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- QUESTION
Course Assignment 3: Research Essay
Choose one of the following topics on Saul Bellow’s Seize the Day and follow the formatting instructions presented below the list of topics. The essay will be 1500 words in length (+/- 100 words). The main support for your argument will come from the novel itself; in addition, however, the essay must include references to at least 3 literary secondary sources.
Research topics:
- “A major focus in Seize the Day is the theme of power and powerlessness within a post-war society facing the failure of the American Dream”. Discuss the ways in which Bellow presents this theme in relation to Tommy Wilhelm. You may wish to focus on the following aspects: freedom, sense of self, and societal position.
- In Seize the Day, the antithetical characters of Dr. Adler and Dr. Tampkin continually offer advice to the troubled Wilhelm but in very different ways. Consider the roles these men play in the life of Wilhelm and how they encompass the larger themes within the novella as they relate to Wilhelm’s predicament.
- Bellow’s use of imagery and allusion in Seize the Day is both complex and recurring. It speaks to a sense
of place in a given time, delineates character, and prefigures the main protagonist’s destiny. In analyzing
the use of these literary devices, consider the ways in which they enhance the reader’s understanding of
Wilhelm’s world and his place within it.
1,500 words (double-spaced, 12-pt Times New Roman font)
Any assignment that is not within the word limit or does not conform to this format will not be accepted as having been submitted.
Please do not use Internet sources, other than Oxford English Dictionary (OED), Online or e-journals.
Essays must be presented in MLA Format, including a Works Cited page.
Your assignment must have proper documentation of any outside sources used by you in the writing of the essay. Evidence of academic fraud and/or plagiarism will result in the student being reported to Faculty, and the assignment being given an ‘F’ grade.
Criteria for Grading Assessed Essay
All essays must display the following:
- Relevance in directly answering the question
- Understanding of the demands of the question
- Evidence of the use of three secondary sources – (e.g. books, literary and historical journal articles, periodicals etc.)
- Organisation of material into a coherent structure: introduction, thesis statement, argument, and conclusion
- Clear style, including accurate spelling, clear sentence construction and punctuation
- References
- Bibliography (optional)
- Use of own words, except where directly quoting from another source
- Language: avoidance of inappropriate slang, racist or sexist language
The following features are deemed to be evidence of quality
- Insightful and in-depth analysis of the text/s and sources in relation to the question
- Ability
- to understand
- to discuss critically - Argument - well formulated, substantiated, and with evidence of critical and independent thought
Grading
A Grade
The essay will present excellence in the following:
- meaningful and accurate integration of sources
- high level of critical analysis and independent thought
- high quality of argument in response to the question
- originality of exposition or treatment
in addition to incorporating all of the elements required of all essays (above)
B Grade
There will be very good use of many or most of the aspects outlined in the A grade essay, but certain features may be less fully realised. Thus, for example, a typical B grade essay will
- include a comprehensive knowledge and understanding of all relevant issues
- display a very good level of independent and critical thought
- involve in a solid critical analysis in relation to issues of the argument
- in addition to incorporating all of the elements required of all essays (above)
Grade C
There will be good use of some of the features of the A grade essay, although several elements will be only partially realised. Thus, for example, C grade essay will display some independent thought (e.g. through the use of original examples), but
- may have uneven coverage of relevant issues, with some explored in more detail than others
- may lack sustained critical analysis, offering a synopsis of plot instead
- may not deal with a number of the required principal arguments.
- will include most of the elements required of all essays, but not all, for example, there may be some confusion in the use of literary terms
- the referencing may be inaccurate or inconsistent
- there may be use of inappropriate language
Grade D
There will be a satisfactory use of a limited number of the features outlined for the A grade essay, but significant elements will be underdeveloped. Thus, for example, a typical D grade essay may
- display little evidence of independent thought and critical thought
- include a partial and rather superficial coverage of the argument
- lack critical analysis
- while some of the elements required of all essays are present, they are not necessarily The essay may display, for example, a satisfactory grasp of the topic, be relevant to the question, but
- it may have a poor thesis statement
- it may be poorly structured
- it may include some vagueness and wordiness
- the language may lapse into colloquialism
- references may be inadequate and inaccurate
Grade E (fail)
There will be an inadequate use of a significant number of the features outlined for the A grade essay. A typical E grade essay may be characterized by the following:
- no thesis statement
- major inaccuracies and omissions
- offers unsubstantiated opinion
- demonstrates no evidence of critical judgement
- there may be an attempt to respond to the question, but the essay as a whole will not answer it
- may be badly written
- there may be no references
- there may be little evidence of reading
Adapted from QUB
Subject | Essay Writing | Pages | 9 | Style | APA |
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Answer
Role of Dr. Adler and Dr. Tampkin in Wilhelm’s Life
Saul Bellow’s Seize the Day details the story of Wilhelm, a man whose internal and external environments reveal that his life is largely in a crisis. In fact, he appears to have failed in all areas of his life and the world seems to be crumbling down on him. The crises and external failures he goes through leaves him depressed and to a great deal, a mental and social loser. Amid his tribulations, he gets propped by the presence, help, and advice of two antithetical characters, Dr. Adler and Dr. Tampkin. Reading through the text, there is no doubt that these antithetical characters play a big role in not only offering Wilhelm the much-needed social support, but also towards the development of larger themes within the novella as they relate to Wilhelm’s predicament. This paper explores their roles in this regard.
In the novella, Bellow dramatizes vividly what can be considered a consequence of dehumanization, which is in its basic a moral crisis in which many people today find themselves in. Through Wilhelm’s story, the author recounts the society’s current traumatic condition that is never getting any better by the day. Themes such as materialism, oppression, loss of love, family breakdown, and alienation among others characterize the human condition in general and these can be captured in the context of Wilhelm’s story. The seriousness, and perhaps more precisely the hopelessness, of Wilhelm’s situation becomes clear when he prays to God as thus:
“Let me out of my trouble. Let me out of my thoughts, and let me do something better with myself. For all the time I have wasted I am sorry Let me out of this clutch and into a different life. For I am all balled up. Have mercy” (Bellow 22).
Without disputing the spiritual or religious significance of this utterance as a prayer, it can be conceptualized to symbolize the helplessness of the situation and Wilhelm’s inability to independently make sound decisions. He seems to have left himself at the mercy of external factors that he cannot control. In fact, according to him, “there’s really very little that a man can change at will” (Bellow 21). Taking the implication of the above prayer into context as well as Wilhelm’s admission that a man cannot change much at will, the influence of the antithetical characters of Dr. Adler and Dr. Tampkin come into play.
For Dr. Adler, his involvement with his son happens in the context of father-son relationship, one which illuminates the theme of family conflict in the novella. Against the backdrop of the array of problems Wilhelm is facing, father and son meet at a residence hotel even as the latter hopes to get emotional as well as financial support. Unfortunately, it turns out that the possibility of getting either is diminished since Dr. Adler is a judgmental, selfish, and vain father who feels there is nothing about his son to be proud of. In fact, he is ashamed of him. In spite of that, the relationship between the two can be best understood in the context of their familial unit, which is Jewish American. Importantly, the Jewish heritage places great emphasis on family where the notion of patriarchy takes center stage. However, Wilhelm shows no reverence for it because of his ignorance. As regards the mentioned patriarchy, it is largely expected that Wilhelm will respect his father for his is the head of the family in whom rests the authority and responsibility to guide, counsel, rebuke, and command what happens within the family (Goldman 63). Even as Dr. Adler offers advice to his son, the son is supposed to heed whatever he is told since as per the Jewish tradition a child remains under the maintenance of his father at least up to six years of age (Goldman 24). In the novella, the fact that Wilhelm finds himself in a financial fix and turns to his father for help presents the immediate problem in the text.
The advice and help that Wilhelm receives from Dr. Adler is for the most part in form of rebuke and punishment. This happens be the case even in relation to his habit of drug abuse which plays out when he (Wilhelm) swallows phenaphen before him, knowing very well that he will react in anger. This he does while aware that his father’s patience is running out but his hopelessness has pushed him to a point that he doesn’t care anymore. The running out of Dr. Adler’s patience is evidenced at the hotel when Wilhelm goes to him for help, only for the old man to retort at him, “Go away from me now. It’s a torture for me to look at you, you slob!” (Bellow 117). The act of turning to his father for help reinforces the novella’s thematic purpose as regards the issues of alienation, suffering, and familial bonds and conflicts. Lost kinship is also one of the themes in this vein. Notably, the deteriorated state of the father-son relationship is also symbolized by the fact that the two stay in the same house but in separate rooms. This aspect represents the separation between the two that dates as far back as when Wilhelm quit school and changed his name in defiance of his father. Nevertheless, it is not all lost on Wilhelm that Dr. Adler is his father at the end of the day and he has no option but to turn to him for help and advice. This begs the question: Does Wilhelm turn to Dr. Adler for merely because of their familial relation? Interestingly, no; Dr, Adler is a successful figure who seems to have mastered the art of living in post-war America whereas his son is an unsuccessful who is unable to cope in a world defined my materialism.
Turning onto Dr. Tamkin, the role he plays in Wilhelm’s life is clear from his (Wilhelm’s) own admission that, “At least Tamkin sympathizes with me and tries to give me a hand, whereas Dad doesn’t want to be disturbed” (Bellow 11). As Shatzky and Taub observe, the straining of relations between Wilhelm and his father prompted him to turn to other figures and leave himself at their mercy, the most notable among them being Dr. Tamkin (32). In such a state and with such an attitude, Dr. Tamkin makes entry into his life, seemingly at the right time and offering exactly what he has been craving for. While the cunningness of Dr. Tamkin seems too clear or apparent, Wilhelm proceeds to involve himself with him by focusing on what he is offering. As Bradbury explains, Tamkin “offers to release [the self as a true soul…that can go with joy], by using money to go beyond money, to pass beyond a stock-market ‘killing’ to a curing, more than material state” (194). Here, a difference is noted between Dr. Adler and Dr. Tamkin: whereas the former focused on material well-being, the latter is concerned with a deeper curing of the soul. Considering Wilhelm’s troubled state, it is not difficult to notice why Dr. Tamkin is such a welcome person in the life of Dr. Adler’s son.
In helping Wilhelm face his troubles, Dr. Tamkin presents as a psychiatrist/psychologist, although there is uncertainty as to his professional credentials. He positions himself in Wilhelm’s life as a father figure, arguably more of a second father to him who also doubles up as a mentor. By so doing, he also reinforces the novella’s thematic purpose in terms of themes such as alienation, suffering, and even materialism. While alienation and suffering can be seen in the same light as in the context of Dr. Adler’s involvement, materialism becomes clear vis-à-vis his speculation on the commodities market and his proposition to invest jointly with Wilhelm. Here, critics would find a reason to claim Dr. Tamkin is opportunistic and cunning, but that would be neither here nor there because the point of focus is the help he gives to the troubled young man.
As already implied, Dr. Tamkin’s help goes beyond materialism to include a psychological aspect whereby he seeks inner peace for Wilhelm. In turn, this also extends to include a spiritual aspect. He talks to him concerning “the elemental conflict of parent and child” that he thinks “won’t end, ever” (Bellow 58). As he offers help in context of a clear father-son conflict, he explains his pursuance of “spiritual compensation” whose value goes beyond that of any financial reward(s) (Bellow 62). Additionally, he is keen to persuade Wilhelm to live the present and forget about all that is past. He reminds him that the past would not do him any good and no matter what his life has been like, he ought to concentrate on the present and make things right. He does not stop there: he explains to him that life is usually a struggle between two types of souls and one only needs to let the right one win. Ultimately, Wilhelm finds peace and realizes that by following Dr. Tamkin’s advice, he could live right again and have all his mistakes and wrongdoings forgiven and “the time wasted…relinquished” (Bellow 74).
In conclusion, reading through Bellow’s novella, it becomes clear that the antithetical characters of Dr. Adler and Dr. Tamkin play a big role in not only offering Wilhelm much-needed social support, but also towards the development of larger themes within the novella as they relate to Wilhelm’s predicament. Some of these themes include
Bellow, Saul. Seize the Day. U.S.A.: Penguin Books, 1996. Print.
Bradbury, Malcolm. “The Fifties Novels: The Adventure of Augie March, Seize the Day, and Henderson the Rain King.” Critical Insights: Saul Bellow. Ed. Allan Chavkin. Pasadena: Salem Press. 187-206, 2012. Print.
Goldman, L. H. Saul Bellow’s Moral Vision: A Critical Study of the Jewish Experience. New York: Irvington Publishers, 1983. Print.
Shatzky, Joel, and Taub, Michael (Eds.). Contemporary Jewish-American Novelists: A Bio-Critical Sourcebook. London: Greenwood press, 1997. Print.