Hey, the due date for my essay is coming up soon and I need to know if I'm on the right track or if there is anything I can change. I haven't completely finished it, I've done all the introductions, conclusions and the paragraphs - in relation to my core text. I haven't added any supplementary material to compare yet.
The question: Discuss how the distinctly visual is created in texts in order to convey perceptions of both others and the world. In your response make detailed references to your core text and at least one piece of supplementary material.
The essay so far:
Authors of literacy works can focus on illustrating distinctly visual images through the utilization of language techniques and effects to depict varying perceptions and emotions of characters and settings. With the use of distinctive images, composers can explore and develop complex ideas through texts, and create a deeper understanding of these concepts towards readers. This approach is widely used throughout Peter Goldsworthy’s novel, “Maestro”, which draws on language techniques and descriptions to enforce the visualization and perception of characters and settings. Goldsworthy focuses on the concept of appearances belying reality and the passing of time to convey character’s persona and historical backgrounds.
Composers of written work undertake the use of descriptive language and figurative techniques to convey distinctively visual images of character’s appearances and perspectives. In the novel, “Maestro”, Goldsworthy contrives influential images of Eduard Keller to explore the way physical appearances may belie reality and create false impressions. Images of Keller are depicted through the perspective of teenager Paul Crabbe, which highlights Keller’s influential attributes. Although, as Goldsworthy writes in the first few lines “First impressions? Misleading, of course.” It is suggested to the reader that Paul’s initial feelings of Keller are false and will change over time. Early descriptions of Keller focus on his physical appearance and behavior. Goldsworthy uses metaphors and descriptive language to describe “the red glow of his face - a boozer’s incandescent glow.” And “The pitted sun=coarsended skin – a cheap ruined leather” which perceives him as being nothing more than an alcohol addicted old man in Paul’s perspective. Keller’s face is illustrated as having “deep fissures and cracks” which “gave his skin the texture of crudely fired pottery”. Goldsworthy uses this descriptive language to highlight Keller’s old age. The use of symbolic colouring; “the terracotta redness of his face” and a “red nose” reinforces the traditional portrayal of an alcoholic. However, the utilization of a “red nose” also contrives the idea that Keller is comical and eccentric towards Paul. Keller’s use of a “pince-nez” which Paul “had come across only the word before”, implies the rarity and eccentricity of the object, further indicating Keller’s comical side. This is also suggested through his seemingly formal attire; “But then … the suit: white linen, freshly pressed. And – absurdly, in that climate – a stiff collar and tie.” Goldsworthy inputs the utilization of an ellipsis which indicates Paul’s confusion towards Keller’s appearance. He was described as being “Migrant height, European height. Wop height.” The repetition of “height” and Goldsworthy’s word choice suggests Paul’s disrespectful attitude towards Keller and indicates his assumption towards his heritage. Further descriptions such as “his accent was thick. Continental – “, reflects Keller’s European heritage and Paul’s comic book parody “We haf ways off makink” is evidence for his abrupt stereotyping of Keller as a Nazi criminal. In contrast to Paul’s initial impression, Goldsworthy uses metaphors to illustrate Keller’s hands as being “fashioned from the finest calf: each wrinkle, each dimple carefully hand-tooled” compared to the “coarse leather” of his face, which suggest contradictory nature in Keller’s appearance and implies Paul’s judgments may be false.
In contrast to these perspectives, Goldsworthy subsequently reveals an in depth understanding into Keller’s character through the use of distinctive imagery and shows how initial impressions can be misleading. This concept is shown when Paul, “for the first and only time”, sees Keller’s tattoo; “six faded blue digits”, which suggest Keller was in a concentration camp in the past, and that he experienced great suffering and grief. Goldsworthy writes “first and only time” to imply Keller’s intentions to suppress his past. This is later reinforced when Paul declares “just as suddenly” as the tattoo appeared “the tattoo was gone“. The utilization of onomatopoeia and metaphor when Paul overhears Keller playing Wagner, “a piano transcription, accompanied by snorts of contemptuous laughter, and phrases of angry, broken singing” conveys Keller’s depression and misery. Later descriptions “a debate between two instruments … more accurately, between head and heart” contrives a comparison between Keller’s passion and memories, which suggests Keller’s confusion and misunderstanding about his own will. Goldsworthy avails metaphor and emotive language “tears were filling the deep fissures of that parched landscape, Keller’s face” to convey an in depth conception about Keller’s emotions towards his past life. Later texts “as suddenly as the tears appeared, the tears had gone” reinforce Keller’s will to suppress his memories. Paul’s statement about Keller “I wanted someone… to know a Great Man had died” utilizes capitalization to reflect his gained admiration and respect towards Keller as a musician and character. Therefore, as shown in “Maestro”, various descriptive language and figurative techniques are used by authors in their works to create distinctively visual images to explore the way appearances and impressions can belie reality and create differing perspectives.
Through the utilization of specific language techniques and distinctive images, writers of literacy works can construct different visual images of settings and themes to reflect experiences and transitions throughout life.
Goldsworthy avails various distinctive imagery, especially that of Darwin, and language features to highlight Paul’s experiences and transition from childhood to adulthood. Early visualizations of Darwin are contrived during Paul’s adolescents, which reflect his growing maturity and sexual awakening. Its vegetation is described as being with “an unnatural greenness” of a “cartoon world” which utilizes a metaphor to represents Paul’s childhood imagination and immaturity. Goldsworthy avails sensual language “the wet earth smearing itself with greenness” and “the rich dank air filled my nostrils” which represents Paul’s positive experiences in Darwin. Further use of sensual language “I wanted to be out in the warm rain, pushing through the wet vegetation, physically part of it” illustrates Paul’s desire and admiration towards Darwin, and represents his sexual awakening and relationship with Rosie. Goldsworthy avails the concept of music to contrive a deeper conception about Paul’s sexuality “The music seemed nearer to lovemaking than to music… and now I knew about lovemaking” which creates a connection between Paul’s passion for music and love for Rosie. The utilization of metaphorical language “He reached the final crescendo: a great washing ocean, rising and falling, rising and falling” conveys Paul’s growing sexual maturity. Paul describes how “each day” his “eyes seemed to open just a little wider” and “more of that sun drenched town of lush gardens, scents and sexuality seem to cram itself in.” The use of descriptive language represents Paul’s overall developing maturity and experiences. Later images of Darwin use symbolic colour, described as being “greying” and “dissatisfied” which indicates Paul’s disappointment and regret later in life. Paul is illustrated as “trying to find some trace of the past…some ancient layer…beneath this new city” which suggests Paul’s nostalgia towards the old life Darwin offered. Paul’s nostalgic desire is also portrayed in the description of a painting “A grey interior…with one small door…slightly ajar…heartbreakingly unreachable…golden light, green grass, a child with a hoop. Playing.” This image holds symbolism for Paul’s inability to return to his past life. The symbolic colour of “grey interior” contrives a depressing dissatisfaction whereas the “golden sun” and “green grass” represent Paul’s childhood memories. Ergo, through the use of descriptive language techniques and features, composers are able to contrive distinctive images which explore how settings and themes are availed to reflect experiences and transitions throughout life.
Therefore, as seen throughout the literacy work “Maestro”, the utilization of descriptive language techniques and effects can be used to create distinctly visual imagery which depicts the varying perceptions and emotions shown through characters and settings.
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