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The things they carried essay topics and outline examples, essay title 1: truth and fiction in "the things they carried".

Thesis Statement: Tim O'Brien blurs the lines between truth and fiction in "The Things They Carried" to convey the emotional and psychological truths of war experiences, demonstrating the power of storytelling as a coping mechanism.

• Introduction
• The Nature of Truth in Storytelling
• Examples of Fictional Elements in the Book
• The Emotional and Psychological Impact on Characters
• How Storytelling Helps Characters Cope

Essay Title 2: The Weight of Emotional Baggage in "The Things They Carried"

Thesis Statement: "The Things They Carried" by Tim O'Brien explores the heavy burden of emotional baggage carried by soldiers during the Vietnam War, emphasizing that these intangible loads can be just as impactful as physical ones.

• The Literal and Symbolic Items Carried by Soldiers
• Depictions of Emotional Baggage in the Stories
• The Interplay Between Physical and Emotional Loads
• The Long-Term Effects on Soldiers' Lives

Essay Title 3: Morality and Ethical Dilemmas in "The Things They Carried"

Thesis Statement: Tim O'Brien raises questions about morality and ethical dilemmas faced by soldiers in "The Things They Carried," illustrating the complex choices and consequences that war imposes on individuals.

• Situations of Moral Complexity in the Stories
• Character Reactions to Ethical Dilemmas
• Exploring the Themes of Guilt and Responsibility
• The Broader Commentary on the Vietnam War

Theme of Symbolism in "The Things They Carried"

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An Analysis of Norman Bowker in Tim O'brien's "The Things They Carried"

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Tim O’brien's Use of Figurative Language to Portray The Theme of Death in The Things They Carried

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An Insight into The Emotions of War in The Things They Carried

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March 28, 1990, Tim O'Brien

Collection of interconnected short stories

Historical Fiction

Norman Bowker, Rat Kiley, Henry Dobbins, Lieutenant Jimmy Cross, Tim O'Brien

The narrative unfolds through series of interconnected short stories that depict a platoon of American soldiers' experiences during the Vietnam War, memories, and the items they carry with them. The protagonist, Lieutenant Jimmy Cross, grapples with his responsibilities as a leader and his longing for a girl back home. He carries letters and photographs from her, as well as guilt and regret for his preoccupation with her rather than the safety of his men. Other soldiers in the platoon carry personal belongings that hold sentimental value or serve as a form of escapism from the harsh reality of war. Each item carries its own significance, reflecting the unique stories and personalities of the soldiers. The novel explores the psychological impact of war on the soldiers, delving into themes of fear, trauma, loss, and the blurred boundaries between truth and fiction. O'Brien masterfully blurs the line between fact and fiction, emphasizing the power of storytelling and memory as a means of understanding and coping with the horrors of war. The novel serves as a powerful testament to the resilience, camaraderie, and sacrifice of those who have served in armed conflicts, inviting readers to reflect on the enduring impact of war on individuals and society as a whole.

The setting of "The Things They Carried" by Tim O'Brien is primarily during the Vietnam War, specifically focusing on the experiences of American soldiers deployed in Vietnam. The novel takes readers into the harsh and unforgiving environment of the war, transporting them to the jungles, rice paddies, and villages of Vietnam. The story unfolds in various locations, including the dense forests of Quang Ngai Province, the mountains near the border with Laos, and the riverside villages where the soldiers engage in combat and interact with the local Vietnamese population. O'Brien vividly describes the physical landscape, capturing the oppressive heat, the dense vegetation, and the constant sense of danger that permeates the air. In addition to the physical setting, the novel also explores the soldiers' mental and emotional landscapes. O'Brien delves into the interior worlds of the characters, portraying the weight of their experiences, the moral dilemmas they face, and the emotional burdens they carry. The setting becomes a reflection of the soldiers' internal struggles and serves as a backdrop for their personal transformations and battles with their own fears and demons. The temporal setting of the novel spans several years, from the early stages of the war to its aftermath. The narrative shifts back and forth in time, capturing the soldiers' memories, reflections, and the lasting impact of the war on their lives. O'Brien seamlessly weaves together past and present, blurring the boundaries of time and highlighting the enduring psychological and emotional effects of war.

The themes in "The Things They Carried" by Tim O'Brien serve as a lens through which the characters' stories are told, offering insights into the complexities of war, memory, storytelling, and the weight of personal burdens. One of the central themes of the novel is the concept of storytelling and its power to shape and give meaning to our lives. O'Brien delves into the nature of truth and fiction, blurring the boundaries between fact and imagination. The characters use storytelling as a way to cope with the horrors of war, to remember their fallen comrades, and to make sense of their own experiences. This theme highlights the role of narrative in shaping our understanding of the world and the ways in which stories can serve as a form of catharsis and healing. Another significant theme explored in the book is the weight of personal burdens and the psychological toll of war. The characters in "The Things They Carried" carry physical objects that symbolize their emotional and psychological burdens, such as letters, photographs, and personal mementos. These tangible items serve as a metaphor for the intangible burdens they carry, including guilt, fear, and trauma. O'Brien explores the ways in which these burdens shape the characters' identities and influence their actions, highlighting the heavy price they pay for their service. Memory and its unreliability is another prominent theme in the novel. O'Brien examines how memories of war can be fragmented, distorted, and selectively recalled, blurring the line between reality and perception. The characters grapple with the weight of their memories, often haunted by the past and struggling to reconcile their experiences with their present lives. This theme underscores the enduring impact of war on the human psyche and the challenges of preserving and making sense of personal histories. Additionally, "The Things They Carried" delves into the themes of camaraderie, sacrifice, and the moral complexities of war. The bonds formed among the soldiers become a source of strength and support amidst the chaos and brutality of combat. The novel explores the sacrifices made by individuals for the collective good, as well as the ethical dilemmas they face in navigating the blurred lines between right and wrong in the midst of war.

Symbolism plays a significant role in the novel, allowing O'Brien to convey complex ideas and emotions through objects and events. For example, the weighty physical objects that the soldiers carry, such as Lieutenant Cross's letters from Martha, symbolize the burden of their emotional and psychological baggage. The pebble that Lieutenant Cross carries represents his longing for love and connection amidst the harsh reality of war. These symbols enrich the story , highlighting the themes of burdens, longing, and the conflict between love and duty. Imagery is skillfully employed throughout the book, creating vivid and sensory experiences for the reader. O'Brien's descriptions of the Vietnam War landscape, the soldiers' surroundings, and the visceral details of combat immerse the reader in the characters' experiences. Through powerful imagery, the author captures the sights, sounds, and smells of war, enhancing the emotional impact of the narrative. Irony is used to illuminate the contradictions and complexities of war. O'Brien employs situational irony to underscore the absurdities of war, such as the ironic death of Ted Lavender, who carries tranquilizers but is killed in a moment of vulnerability. Verbal irony is also present in the soldiers' dark humor and sarcastic remarks, revealing their coping mechanisms in the face of unimaginable circumstances. Metafiction, a prominent literary device in the novel, blurs the line between fiction and reality. O'Brien acknowledges the act of storytelling and explores the nature of truth, memory, and the power of narrative. For instance, O'Brien admits to fictionalizing certain elements of the story, blurring the boundaries between fact and imagination. This metafictional aspect challenges the reader's perception of truth and invites contemplation on the nature of storytelling and the role of fiction in representing the complexities of war. Other literary devices employed in the novel include repetition, foreshadowing, and paradox. Repetition is used to emphasize certain ideas and motifs, such as the repetition of the phrase "They carried" to highlight the soldiers' burdens. Foreshadowing hints at the characters' fates and adds tension to the narrative, while paradox presents the contradictions and ambiguities of war, such as the notion of killing for the sake of preserving life.

"The Things They Carried" by Tim O'Brien has been adapted and represented in various forms of media, including film, theater, and music. These adaptations aim to capture the essence of the novel and bring its powerful themes and stories to a wider audience. One notable adaptation is the theatrical production of "The Things They Carried," which premiered in 2018. Adapted by Jim Stowell and directed by Sarah Diener, the play incorporates elements of storytelling, music, and multimedia to recreate the experiences of the soldiers in Vietnam. It utilizes the power of live performance to evoke the emotional intensity and psychological impact of war, engaging audiences in a visceral and immersive manner. Another notable representation of "The Things They Carried" is the 1990 short film adaptation directed by Peter Werner. This film, also titled "The Things They Carried," offers a visual interpretation of select stories from the book, bringing the characters and events to life on screen. Through the medium of film, the adaptation captures the visual imagery and the emotional depth of O'Brien's writing, allowing viewers to witness the harrowing realities of war. In addition to these direct adaptations, the influence of "The Things They Carried" can be seen in various songs, music videos, and other artistic expressions. Artists have drawn inspiration from the themes and stories of the novel to create their own works that reflect the experiences of soldiers in war. For example, Bruce Springsteen's song "The Wall" and Pearl Jam's song "I Am Mine" touch upon similar themes of memory, loss, and the weight of war that resonate with O'Brien's novel.

"The Things They Carried" by Tim O'Brien has had a significant influence on literature, academia, and the public's understanding of war and its impact on soldiers. This powerful collection of interconnected short stories has left an indelible mark on readers and has contributed to important conversations about memory, truth, storytelling, and the human experience in times of conflict. One notable influence of "The Things They Carried" is its contribution to the genre of war literature. O'Brien's innovative blend of fact and fiction, his exploration of the subjective nature of truth, and his vivid portrayal of the psychological and emotional burdens carried by soldiers have inspired subsequent authors to tackle similar themes. The book's honest depiction of war's complexities and its emphasis on the human cost of conflict have shaped and influenced subsequent works of literature exploring the realities of war. Moreover, "The Things They Carried" has had a profound impact on the field of literary criticism and academia. Scholars and researchers have extensively studied O'Brien's storytelling techniques, narrative structure, and thematic depth. The book's exploration of memory, trauma, and the power of storytelling has provided rich material for analysis and has influenced the field of narrative theory. Beyond the literary sphere, "The Things They Carried" has resonated with a wide range of readers, including veterans, students, and the general public. Its poignant portrayal of the complexities of war and its lasting effects on individuals has prompted discussions on topics such as moral ambiguity, the dehumanizing nature of conflict, and the importance of empathy and understanding. The influence of "The Things They Carried" extends beyond literature and academia into popular culture. The book has been referenced in songs, films, and other forms of media, further cementing its status as a cultural touchstone. Its enduring relevance and impact demonstrate the power of storytelling to illuminate the human condition and provoke meaningful reflection on the consequences of war.

1. "The Things They Carried" has received widespread critical acclaim since its publication. It was a finalist for the Pulitzer Prize for Fiction in 1991 and won the National Book Critics Circle Award for Fiction in the same year. 2. Over the years, "The Things They Carried" has remained a staple in literature courses and reading lists across the United States. It is frequently taught in high schools and universities, and its impact on readers has endured. The book's exploration of war, memory, and the power of storytelling continues to resonate with new generations, ensuring its place as a significant work of American literature. 3. In 2018, "The Things They Carried" was adapted into a feature film directed by Rupert Sanders. The movie, starring Tom Hardy and Tye Sheridan, aimed to bring O'Brien's powerful storytelling to the big screen. While the adaptation faced some challenges and has not been widely released, it is a testament to the enduring appeal and cinematic potential of the book's themes and narratives.

"The Things They Carried" is an essential work to write an essay about due to its profound exploration of the human experience in times of war. Through its vivid storytelling and introspective narratives, the book delves into the complexities of the Vietnam War, the weight of personal burdens, the power of memory, and the impact of storytelling itself. By examining the novel, students can gain a deeper understanding of the psychological and emotional toll of war on soldiers, the ethical dilemmas they face, and the enduring effects on their lives. The book raises thought-provoking questions about the nature of truth, the unreliability of memory, and the ways in which storytelling can shape our perceptions and heal our wounds. Moreover, "The Things They Carried" serves as a powerful example of how literature can humanize and give voice to the experiences of those who have served in conflict zones. It provides a platform for discussion on war literature, trauma, empathy, and the power of narrative. Ultimately, studying and analyzing this work allows students to engage with important social, historical, and psychological themes, fostering critical thinking and empathy towards those impacted by war.

"They carried the soldier’s greatest fear, which was the fear of blushing. Men killed, and died, because they were embarrassed not to. It was what had brought them to the war in the first place, nothing positive, no dreams of glory or honor, just to avoid the blush of dishonor. They died so as not to die of embarrassment." "He was a slim, dead, almost dainty young man of about twenty. He lay with one leg bent beneath him, his jaw in his throat, his face neither expressive nor inexpressive. One eye was shut. The other was a star-shaped hole." "But in a story, which is a kind of dreaming, the dead sometimes smile and sit up and return to the world" "I survived, but it's not a happy ending."

1. Climo, J. (2005). Truth and fiction in Tim O'Brien's If I Die in a Combat Zone, Box Me Up and Ship Me Home and The Things They Carried. Modern Fiction Studies, 51(1), 186-208. 2. Friedman, L. (2013). ‘Dancing the Soul Back Home’: Trauma, storytelling, and truth in Tim O’Brien’s The Things They Carried. War, Literature & the Arts: An International Journal of the Humanities, 25(1/2), 273-296. 3. Heberle, R. (2017). War, memory, and the inescapability of fiction in Tim O’Brien’s The Things They Carried. College Literature, 44(2), 225-245. 4. Herzog, T. (2002). Memory, history, and trauma in Tim O’Brien’s The Things They Carried. Critique: Studies in Contemporary Fiction, 43(3), 259-277. 5. Kaplan, S. (2016). Postmodernism, metafiction, and Tim O'Brien's Vietnam War stories. In The Philosophy of War Films (pp. 135-154). University Press of Kentucky. 6. Kaplan, S. (2017). The Things They Carried: Tim O'Brien's personal debt to Hemingway. The Hemingway Review, 36(1), 71-85. 7. McWilliams, J. (2015). Intimations of mortality: Tim O’Brien’s The Things They Carried and In the Lake of the Woods. In The Cambridge Companion to the Literature of the Vietnam War (pp. 145-160). Cambridge University Press. 8. O’Brien, T. (1990). The things they carried. Houghton Mifflin Harcourt. 9. Stenberg, P. (2009). Lyric narrative and the war text: Tim O'Brien's "Speaking of Courage" and "In the Field" as poetic rewritings of The Things They Carried. Contemporary Literature, 50(3), 497-527. 10. Wood, M. (2000). Refiguring the Vietnam veteran: (Dis) locating subjectivity in Tim O’Brien’s The Things They Carried. Critique: Studies in Contemporary Fiction, 41(2), 107-121.

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Tim O’Brien’s “The Things They Carried” Essay (Critical Writing)

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Tim O’Brien’s collection of short stories “The Things They Carried” is often being referred to as such that contains a strong anti-war message. However, we can only agree with such point of view to a certain extent, because author does not describe the concept of war as being wicked in its essence, but rather as something that helps people affected by it to realize their true selves. During the time of war, the artificial notions of Christian morality that are being instilled into soldiers, when they were growing up, loose their value, within a matter of an instant.

This appears to be the main motif of O’Brien’s book and it is readers’ existential mode that prompts them to look at “The Things They Carried” as literary piece that promotes an anti-war sentiment or as something, which actually glorifies violence, as an essential component of manhood. In his book, O’Briens does describe the horrors of war, but it cannot escape our attention that he only discuses these horrors within a context of how civilian population is being affected by hostilities.

The sight of soldiers executing their duties at the frontline does not appear as utterly unnatural to the author. For example, when Ted Lavender gets shot in the head, while being high as a kite from smoking marijuana, Lieutenant Jimmy Cross refers to this incident as being beneficial to Lavender, because it did rid him of his drug addiction once and for all. This shows that, despite the fact that “The Things They Carried” cannot be discussed as truly autobiographical account of one’s war experiences, author does know how it feels dealing with the prospect of being shot on daily basis. At the frontline, the value of individual’s life is being adjusted to its actual worth.

The classical anti-war novels and movies portray soldier’s death in terms of universal tragedy, because the pacifism, as ideology, has its roots in Liberalism, which sanctifies one’s life as something that has value in itself. O’Brien’s book, on the other had, does not promote such philosophy.

While reading “The Things They Carried”, we get to look at soldier’s death in the line of duty as something quite natural. It is only when we get to read about civilians being tortured and killed, which strikes us as something truly horrible. This is because, during the time of war, civilians become war’s objects, whereas soldiers remain war’s subjects – they give and accept death as part of their work. O’Brien seems to be well aware of this fact, which is why “The Things They Carried” can be referred to as anything but pacifist in its essence.

As it is being revealed in the book, the only reason why O’Brien decided not to escape to Canada, in order to avoid draft, is that he realized that, had he acted otherwise, he would have to be dealing with the feeling of guilt for the rest of his life. Apparently, author was perfectly aware that there could be no justification for man’s cowardly behavior, regardless of circumstances.

Even though he thought of Vietnam War as such that did not make any sense, O’Brien did not consider it being a good excuse for acting like a lowly coward. Even though that author does not say it openly in his book, it appears that he considers his time in Vietnam as the most meaningful part of his life, because it was in Vietnam, where he learnt how to appreciate life’s precious moments. It is only while walking on the thin edge between life and death that one gets to experience the full spectrum of existential emotions.

According to O’Brien’s book, those soldiers that were afraid of loosing their lives more then others were the ones to be killed first. Such observation does correspond to the objective reality. It also entitles military valor with rational properties. This is the reason why we cannot talk about “The Things They Carried” as book that promotes cowardice, which is the most important feature of what we refer to as anti-war literature.

O’Brien describes war as ugly business, but he is far from suggesting that one’s willingness to avoid serving its country at any cost represents a highly moral deed, unlike those Liberals who consider themselves being fully qualified of discussing “war horrors”, despite the fact that they have never been at the frontline in the first place. Thus, we cannot say that “The Things They Carried” as the classical example of anti-war literature, because it clearly lacks pacifist pathos.

Bibliography

O’Brien, Tim “The Things They Carried”. New York: Broadway Publishing, 1998.

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The Things They Carried

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The Things They Carried

By tim o'brien.

• The Things They Carried Summary

The Things They Carried is a collection of twenty-two stories, or chapters. All focus on the Alpha Company and the fate of its soldiers after they return home to America. A character named Tim O’Brien (same name as the author) narrates most of the stories.

In “The Things They Carried,” the Alpha Company is mobilized to fight in the Vietnam War. The soldiers carry goods necessary to their survival as well personal items. Lieutenant Jimmy Cross carries letters and photos from a female friend named Martha , and spends most of his time mooning over her. The first casualty for the company is Ted Lavender , shot dead while relieving himself. Cross blames himself for the death because he thinks he was too busy thinking about Martha to properly take care of his troops. He burns her letters and photographs and decides to be a better leader.

In “Love,” Jimmy goes to visit the narrator, Tim O’Brien, in his home in Massachusetts after the war. Cross relates that he bumped into Martha after she got home, and that he still loves her although she doesn’t love him back. He has never forgiven himself for Lavender’s death, but pleads with O’Brien to portray him as a great leader if the writer ever writes about their experiences.

“Spin” is made up of a collection of recollections of the ordinary things soldiers do when they are at war, such as playing chess games. O’Brien compares the war to a Ping-Pong ball, saying that one can spin it in many different directions. He is now a 43-year-old writer who only writes war stories. His daughter thinks he should find a happier topic, but O’Brien keeps replaying the gruesome war scenes over and over in his mind.

In “On The Rainy River,” O’Brien describes the decision of whether or not to go to war after receiving his draft card. He had just graduated college and planned to go to Harvard for graduate school. He was split between the instinct to run, and the instinct to do what everyone expected: go to war. He took the car up to the Canadian border, and a friendly hotel owner rowed him along a river right up to Canada. In the end he couldn’t bring himself to jump out of the boat. He cried in the boat, paid Elroy for the room, and drove home. It is a hard story for O’Brien to tell, he writes, because it shows that he was a coward and that he made the wrong choice.

In “Enemies,” two members of the company, Lee Strunk and Dave Jensen , get into a fistfight over a missing penknife. Jensen wins the fight and breaks Strunk’s nose. Jensen borrows a pistol and uses it to break his own nose. Then he asks Strunk if they are “square.” Strunk says yes and laughs at his new friend -- because he was the one who had stolen Jensen’s knife in the first place. In “Friends,” Dave Jensen and Lee Strunk make a pact that if either were seriously injured or crippled, the other would find a way to kill him. In October Lee Strunk steps on a mortar and loses his leg as a result of the accident. He is terrified, because he thinks Jensen will kill him. Later the men find out that Strunk has died, which seems to relieve Jensen of a big burden.

In “How to Tell a True War Story,” Curt Lemon steps on a mortar and is killed. O’Brien has to go up into a tree to pick out his remains, and one of the other men makes a bad pun on “lemon tree,” similar to many other morbid jokes the soldiers make throughout the book After Lemon's death, Rat Kiley writes his sister a long letter to which she never responds. Rat dismisses her as a “dumb cooze.” O’Brien says this is a true story because such stories are unsentimental, seem too crazy to believe, or else never end. Another “true” story O’Brien tells is about a water buffalo the company tortured after Lemon died. It seems incomprehensible, so it must be true, he writes.

After Curt Lemon was killed, and O’Brien describes having a hard time mourning him in “The Dentist.” Lemon was a macho guy, but one day a dentist came in on a helicopter to check up on the men’s teeth. Lemon was so afraid that when it was his turn he passed out in the dentist’s chair. Then he was so ashamed that he woke up the dentist in the middle of the night, insisted that he had a toothache, and made the dentist remove a perfectly good tooth.

O’Brien retells a story that he first heard from Rat Kiley in “Sweetheart of the Song Tra Bong.” Before joining up with Alpha, Kiley was stationed at a medical detachment near the village of Tra Bong along with a special force called the Green Berets. A young man named Mark Fossie imported in his American girlfriend. Fossie got upset when she didn't return to their quarters one night. It turns out she wasn’t cheating on him, but was on ambush duty with the Green Berets. Later, Fossie finds her in the Green Beret encampment wearing a necklace made of human tongues. In the end, she becomes a killer and disappears into the mountains by herself.

Henry Dobbins keeps his girlfriends’ stockings wrapped around his neck for good luck, and credits them with the fact that he never gets shot. Then, in “Stockings,” his girlfriend says she wants to break up. He continues to wear the stockings around his neck all the same. In “Church,” the company sets up camp at a pagoda where a few monks still remain. The monks especially like Henry Dobbins, who talks about possibly joining the order and gives the monks some chocolate and peaches as a parting gift.

In “The Man I Killed,” Tim O’Brien surveys the man he killed, repeating the same details over and over: He has thin, arched eyebrows, like a woman; he is thin, with a concave chest, like a scholar. O’Brien imagines that the man was always afraid to go to war, was possibly in love, was possibly a scholar. Kiowa tries to get O’Brien to stop staring at the corpse, with no success.

In “Ambush” O’Brien’s nine-year-old daughter, Kathleen , asks her father if he has ever killed anyone. Of course not, O’Brien tells her; he thinks when she is a grown-up she will understand better. In “Style,” his company enters a burnt-down compound full of dead bodies, and the only living person they find is a young girl, dancing. Azar thinks she is performing some strange rite. Dobbins thinks she is dancing because she likes to dance.

In “Speaking of Courage,” Norman Bowker returns to his hometown after the war is over. His best friend is dead and his ex-girlfriend has married someone else, so he has no one to talk to about why he failed to get a Silver Star medal for courage. He imagines a conversation with his father about the subject; the reason he didn’t get the medal was that he let his comrade Kiowa die in a shit field after Kiowa was shot. Bowker stops for a burger, drives around his hometown lake, and stops to admire the sunset. In 1975, writes O’Brien in “Notes,” he received a letter from Bowker telling the story that he retells in “Speaking of Courage.” O’Brien wants to emphasize that he made up the part about Bowker failing to save Kiowa and worrying about why he didn’t get the Silver Star. The letter shook O’Brien, who had congratulated himself on adjusting so well, transitioning straight from Vietnam to Harvard. In 1978, Bowker hanged himself.

All 18 soldiers in the company search for Kiowa’s body in the shit field in “In the Field.” Bowker eventually locates Kiowa’s body. Cross mentally rehearses different letters he might write to Kiowa’s father; perhaps he will take responsibility for the death, perhaps not. Instead of writing the letter to Kiowa’s father, he decides, he’ll play golf. In “Good Form,” O’Brien, the 43-year-old writer/narrator, says that “story truth”, i.e. what happens in the story, is more important than “happening truth,” i.e. what happened in reality. A few months after writing “In the Field,” O’Brien returns to Vietnam with his daughter, Kathleen, who is ten. In “Field Trip,” she doesn’t understand what the war was about, nor why her father insists on traveling to a funny-smelling place (the shit field). O’Brien buries a pair of Kiowa’s moccasins where his friend died, and tries to say goodbye.

O’Brien blames Bobby Jorgenson , a young medic who replaced Rat Kiley with the company, for almost letting him die of shock after getting shot. In “The Ghost Soldiers,” O’Brien enlists Azar’s help to get revenge on Jorgenson. They make noises outside Jorgenson’s encampment to make him think he is being attacked. Jorgenson is terrified, but then he figures out it's just O’Brien, and the two say they are “even.” “Night Life” is the account, culled secondhand from another soldier, of how Rat Kiley went beserk and had to leave the company. The strain of the war was too much for him and he shot himself in the foot to be discharged from the army.

In “The Lives of the Dead” O’Brien writes that the purpose of stories is to save lives. He had been in love with a nine-year-old, Linda , when he was also nine. They went on a date, and then she died of a brain tumor. Afterwards, he made dates with her in his dreams, and they went ice-skating together. The purpose of stories, writes O’Brien, is to make people like Linda or the soldiers killed in Vietnam live again.

The Things They Carried Questions and Answers

The Question and Answer section for The Things They Carried is a great resource to ask questions, find answers, and discuss the novel.

is this a war story, per se? if so who is the main character, and why?

This particular story is more about sexual longing than war. Mark Fossie seems to be the main character who wants to import his girlfriend.

What is it that Jimmy cross carries with him? What do they represent?

Jimmy always carries letters from Martha. His identity and hopes for the future are part of those letters.

How does Tim kill his first enemy

I think with a grenade.

Study Guide for The Things They Carried

The Things They Carried study guide contains a biography of Tim O'Brien, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About The Things They Carried
• Character List

Essays for The Things They Carried

The Things They Carried essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Things They Carried by Tim O'Brien.

• Rationalizing the Fear Within
• Physical and Psychological Burdens
• Role of Kathleen and Linda in The Things They Carried
• Let’s Communicate: It’s Not About War
• Turning Over a New Leaf: Facing the Pressures of Society

Lesson Plan for The Things They Carried

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Things They Carried
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Things They Carried Bibliography

Spring 2025 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 201.ST2 Composition II: The Mind/Body Connection

Dr. sharon smith.

In this online section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the body, the mind, and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the psychological effects of self-objectification; and the unique mental and physical challenges faced by college students today, including food insecurity and stress.

English 201 S06 and S11: Composition II with an emphasis in Environmental Writing

S06: MWF at 10–10:50 a.m. in Yeager Hall Addition 231

S11: MWF at 12–12:50 p.m. in Crothers Engineering Hall 217

Gwen Horsley

English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.

Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.

LING 203.S01 English Grammar

TuTh 12:30-1:45 p.m.

Dr. Nathan Serfling

The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”

“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.

ENGL 210 Introduction to Literature

Jodi andrews.

Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.

ENGL 222 British Literature II

TuTh 9:30-10:45 a.m.

This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.

ENGL 240.ST1 Juvenile Literature

Randi l. anderson.

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.

ENGL 240.ST1 Juvenile Literature: 5-12 Grade

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.

Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.

In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes and exams.

ENGL 240.ST2 Juvenile Literature Elementary-5th Grade

April myrick.

A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 242.S01 American Literature II

TuTh 11 a.m.-12:15 p.m.

Dr. Paul Baggett

This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.

WMST 247.S01: Introduction to Women, Gender and Sexuality Studies

As an introduction to Women, Gender and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.

ENGL 283.S01 Introduction to Creative Writing

MWF 1-1:50 p.m.

Prof. Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

English 284: Introduction to Criticism

This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.

To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.

• 300-400 level

ENGL 330.S01 Shakespeare

TuTh 8-9:15 a.m.

Dr. Michael S. Nagy

This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.

ENGL 363 Science Fiction

MWF 11-11:50 a.m.

This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.

ENGL 383.S01 Creative Writing I

MWF 2-2:50 p.m.

Amber Jensen

Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.

ENGL 475.S01 Creative Nonfiction

Mondays 3-5:50 p.m.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 485.S01 Writing Center Tutoring

MW 8:30-9:45 a.m.

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.

ENGL 492.S01 The Vietnam War in Literature and Film

Tuesdays 3-5:50 p.m.

Dr. Jason McEntee

In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound and so forth.

We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .

ENGL 492.S02 Classical Mythology

TuTh 3:30-4:45 p.m.

Drs. Michael S. Nagy and Graham Wrightson

Modern society’s fascination with mythology manifests itself in the continued success of novels, films and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will include: Theories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.

Likely Texts:

• Dalley, Stephanie, trans. Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford World’s Classics, 2009
• Faulkes, Anthony, trans. Edda. Everyman, 1995
• Gregory, Lady Augusta. Cuchulain of Muirthemne: The Story of the Men of the Red Branch of Ulster. Forgotten Books, 2007
• Jones, Gwyn, Thomas Jones, and Mair Jones. The Mabinogion. Everyman Paperback Classics, 1993
• Larrington, Carolyne, trans. The Poetic Edda . Oxford World’s Classics, 2009
• Matarasso, Pauline M., trans. The Quest of the Holy Grail. Penguin Classics, 1969
• Apollodorus, Hesiod’s Theogony
• Hesiod’s Works and Days
• Ovid’s Metamorphoses, Homeric Hymns
• Virgil’s Aeneid
• Iliad, Odyssey
• Apollonius of Rhodes Argonautica
• Ovid’s Heroides
• Greek tragedies: Orestaia, Oedipus trilogy, Trojan Women, Medea, Hippoolytus, Frogs, Seneca's Thyestes, Dyskolos, Amphitryon
• Clash of the Titans, Hercules, Jason and the Argonauts, Troy (and recent miniseries), Oh Brother, Where Art Thou?

ENGL 492.ST1 Science Writing

Erica summerfield.

This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.

Graduate Courses

Engl 575.s01 creative nonfiction.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 592.S01: The Vietnam War in Literature and Film

Engl 704.s01 introduction to graduate studies.

Thursdays 3-5:50 p.m.

Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.

ENGL 792.ST1 Grant Writing

This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.