Writing an Essay

It’s always hard to start writing an essay and start organizing your ideas, but here is the way I usually approach essays:

1.     Read the Novel: I’ve found it really necessary lately, that in order to understand well a novel it is important to read it at least two times, and maybe even more if there is sufficient time.

a.    Reading the novel for the first time is always very confusing and one actually doesn’t know what’s going on. So, the first time reading the novel serves as a way to get an overall view of the novel: plot, characters, themes, etc. Annotations are always useful, and when finding more “important” things use post its! It’s easier to find them again.

b.    For the second time one already knows the novel therefore it is easier to make further annotations and connect any ideas within the novel together. Any recurring motif, symbol, theme, are more clear, so its easier to understand the novel.

2.     Deciding what type of essay to write:

a.    It’s always easier if I’ve been given prompts. If this is the case, start writing some ideas for each of them. Check any annotations I have and how they could be linked to the prompts.

b.    If no prompts are available, I would start by checking for important notes I’ve made, and end up narrowing it down to theme, symbol, motif, etc. also making notes for each.

c.     By doing this it is easier to see which one has more to discuss about, evidence, and of course to what I am more inclined to.

3.     Defining a topic and Thesis Statement: After writing down my ideas for each type of essay, it is of course necessary to choose only one and start writing the thesis statement. At this point I also start writing the introduction.

4.     Creating an outline: For this step I usually create two outlines.

a.    This first outline is much like a “rough draft”. Just to organize my ideas a little, find some quotes, start getting some ideas for topic sentences and how I will support my thesis statement. For this outline I always prefer to write everything down in paper, brainstorm, using colors to help me note any difference between paragraphs, topic sentences, etc.

b.    The second outline is a little more structured; with my ideas more clearly and with specific topic sentences, quotes and explanations of each quote (Point, Evidence Explanation format for each quote). This second outline is very specific. 

5.     Rough Draft: for this step I will start by writing the different body paragraphs but separately, and then joining them together. I don’t think that writing a complete essay is that necessary for this step, I use this step more as a way to see how the essay is looking and revise my outlines and make any modifications.

6.     Second Draft: Now I will join all of the body paragraphs together, revise the introduction and write a conclusion. I am usually not very good when writing introductions and conclusions, but I do understand that:

a.    The introduction should include context, the thesis statement and an overall idea of the course the essay will take.

b.    In the conclusion I would rephrase the thesis statement and a brief summary of the essay as a whole.

7.     Revision and editing of the drafts:

a.    The most important thing I try to achieve in this step is to make the body paragraphs “flow”.

b.    It is also important to check the syntax, diction, any redundant words, or awkward sentences and expressions. Sometimes I think that more complex words make the essays harder to understand, and although they might give the essay some sophistication they are not good every single time, so I usually tend to stick with simple, straightforward words.

c.     I will revise the essay several times and usually change a lot of sentences, take some out, etc.

8.     Peer Review: Since we usually use Turnitin.com, it is easier to have peers commenting and suggesting any ideas or ways to improve the essay. I also make my parents read the essay, who usually highlight anything they don’t understand or aren’t really clear about.

9.     Reread the essay and edit one more time.

a.    I like to read it out loud because it makes it easier for me to find any vague ideas or awkward words and sentences.

b.    I also focus a lot on the thesis statement and topic sentences, so that each paragraph makes sense with what I originally intended to discuss. It always comes in handy to have the original outlines beside me.

10.  Hand it in! Or post it in Turnitin.com. (This always feels nice J)

Kafkaesque

The term “Kafkaesque” is used to describe something that is reminiscent of Kafka’s work. How would you best describe this? How is this film “Kafkaesque”?

Franz Kafka, Czech-born and German-speaking writer, is recognized by the nightmarish qualities he is able to put into his fictional world, making his works characterized by their portrayal of this nightmarish reality of isolated and threatened individuals in a mundane context. His novel, The Metamorphosis for example, written in 1917, expresses his ideas towards class, politics and isolation, as well as the absurd. The style of his work is so unique that it has influenced the style of not only writers, but also other areas within the Arts. The term “Kafkaesque” is used to describe something that is characteristic or reminiscent of Kafka’s work. The film “Kafka” (1991) is an example of a “Kafkaesque” film.

The film “Kafka” is a mystery thriller film based on the life of Franz Kafka “blurring the lines between the real and the surreal, between fact and Kafka’s fiction”. The movie has been described as Kafkaesque. Here is the theatrical trailer for the film, just to show how the film can relate to Kafka’s works.

http://www.imdb.com/video/screenplay/vi3952279833/

At first the film seems quite bizarre and as an observer one can’t directly see the similarities between the film and Kafka’s life and works, besides some direct reference to them. However, one of the most important aspects of Kafka’s literature, which is clearly seen in the film, is the difference between the real and the surreal, which in the movie is portrayed with the use of color. The entire film is shown in black and white color; maybe to maintain the time period of Kafka’s life, but also maybe to denote what is mundane, those things that happen every day, for example, Kafka’s work, and his daily life. However, when the film reaches its climax and Kafka enters the Prague Castle, the film turns to color. By this moment one can decide which of these scenes is the surreal, and which is the real, since for us, the real would be actually denoted by the colored scenes.

Furthermore, an important aspect of the movie is its portrayal of the absurd and Kafka’s humor. The plot of the movie is based on the conflict between the upper class and the lower class, represented by the scientists and doctors trying to put the lower class and revolutionaries back into reality, by making them uniform, thus the entire brainwashing and torture they are doing in the castle. The absurd part of this dilemma is the fact that whatever Kafka does, or any revolutionary does, there is no way to change the system. This is clearly seen in the film, since all Kafka wanted to do was to find out the truth about the castle, and as soon as he does find out, he just leaves, and all returns back to black and white, back to reality. Kafka’s “sense of humor” is also portrayed in the film. As David Wallace described in his essay, Kafka’s humor is a “grotesque and gorgeous and thoroughly modern complexity”, and the man trying to kill everyone, who always ends up running around and screaming, portrays its nightmarish style.

Finally, there is some reference to Kafka’s own life and his work, throughout the film. The aspects of Kafka’s life conveyed in the film are mostly linked to his relationship with his father, who did not want his son to be a writer, showing his authoritative character. This reflects in Kafka’s own work since it leads to his complex character, and the style of his fiction, already described to be nightmarish and strange. This also reveals the relationship between the characters in Kafka’s “The Metamorphosis”. Moreover, the most important traits from Kafka’s personality are portrayed by Jeremy Irons, who plays Kafka in the film. He is usually described as someone who “leaves too much to himself” and “writes by myself, to myself”, mostly making people uneasy around him.

“Kafkaesque” is therefore a term used to describe those things that take aspects from Kafka’s nightmarish style and apply them to themselves. In my opinion, the most important aspects that should be used in order for a work to be reminiscent of Kafka is its portrayal of the real and the surreal, as well as the absurdity of life. Therefore, the film “Kafka” is a “Kafkaesque” film, and although it is very hard to understand this at first, towards the end, one begins to realize how it has managed to be similar to Kafka’s own work. 

Gregor's Physical, Mental and Emotional Metamorphosis.

Interpretation of a passage from Part II of Franz Kafka’s Metamorphosis.

This passage from Metamorphosis describes the moment when Gregor’s sister Grete walks in his room in order to serve him his daily meal. It conveys several aspects of Gregor’s metamorphosis, as well as his family’s attitude towards him after he is transformed into a bug.

Firstly, one can see from the passage that the only one that still takes care of Gregor is his sister Grete. Although he has just been changed into a bug, Grete is the only one that can still stand looking at him and being in the same room as Gregor, while his parents and the housekeepers cannot. Nevertheless, she still somehow suffers and is obliged to do this job, hence does not do it contentedly but takes it as an obligation. The narrator describes how Grete “lifted it immediately, not with her bare hands, true, but with a cloth and carried it away”. This quote shows enables the reader to see how Gregor disgusts his family by his appearance, hence they can no longer touch the things he uses in order to eat. Another example that supports this idea says "she set down again the same bowl, into which she had poured some water, and which apparently was to be reserved for his exclusive use". The word exclusive again suggests that Gregor is no longer seen as a member of the family but as a disgusting big bug, since he now even has special dishes.  It also shows how to Gregor this is becoming completely normal and acceptable, also showing an aspect of his character, always trying to please his family no matter what, either as a human or even as a bug. 

Kafka also uses diction in order to create imagery and convey Gregor’s metamorphosis. These words create a very disgusting image of the mess Gregor makes with his food and the type of food he is given. Kafka uses words like half-decayed, congealed, spilled, and old in order to convey the idea that he is being forgotten by his family, since they now give him the left overs, but also that he is transforming not only physically but psychologically into a bug because he is beginning to act not in a very human-like manner by making an enormous mess with his food and by also preferring the rotten food rather than the fresh food like the vegetables which actually “had no charm for him”. 

Moreover, Kafka uses diction in order to portray the metamorphosis of Gregor's actions; he acts like a bug but still feels like a human. Words such as devoured, sucked greedily, and whirred all convey the idea that he is a bug no matter what and is thus feeling as a bug. However, these ideas are contrasted with expressions like "tears of satisfaction" since he still has emotions and feels the necessity to cry out of joy. 

In the end, this passage leaves the reader wondering whether Gregor is still a human or is finally converting completely into a bug.

Gregor's Metamorphosis 2.0 - Modified Version of the Commentary

Gregor’s metamorphosis does not only shatter his own life, but also that of those surrounding him. His transformation into a beetle is not only physical but also mental and emotional; Gregor may act like an insect but his feelings and emotions still seem human:

“Gregor’s little legs all whirred in his rush to get to the food… Might it be that I am less sensitive now? He thought, and sucked greedily at the cheese, which more than any of the other delicacies attracted him at once, and strongly. One after the other with tears of satisfaction in his eyes, he quickly devoured the cheese, the vegetables and the sauce; the fresh food, on the other hand, had no charm for him, he could not even stand the smell of it and actually dragged away to some little distance the things he wanted to eat”. (75)

There is a contrast between Gregor’s actions while he is eating that convey Gregor’s metamorphosis. The diction employed by Kafka in order to describe how Gregor eats, creates a disgusting and grotesque image of how he “sucked greedily” and “quickly devoured” the cheese, clearly not very human-like. Also, it is important to remark Gregor’s preference for rotten food like the “inedible” piece of cheese, the “old, half-decayed vegetables”, and the “congealed white sauce”, as well as “the bones from last night’s supper”, all contrasting with the “other delicacies” his sister, Grette, had served for him. Moreover the reader can see at the beginning of the passage Gregor’s animalistic character as his legs “whirred in his rush to get food”, moving hurriedly and probably in desperation to get something to eat. These images also convey the idea that Gregor is being forgotten by his family, since they now give him only the left overs and the old food. Nevertheless, Gregor’s bug-like actions contrast from his human emotions. The reader can notice Gregor’s human facet from his “tears of satisfaction” as well as his ability to reflect, therefore realizing how he still isn’t completely living as a bug. Furthermore, Grette, Gregor’s sister, also plays an important role in defining Gregor’s metamorphosis, since the way she and the rest of the family treat him makes the reader feel as if he is no longer human anymore although we know that he is still able to feel like one. Gregor’s bug-like appearance clearly disgusts the family forcing Gregor to be served food in bowls “reserved for his exclusive use” and in “old newspapers” as if what he touches is polluted and tainted, and that he is not seen as a member of the family bus as a disgusting bug, almost even as a pest and a misfortune. Not only that but his sister also touches things  “not with her bare hands, true, but with a cloth”, portraying the idea mentioned previously, and how to Gregor this is becoming normal and acceptable, conveying that aspect of his character that is always trying to please his family no matter what, either as a human or as a bug.

Gregor’s metamorphosis goes beyond his physical appearance as a bug, but it also reaches a mental and emotional transformation, often making the reader question whether or not Gregor is still a human.