4/2

2) Work on Analytical Paper

Thurs 4/2 Discuss THE DEATH OF IVAN ILYICH. Introduce Final Group Presentations. Discuss RRR.

HW: 1) Read The Things They Carried through page 123.  2) Work on Analytical paper

WEEK TWELVE

Tue 4/7: THE THINGS THEY CARRIED.

HW: 1) Complete reading THE THINGS THEY CARRIED

2) RRR for Things due 4/10.

Thurs 4/9 Complete discussion of THE THINGS THEY CARRIED. RRR Due today. Discuss RRR.

HW: 1) Work on Analytical Paper

WEEK THIRTEEN

Tues 4/14: Guest speaker: The Things They Carried.

Thurs 4/16 Analytical Paper due to Gotprofkiefer@gmail.com by NOON.

HW: 1) Read  Chinese Poetry Lu Chi pages 23-35. Li Po pages 73-93.

WEEK FOURTEEN

Tues 4/21: Discuss Li Po’s poetry. Characteristics of Chinese Poetry

HW: 1) Chinese Poetry Tu Fu pages 97-115. 2) Reflective Reading Response on Li Po due 4/23.

Thurs 4/23 Classical Chinese Poetry. Family and Confucianism. RRR due on Li Po.

HW: 1) Read Lu Ch’ing-Chao pages 162-171.

WEEK FIFTEEN

Tues 4/28: Group presentations

Thurs 4/30 Group presentations

HW: FINAL preparation/review

WEEK SIXTEEN

Tues 5/5 Final Review

Thurs 5/7 Final Review

FINALS WEEK

**Tues 5/12 Final Exam.

Thurs 5/14 Last class.

SEMESTER ENDS Monday, May 18, 2015

--Schedule subject to change as necessary.