The study of a theme or issue can offer a reader valuable lessons and insights.
Discuss, with reference to a theme or issue in the three texts you have studied.
Feedback:
– note the punctuation surrounding quotation. They shouldn’t really be left as standalone sentences. For example, you could change it like this
This is evident when she deceives her fellow clones into believing that her favourite guardian, Miss Geraldine, gifted her a pencil case in the way a mother might buy gifts for their child, “Let’s just agree, let’s agree that I got it in the sale.”
– you have a very clear structure, but it reduces your ability to compare to a significant extent (which is what gets you marks). There are blocks of text relating to a single text at a time. If this is the only way you’ve ever written comparative essays, it may not be a good idea to change at this late stage. The paragraph that begins with “Nora’s social identity is significant and shaped…” is better in this sense.
The theme, in regards to literature, is the central concept intertwined throughout the text and revealed through plot events, character development and symbolism. In the three texts I have studied, ‘Never Let Me Go’ (NLMG) by Kazuo Ishiguro, the film ‘LadyBird’ (LB) by Greta Gerwig and the play ‘A Dolls House’ (ADH) by Henrik Ibsen, the theme of identity is significant. The identity of each protagonist and indeed other characters within the texts is shaped by the world in which they live and the people around them. Through exploring the effects of familial relationships, friendships and the society of these characters, I was provided with unique insights and a deep understanding into the complex and multifaceted nature of the human condition.
In all three texts, familial identity is seen to significantly influence each of the characters in how they establish and perceive themselves in the world in which they live. Ruth from NLMG is negatively impacted by the lack of care and belonging provided by a loving family and she desperately craves familial affection. This is evident when she deceives her fellow clones into believing that her favourite guardian, Miss Geraldine, gifted her a pencil case in the way a mother might buy gifts for their child. “Let’s just agree, let’s agree that I got it in the sale.” The lack of parental figures in the clones’ lives means that they look to the guardians to provide them with this love.
In a similar way to Ruth, Ladybird the protagonist of LB also struggles to find belonging and acceptance despite her presence of family. Ladybird has a complex relationship with her family, particularly her mother, Marion which is characterised by conflict and misunderstandings. This is evident from the beginning of the film, when Ladybird throws herself from a moving car following a dispute over colleges, Ladybird’s desperation for attention exhibited in this scene, stems from her frustration towards being misunderstood by her family. As the film progresses, it is clear that Ladybird’s feelings of unworthiness stem largely from her mother. As they shop in “Thrift City” a profound moment comes when Ladybird asks her mother “do you even like me?” This illustrates not only her need for love and acceptance but also her desire for connection with her mother. Whilst both ladybird and kathy H.’s morales are questioned in these actions, upon further exploration, we learn to not overlook the profound influence of familial identity on our actions.
Like Ruth and Ladybird, Nora from ADH yearns for a loving and nurturing familial relationship where she feels valued and appreciated. Her familial identity serves as a source of comfort and security, as evidenced by the majority of the play being set within the confines of her family home, symbolising her attachment to this domestic realm. Nora’s desire for validation is particularly focused on her husband, Torvald. She goes to great lengths to maintain the appearance of being the perfect wife, such as hiding macaroons from him to uphold her image of innocence and doing whatever it takes to please him “I’ll do everything that you like Torvald I’ll sing for you, I’ll dance for you.” Nora, like Ruth, is willing to go to great lengths to gain the validation she needs to feel belonging. Whilst all three texts explore vastly different family dynamics, the exploration of these individual familial identities provide us with a profound understanding into the universal need for acceptance and understanding which is evidently shared among Ruth, Ladybird and Nora.
Social identity impacts characters’ relationships, self-perception, and societal roles in all three texts, shaping their interactions and experiences. Kathy H.’s social identity is deeply influenced by her role as a clone and her position in society. In the dystopian world depicted in the novel, clones are regarded as mere commodities, created solely for the purpose of organ donation. This social exclusion is powerfully reinforced by the symbolic absence of full names for the clones. Despite their longing for love, companionship, and acceptance, they are faced with a society that fails to recognise their full humanity. A significant moment in the text occurs when the clones conduct an experiment to test Madame’s reaction to them. “She was afraid of us in the way someone might be afraid of spiders, we hadn’t been ready for that. it had never occurred to us to wonder how we would feel being seen like that, being the spiders.” This revelation deeply impacts the clones and separates them from the outside world. The dehumanisation experienced by the clones denies them autonomy over their own lives, leaving Kathy H. grappling with profound questions about her identity, her place in the world and the inevitability of her pre-determined fate.
Whilst Kathy H. faces a deeply ingrained dehumanisation in her society, Ladybirds social identity revolves around her desire for acceptance and validation from her peers. Ladybirds socioeconomic status is a huge source of insecurity and doubt as she compares herself to her wealthier, more popular peers. Her desperation causes her to make choices and present herself in ways she believes will align with her desired social identity, such as lying to a classmate about where she lives or having her family drop her further away from the school in an attempt to hide her family car. Whilst both Ladybird and Kathy struggle with feeling outcasted by their society, Ladybird has more agency and choices available in establishing her social identity compared to Kathy H’s which is marked by a sense of inevitability as her fate is predetermined.
Nora’s social identity is significant and shaped by her roles as a loving wife and devoted mother within the confines of a middle-class society. However, she is objectified and diminished by her husband, Torvald, who uses demeaning terms like “squanderbird” and “spendthrift” to describe her. This objectification echoes the dehumanisation experienced by the clones in NLMG who are denied full names.
Nora’s social identity is further influenced by the societal norms and expectations of her time. She is expected to conform to traditional gender roles, playing the role of a submissive and obedient wife. This perception of her as a conventional woman is reinforced by her friend Mrs. Linde, who labels her as a “child”. Like Kathy H., Nora is underestimated by her society and is deduced to the perception of those around her.
Kathy H., Ladybird and Nora, all, to varying extents struggle to accept and live up to the role they have been assigned by their society. Through the exploration of these texts, I gained valuable insights into the constraints imposed by society and was prompted to question the roles assigned to us.
Personal identity is significant in everyone’s lives and is particularly explored in these three texts, illustrating to us the profound importance of self discovery and acceptance. Kathy H. grapples with a profound absence of personal identity due to her upbringing in an institution that suppresses individuality, coupled with her lack of familial roots. The clones’ fascination with discovering their “possibles” reflects their ardent pursuit of self-discovery. As Kathy explains, “we all of us, to varying degrees, believed that when you saw the person you were copied from, you’d get some insight into who you were deep down, and maybe too, you’d see something of what your life held in store.” This belief in uncovering their genetic origins serves as a tangible source of hope, as they yearn to find a connection that would provide them with a glimpse into their true selves.
Ladybird, much like Kathy H., experiences her own struggles in the search for personal identity, yet her approach and agency contrast with Kathy H.’s journey. Ladybird actively asserts her individuality by changing her name from Christine McPherson, highlighting her desire to carve out her own identity. She is driven by a strong longing to discover who she truly is and establish her place in the world, free from the expectations of her family and peers in Sacramento. “I hate California. I want to go to the east coast. I want to go where culture is.” Ladybird’s aspiration to leave California and pursue a different cultural environment echoes Kathy H.’s belief in finding her “possible” as a means of self-identification. Ladybird’s vibrant and assertive personality serves as a facade for her deep-rooted lack of identity, thus adding complexity to her character.
Nora’s transformative journey unfolds in the closing of the play, as she bravely leaves behind her husband and children to explore her own happiness and seek the truth about herself and life; “I must stand on my own feet if I am going to find out the truth about myself and my life.” Symbolically, Nora takes off her fancy dress, signifying her liberation from her past self. This moment of epiphany parallels Ladybird’s belief that breaking free from her current life will lead her to discover her authentic self. While both Nora and Ladybird embark on paths of self-discovery and liberation, Kathy H., in contrast, focuses on delving into her past and finding her “possibles” to gain a sense of identity and purpose. However, all three texts provide insight into the fundamental importance of discovering our true selves as a pathway to happiness.
In conclusion, by exploring the familial, social, and personal identities of the characters in these texts, a deeper understanding of the complexities of human existence has emerged. The examination of characters like Ladybird, Ruth, Kathy H. and Nora has shed light on the universal themes of self-discovery, the yearning for validation, and the impact of societal expectations on personal growth. Through their journeys, we witness the struggles and triumphs of individuals seeking to establish their own identities and break free from the confines of societal norms. These texts remind us of the importance of self-reflection, embracing individuality, and daring to challenge the expectations imposed upon us. Ultimately, my exploration of these characters’ identities provided valuable insights and lessons into the profound and multifaceted nature of human existence.