English ARWAV Notes (unfinished)

Links to websites

https://www.shmoop.com/study-guides/literature/room-with-a-view/characters

https://www.litcharts.com/lit/a-room-with-a-view/themes

https://www.gradesaver.com/a-room-with-a-view/study-guide/themes

https://www.sparknotes.com/lit/room/characters/

Characters & Analysis

Lucy Honeychurch

Young woman from Surrey
Upper class
Doesn’t know what she wants
Plays the piano to ‘escape’
Breaks social norms and codes throughout the book
She chooses to break the expectations of her, and marry George instead of Cecil
Themes she relates to:
- Honesty
- Sexism and women’s roles
- Love
- Music
- The muddle
- Distinction between classes

George Emerson

Young man
Progressive
Desire for truth
Middle class
At the beginning of the book he struggles to find meaning in life
Falls in love with Lucy in Italy
He encourages her not to marry Cecil Vyse
Themes he relates to:
- Society, manners and changing social norms
- Love
- Distinction between the classes

Charlotte Bartlett

Lucy’s older cousin
Chaperones Lucy in Italy
Attempts to hold Lucy to “proper” standards
Doesn’t approve of the Emersons
Old-fashioned ideas
In the end she assists Lucy in marrying George Emerson
Themes she relates to:
- society, manners, and changing social norms
- sexism and women’s roles
- distinction between classes

Mr Beebe

The reverend in Lucy’s hometown who she meets in Italy
Aims to use his influence to help others
Likes those that are honest
Supports Lucy throughout the book until she decides to marry George when he turns against the idea
Themes he relates to:
- Education and independence
- Sexism and women’s roles

Mr Emerson

Doesn’t conform to social norms
Progressive
Described as both ungentlemanly and beautiful
Helps Lucy to realise her feelings for George and fight back against social norms
Is in the middle class
Themes he relates to:
- society, manners, and changing social norms
- love
- the muddle
- distinction between classes

Cecil Vyse

dislikeable
Lucy’s fiance for a short period of time
doesn’t like the people from Lucy’s town
sees Lucy as an object
treats people without kindness or respect
tries to be authoritarian and manly but is really just awkward and self-conscious
upper class
themes he relates to:
- education and independence
- distinction between the classes

Eleanor Lavish

a writer staying at the same pension as Lucy and Charlotte
unconventional
themes she relates to:
- education and independence

Mrs Honeychurch

Lucy’s mother

Freddy Honeychurch

Lucy’s younger brother
Dislikes Cecil and likes George

Themes

Society, Manners, and Changing Social Norms

Sexism and Women’s Roles

Honesty

Education and Independence

Love

Beauty

Music

The muddle

Distinction between the classes

Quotes

Quote	Page & said by	Theme/Context	Technique	Effect
“I don’t know what I think, nor what I want.”	Pg 52 by Lucy	sexism, manners, and changing social normsthe muddle	Repetition, dialogue, 1st person
“For something tremendous has happened. I must face it without getting muddled.”	Pg 41 by Lucy	Muddleddefying sexism and women’s roles in society	emotive language, symbolism/motif of muddled
“He looked at her, rather than through her. For the first time since they were engaged. From a Leonardo, she had become a living woman.”	Narrator	Sexism & Women’s roles in society	Leonardo (artwork) → fake/false ; a creationLiving woman → true/real	Shows Lucy emerging, growing, shifting from the constraints of the time
“The elder ladies exchanged glances, not of disapproval; it is suitable that a girl should feel deeply”	Part 1 Chapter 5 by Narrator	Elder ladies are Miss Lavish and Charlotte. They acknowledge that a young girl is allowed to feel deeply Implies that when she is older she will not be allowed to feel deeplysexism and women’s roles
“‘Ah,’ said Miss
Bartlett, repressing Lucy, who was about to speak.”	Narrator	Sexism and Women’s roles	Forster
uses dialogue and repetition of the emotive verb ‘repressing’
to convey Charlotte’s power and control over Lucy.		y
“You love the boy body and soul, plainly, directly, as he loves you, and no other word expresses it”	said by Mr Emerson	LoveThe muddle	Forster’s use of the repetition of the word
love and Mr Emerson’s emotive declaration	shows the reader that Lucy is on the path to self-knowledge and becoming aware of what is important in life	m

Symbolism

muddle
outdoors
piano playing
kite
flowers/kiss
change
growth
new understandings
closed/open window
new view
Lucy’s coming of age
Lucy’s journey of self-discovery
societal demands & expectations
being true to yourself
breaking free from repression
an understanding & acceptance of who you really are
knowledge of our own identity and the challenges to it

Essay Structure

Intro

address the question - create a thesis; use words from the question but don’t repeat it
Identify text (novel - underline the title) + author - contextualise (Edwardian England etc)
Sign post the ideas/paragraphs in your essay

Paragraphs

Point - linked to intro
Evidence/explain
Technique
Analyse how your evidence supports your point
Link back to question

Conclusion

e.g. Thus it is clear that Lucy Honeychurch learns to embrace her own identity & resist the repressive manners of the Edwardian Period.

Poems

FLIRTS

F - form/structure

stanza
specific types of poems (e.g. haiku)

L - language techniques

first person, second person, third person
type of language
diction
cultural slang

I - imagery

auditory - sound
sensory - texture
visual - what the author is describing that you can see
techniques
- metaphors
- similies
- symbolism
- juxtaposition
- repetition
- rhetoric
- assonance
- contrast
- anaphora

R - rhyme/rhythm

rhyme scheme (abab/abba)
pace
enjambment
caesura

T - tone

attitude the poet shows towards the subject
- bias
- opinion
- negative/positive
- tonal shifts
- specific vocabulary

S - subject

overall idea
theme
purpose
underlying messages