Jeanette_Winterson by chenshu


									   Jeanette Winterson,

Written on the Body (1992)
Oranges Are Not the Only Fruit (1985)
Boating for Beginners (‘comic book with pictures’, 1985)
The Passion (1987)
Sexing the Cherry (1989)
Written on the Body (1992)
Art and Lies (1994)
Gut Symmetries (1997)
Art Objects (essays, 1995)
The World and Other Places (short stories, 1998)
The.PowerBook (2000)
The King of Capri (for children, 2003)
Lighthousekeeping (2004)
Tanglewreck (for children, 2006)
The Stone Gods (2007)
Weight (Canongate Myth Series, 2007)
The Battle of the Sun (for children, 2009)
The Lion, The Unicorn and Me (with Rosalind MacCurrach, for
children, 2009)
Laura Miller‟s interview from 1997, foregrounding the difference
between Winterson‟s public and private personae:

A summary of the direction Winterson took in recent years:
“To infinity and beyond” Stephanie Merritt‟s review on The Stone
Gods by Jeanette Winterson, 27 September 2007

The British Council‟s literary website on Winterson, with a “critical
perspective” essay from 2009:

Jeanette Winterson‟s own website:
+ a website on names and concepts related to Postmodern thought,
by Martin Ryder, University of Colorado at Denver, USA:
„I‟m telling you stories. Trust me‟. The Passion (1987)

narrators and their relationships to each other
    – personal      (How do they relate to one another?)
    – structural (How do they relate to the story they are
                    telling? How do they relate to others‟ stories?)

narratives and their relationships to each other
    – within the story (collaborate or contradict one another)
    – outside the story, on the level of the book as a work of art
                       (parallel or contrasting structures, embedded
                        stories, frame stories, adaptations of stories)

characters and their relationships to other characters, narrators,

repetition, variation, contrast, reversal, symmetry
Written on the Body (1992)

       love and possible ways to discuss it – carnal
                                            – emotional
                                            – intellectual, spiritual

                       how to avoid stereotypes
                       how to create a new, true way to talk about love

       writing – translation, library, texts, literary references
                       language used for special purposes

       body described in – medical terms
                         – poetic terms

       narration: voice: no name, no gender specified
                  focus: Louise (cf. Fowles)
Why an ungendered narrator on love?

opening up space by using fewer limitations for identification

       not all languages can present ungendered narrators
                – translations often have to make a decision
                        then why a Lesbian narrator on love?

the pleasures of a perspective other than mainstream:
        forms of defamiliarization, like Brecht‟s alienation effect,
               like recognizing a dead metaphor for a metaphor
        a chance to see things for new, from a different aspect

further examples:
Roland Barthes, A Lover’s Discourse
Edwin Morgan, “One cigarette”
How to write an essay for the exam:

1) Text
2) Help from criticism or other works
3) Focus on the question/theme specified

Preparation before the exam:

 Read the works specified in the list of readings for the course.
 See if call words from the lectures can help you focus.
 Check if any of the critics, books, web sites referred to offer any
helpful angle or approach to make sense of your reading.
 See if you can establish connections (similarities, differences,
parallelisms, in terms of themes, issues, images, characters,
narrators, methods of writing, etc.) among the works you are
While you are writing the essay during the exam:

 Concentrate on the question or title offered.
 Organize your reading experience and present it focusing on the
 Make references to parts of the text you remember, also relying on the
excerpts provided.
 Offer examples for your points, details you remember (words,
characters, ideas, motifs, scenes) proving that you actually read the work.
 If you remember any remarks or comments from your critical readings,
please include them. You can use them to support your points, you can
argue against them, you can use them to provide background
 Remember to make your answer relevant to the question or theme
 Make your own argument – do not quote long stretches of critical
commentary borrowed from your sources.
For example:

“The technique of contrast in Jeanette Winterson‟s Written on the body”

See if you remember anything that was presented in contrasting pairs in
the novel. Perhaps jot down a few ideas, such as
- an externally described character, Louise (beauty, body, illness) and an
internally described nameless, genderless narrator
- Louise‟s husband and lover
- the language of medicine and the language of poetry
See if there is anything you can remember about other works or critical
commentary about contrasts. Remember how Barnes, Fowles, Carter,
Ishiguro used contrasts – what was it that they presented in contrasting
pairs, what kind of contrasts did they present.
Try to present your thoughts in correct (and legible) English sentences.
Remember that whatever is in your mind will only become visible to
those reading your paper if you present those thoughts in writing – you
will not be there to explain what you meant when reading, correction and
grading happen. Your paper will have to speak for you.

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