the god of small things thesis statement

The God of Small Things Arundhati Roy

The God of Small Things essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The God of Small Things by Arundati Roy.

The God of Small Things Material

• Study Guide
• Lesson Plan

Join Now to View Premium Content

GradeSaver provides access to 2365 study guide PDFs and quizzes, 11012 literature essays, 2782 sample college application essays, 926 lesson plans, and ad-free surfing in this premium content, “Members Only” section of the site! Membership includes a 10% discount on all editing orders.

The God of Small Things Essays

Growth, confusion, and the loss of innocence: the differing roles of childlike narration in roy's the god of small things and faulkner's the sound and the fury jane park, the god of small things.

One, a story about culture, class, family, and love laws, follows the lives of a pair of twins in Kerala, India as they learn one fateful December day how drastically "Things Can Change in a Day." The other, a story about suicide and incestual...

It’s Always “Ten to Two” Somewhere: Time in The God of Small Things Anonymous College

Perception of time plays a peculiar role in The God of Small Things , serving both as linear force, dragging the plot along with it, and as a proverbial tar pit, ensnaring and preserving a moment and time. The entire Kochamma family seems stuck in...

Sophie Mol and Velutha: Victims or Villains? Gabriella Gonzalez College

In Arundhati Roy’s The God of Small Things , readers may find it easy to view Sophie Mol and Velutha as the Gods of Colonial circumstances. However, by viewing the characters solely as the embodiments of colonial circumstances, readers fail to see...

The Choice Between Love and Duty in The God of Small Things and All the Pretty Horses Anonymous 12th Grade

The God of Small Things by Arundhati Roy and All the Pretty Horses by Cormac McCarthy are two works that give their respective characters a choice between love and duty. Although these works differ drastically in historical setting, how love and...

The Role of Gender in "The God of Small Things" Anonymous College

In the novel The God of Small Things by Arundhati Roy, the domination of women is a common theme that is manifested by each of the generation in the novel. Roy writes about the fraught social issues that plague Indian society; she wrote The God of...

Use of Similes and Metaphors in God of Small Things Aaisha Mumtaz College

‘Her reality is magical. She has a heightened awareness of the natural world, of smells and sounds, of colour and light. And she renders palpable this world, at once strange and familiar, in prose of sinuous beauty… A small wonder of style and...

The Love Laws Anonymous 12th Grade

Roy’s “God of Small Things” is a work of literary genius that commentates on the difficulties and divisions created by Colonialism and, more broadly, the impact of western influence on the entirety of eastern culture. In the narrative, the idea of...

The Role of Forbidden Love in The Guide and The God of Small Things Anonymous College

Forbidden love is a prominent theme in both The Guide and The God of Small Things. While R.K. Narayan utilizes Raju’s affair as a plot device, Arundhati Roy displays several sexual taboos as part of a broader theme to challenge societal...

How Cruelty has an Impact on the Characters of The God of Small Things Anonymous 12th Grade

Throughout the many relationships in Arundhati Roy’s novel The God of Small Things, love, both familial and romantic, is presented as a beautiful, cruel, unjust, and empowering aspect of life. The story, told through the eyes of the young twins,...

Stop and Smell the Sicksweet Scent of Old Roses: Flower Symbolism and Tragedy in 'The God of Small Things' Anonymous 11th Grade

In The God of Small Things, Roy’s main characters Estha and Rahel Eapen face many tragedies during their youth. The non-linear plot of Roy’s novel causes readers to piece together the story once you get to the end. Many times throughout the novel,...

The Multifaceted Use of Color in The God of Small Things Anonymous College

In the novel The God Of Small Things, Arundhati Roy employs numerous irregular stylistic devices which aid in her telling of the story. Set in the small town of Ayamenem in post-colonial India, the non-linear narrative follows the journey of twin...

The Trauma of Youth Miriam Li 12th Grade

Scientists often call the first few weeks of life for a duckling the “sensitive period” due to the uniqueness of this time. During these weeks, the duckling’s mind is the most impressionable that it will ever be; the sounds it hears in these weeks...

The Theme of Isolation in 'The God of Small Things' and 'The Ministry of Utmost Happiness' Anonymous 12th Grade

Both of Roy’s novels explore with the isolation of individual characters from each other, from society as well as from the overall narrative arch. The use of varying narrative form furthers this theme by isolating readers from the fragmented...

The sharing of guilt in 'The God of Small Things' Anonymous 12th Grade

The God of Small Things follows a series of unfortunate events that unravel the lives of the characters of the novel. One major theme echoed again and again through the novel is the theme of guilt and the effect it has on the decisions the...

How the Structure of the Novel and the Characters Form a Siege Against the Empire Anonymous College

Hardt and Negri outline the definition of the word “empire” in their book entitled Empire (2001: xiv) as being a “phenomenon arising from the increasing globalization of the world, transcending the power of even the strongest sovereign nations...

The God of Small Things as an exposé, critique and comment on empire, neoliberalism and the repression of the subaltern society Anonymous College

Arundhati has spoken of and written a fair amount of critiques surrounding corporate globalization and the neoliberal agenda; “Confronting Empire” is just one of them. For the interest of familiarity, neoliberalism is a successor of Keynsianism...

• Ask LitCharts AI
• Discussion Question Generator
• Essay Prompt Generator
• Quiz Question Generator

• Literature Guides
• Poetry Guides
• Shakespeare Translations
• Literary Terms

The God of Small Things

Arundhati roy.

Ask LitCharts AI: The answer to your questions

Family and Social Obligation

The God of Small Things basically deals with the complicated relationships between members of the Ipe family in Ayemenem, India. Each family member has different factors weighing on their relationships, like social obligation, familial duty, and personal dislike. Baby Kochamma , one of the book’s most negative characters, allows her personal grudges and preoccupation with society’s approval to lead her to betray her own family. Outside of the Ipes, Vellya Paapen also chooses his duty…

Indian Politics, Society, and Class

The members of the Ipe family deal with a variety of social and political influences that cause much internal and external struggle in the novel. In the larger society of Kerala, India (in the 1969 portion of the novel), Marxist ideas have taken root and begin to upset the class system of landlords and laborers. This directly affects Paradise Pickles and the characters of Velutha , Chacko , and Comrade Pillai . The ancient Hindu…

Love and Sexuality

Love comes in many forms in The God of Small Things , but it is most important when it crosses divides of society and duty. The relationship between Estha and Rahel is the strongest of the book, as the two are so close as to almost consider themselves one person. Yet when the young Rahel lists the people she loves she does not include Estha, but instead those she is “supposed” to love according to…

Change vs. Preservation

Many characters try to preserve old memories and traditions in the novel, but Roy also portrays the inevitable march of change through small shifts in the status quo. Paradise Pickles & Preserves is the most obvious symbol of preservation (pickling things to preserve them), as Mammachi and the people of Ayemenem cling to the old caste system and the gender double standard. In places like Mammachi’s house and the “History House” things linger from the…

Small Things

In both the novel’s title and in her writing style, Roy emphasizes the small moments, objects, and changes that symbolize and lead to the “Big Things” in life, like death, love, and political upheaval. Much of The God of Small Things is written in a kind of free indirect discourse, a style where the third-person narrator partly perceives the world in the childlike way that young Estha and Rahel do. This leads to many words…

• Quizzes, saving guides, requests, plus so much more.

Home — Essay Samples — Literature — Books — The God of Small Things

Essays on The God of Small Things

What makes a good the god of small things essay topics.

When it comes to writing an essay on The God of Small Things by Arundhati Roy, choosing the right topic is crucial. A good essay topic not only captures the essence of the novel but also allows for in-depth analysis and critical thinking. Here are some recommendations on how to brainstorm and choose a compelling essay topic for The God of Small Things.

To brainstorm and choose an essay topic for The God of Small Things, start by considering the themes and motifs present in the novel. Think about the complexities of family, love, social hierarchy, and the impact of historical events on individual lives. Reflect on the characters' actions and motivations, the narrative structure, and the use of language and imagery. Consider the novel's setting in Kerala, India, and the cultural and political context in which the story unfolds.

A good essay topic for The God of Small Things should be thought-provoking and open to interpretation. It should allow for a deeper exploration of the novel's themes and characters, and it should provide ample opportunity for analysis and critical engagement. A strong essay topic should also be original and unique, offering a fresh perspective on the novel that goes beyond the obvious.

Best The God of Small Things Essay Topics

• The role of the river as a symbol in The God of Small Things
• The impact of social hierarchy on the characters' lives
• The use of language and imagery in conveying the novel's themes
• The concept of love and its complexities in the novel
• The portrayal of childhood and innocence in The God of Small Things
• The political and social context of Kerala, India, in the novel
• The significance of the "Small Things" in the story
• The theme of forbidden love and its consequences
• The narrative structure and its effect on the reader's understanding of the novel
• The role of memory and nostalgia in shaping the characters' identities
• The impact of historical events on the characters' lives
• The representation of gender and power dynamics in the novel
• The theme of betrayal and its repercussions in The God of Small Things
• The symbolism of the moth in the novel
• The tension between tradition and modernity in the story
• The use of magical realism in The God of Small Things
• The theme of loss and longing in the novel
• The portrayal of social injustice and discrimination in the novel
• The significance of the title "The God of Small Things"
• The impact of the novel's structure on the reader's emotional engagement with the story

The God of Small Things essay topics Prompts

• Imagine yourself as one of the characters in The God of Small Things. How would you navigate the challenges and conflicts presented in the novel?
• Explore the concept of "forbidden love" in The God of Small Things and its impact on the characters' lives. How does the novel challenge traditional notions of love and relationships?
• Consider the role of memory and nostalgia in shaping the narrative of The God of Small Things. How does the novel use these elements to create a sense of longing and loss?
• Analyze the significance of the river as a symbol in the novel. What does it represent, and how does it contribute to the overall themes and motifs of the story?
• Reflect on the use of language and imagery in The God of Small Things. How do these literary devices enhance the reader's understanding of the novel and its characters?

Choosing a good essay topic for The God of Small Things requires careful consideration of the novel's themes, characters, and narrative elements. By brainstorming and exploring unique perspectives, you can find a compelling topic that allows for in-depth analysis and critical engagement. Whether you choose to delve into the symbolism of the river, the complexities of forbidden love, or the impact of social hierarchy, a strong essay topic will enable you to explore the rich layers of Arundhati Roy's masterpiece.

Laws of Love in "The God of Small Things"

How the author has used gender in "the god of small things", made-to-order essay as fast as you need it.

Each essay is customized to cater to your unique preferences

+ experts online

An Analysis of Metaphors and Similes in "The God of Small Things"

The theme of forbidden love in "the guide" and "the god of small things", review of "the god of small things" by arundhati roy, the impact of cruelty on the characters in "the god of small things", let us write you an essay from scratch.

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

The Significance of Time in "The God of Small Things"

The symbolic use of flowers to signify tragedy in "the god of small things", sophie and velutha: villains or victims in the god of small things, the twins have nothing to blame for deceiving "the god of small things", get a personalized essay in under 3 hours.

Expert-written essays crafted with your exact needs in mind

Duty and Love in "All The Pretty Horses" and "The God of Small Things"

Comparative analysis of "the god of small things" and "the sound and the fury".

Arundhati Roy

Novel, Psychological Fiction, Domestic Fiction

Estha, Aleyooty Ammachi, Rahel, Ammu, Baba

15 March 1997, by Arundhati Roy

Family drama novel

Set in Kerala in the 1960s,the book follows Ammu’s family through both ordinary and tragic events, focusing most memorably on her “two-egg twins,” Estha and Rahel. The accidental death by drowning of a visiting English cousin is to have a pivotal effect on their young lives. The reader pieces together a childhood world that is interrupted by adult tragedies and the effect these have on Velutha, the twins’ boatman friend who belongs to India’s “untouchable” caste.

The novel explores how small, seemingly insignificant things shape people's behavior and their lives. The novel also explores the lingering effects of casteism in India. Other important themes include forbidden love, social discrimination, betrayal, and misogyny.

Estha, Rahel, Ammu, Velutha, Chacko, Baby Kochamma

The God of Small Things is a piece of fiction but some critics have tried to find autobiographical parallels in the novel while at the same warning against drawing any simplistic connections between the novel and the writer's life.Some of the similarities between Roy's life and that of the characters she creates include her own Syrian Christian and Hindu lineage; the divorce of her parents when she and her brother were very young; her return to the family home in Ayemenem after her mother's divorce.

The God of Small Things received stellar reviews in major American newspapers and in Canadian publications. Time named it one of the best books of the year. In India, the book was criticised especially for its unrestrained description of sexuality. It won the Booker Prize in 1997. In 2014, the novel was ranked in The Telegraph as one of the 10 all-time greatest Asian novels.

“That's what careless words do. They make people love you a little less.” “If you're happy in a dream, does that count?” “And the air was full of Thoughts and Things to Say. But at times like these, only the Small Things are ever said. Big Things lurk unsaid inside.” “Change is one thing. Acceptance is another.”

Relevant topics

• A Modest Proposal
• All Summer in a Day
• American Born Chinese
• A Rose For Emily
• The Scarlet Ibis
• A Farewell to Arms
• Sonny's Blues
• Alice in Wonderland
• War and Peace
• Elizabeth Bennet

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

ELA  /  12th Grade  /  Unit 3: The God of Small Things

• The God of Small Things

Students investigate the complex, nonlinear style of The God of Small Things and its themes of history, colonialism and love, focusing on the novel's literary devices, plot structure, and language.

• Text and Materials

Key Knowledge

Ap projects, unit summary.

Please Note: This unit currently only contains free Fishtank features. In January 2025, we will begin releasing a new set of 12th Grade units, with the full scope of Fishtank Plus resources and features .

Winner of the 1997 Booker Prize, awarded to the best new piece of fiction published in the UK each year, The God of Small Things , by Indian writer Arundhati Roy, is set in the Kerala state of India and takes place over the course of two weeks in 1969 and one day of 1993. It traces the stories of twins, Estha and Rahel, whose lives are forever shaped by a pivotal event that occurs in their early childhood. Told from a variety of perspectives and in a nonlinear format, the book is a complex and rich read that will both challenge and captivate students.

In their examination of The God of Small Things , students will focus on the “small things”—literary devices, plot structure, and language—employed by Arundhati Roy to accomplish the “big things”—her rich commentary on history, colonialism, love, and memory. The nonlinear plot structure of the novel as well as the multiple literary allusions and very creative use of language will provide a challenge to even the most advanced readers. For this reason, teachers are encouraged to use timelines, guides to literary allusions, and other classroom visuals or handouts to aid students in accessing and analyzing this complex text.

There are also two primary skill areas of focus in the unit. The first is incorporating a model of reading and discussion that asks the students to not simply answer complex literary questions, but to pose those questions themselves. Identifying lines of text worthy of close examination and conversation will be the first step in this process. The second area of focus is writing. In this unit,  teachers will help students develop their ability to offer a complex analysis of an author’s craft, including how the author develops multiple themes within the novel.

Texts and Materials

Some of the links below are Amazon affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.

Core Materials

Book:  The God of Small Things by Arundhati Roy (Random House Trade Paperbacks, 2008)   —  840L

Supporting Materials

Article:  “Teaching The God of Small Things in Wisconsin: A Guide for Educators”

Article:  “Invitation to World Literature: The God of Small Things”

Poem:  “Lochinvar” by Sir Walter Scott

Article:  “How to Analyze Your Dreams in 7 Steps” by Elana Miller, MD (HuffPost)

Video:  “TED Talk: The Danger of a Single Story” by Chimamanda Ngozi Adichie

These assessment accompany Unit 3 and should be given on the days suggested in the Lesson Map. Additionally, there are formative and creative assessments integrated into the unit to prepare students for the Performance Task.

Content Assessment

The Content Assessment tests students' ability to read a "cold" or unfamiliar passage and answer multiple choice and short answer questions. Additionally, a longer writing prompt pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.

Content Assessment Answer Key

Intellectual Prep

Suggestions for how to prepare to teach this unit

Intellectual Prep for English Lessons

• Read and annotate The God of Small Things .
• Read and annotate “Unit 1: Background and Context” in the University of Wisconsin's  Teaching The God of Small Things In Wisconsin: A Guide for Educators .
• Take the unit exam, including writing the essay for the written portion of the exam.
• This is a complex and challenging novel. It is recommended that the teacher read as many supplementary texts as necessary to build his/her understanding of the novel prior to teaching. The study materials website Shmoop.com has recently added an analysis of the novel that some may find helpful. The University of Wisconsin guide is also particularly thorough and useful.

Intellectual Prep for AP Projects

• Read and annotate the Supplementary AP Projects.
• Decide the pacing appropriate for your students. These projects can be integrated into the reading of  The God of Small Things  or completed at the conclusion of the reading of the novel.
• AP English Language and Composition: Grammar Web Guide by CollegeBoard
• AP English Language and Composition: The Concept of Style by CollegeBoard
• Review the basics of rhetorical analysis by reading What Do Students Need to Know About Rhetoric? by Hepzibah Roskelly.
• Read the CollegeBoard AP English Language and Composition 2015 Scoring Guidelines for FRQ 2.
• Read the CollegeBoard 2018 AP English Language and Composition Sample Student Responses and Scoring Commentary for FRQ 3.
• Read the  Chief Reader Report on Student Responses: 2017 AP English Language and Composition Free-Response Questions .
• Read the  Chief Reader Report on Student Responses: 2018 AP English Language and Composition Free-Response Questions .
• Depending upon your level of familiarity with the CollegeBoard AP English Language and Composition exam, you may wish to spend more time exploring other resources on the College Board AP English Language and Composition Course website.

Essential Questions

The central thematic questions addressed in the unit or across units

• Who decides who we should love? What are the consequences when natural things, like love, are regulated or controlled?
• What effects do love/lack of love have on members of a family? 
• How should we navigate between commitments to love, to family, and to societal expectations? Should one absolutely be prioritized over the other?

Memory/History/Colonialism

• What are the consequences when a society dwells on memories and the past? What about when we forget the stories of the past? 
• How does the freezing and preserving of small moments in time impact lives? Why do we do it?

Political Activism

• How does Roy use her fiction to convey a political message? What is her political message? 

Motifs and Symbols

• Motifs: time, color, intertextuality, cold and hot, plays and performances
• Symbols: Rahel’s watch, Pappachi’s moth, the History House, Paradise Pickles & Preserves

Writing Focus Areas

Specific skills to focus on when giving feedback on writing assignments

Students will be able to offer a complex analysis of the author’s development of one of the major themes of the novel. The successful essay will both accurately convey the author’s message and offer an analysis of the literary techniques used to convey this message.

Spiraling Literary Analysis Writing Focus Area

The teacher should use information gathered from students’ previous writing to determine if the focus correction areas above are appropriate and if there should be any spiraled focus correction areas in addition to those listed above.

Writing-About-Reading Focus Areas

• Clear thesis statement that accurately states the theme
• Analysis of author’s craft
• Textual evidence to support the analysis

Related Teacher Tools:

Grades 9-12 Composition Writing Rubric

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Literary Terms

figurative language (simile, metaphor, imagery), tone, symbolism, theme, multi-perspective narrative style, motif, alliteration, allusion, narration, nonlinear plot structure, postcolonial literature, irony

Roots and Affixes

re – (re-Returned, p. 11; renounce, p. 282); un – (Untouchable, p. 14; uncouth, p. 142; unfeasible, p. 219), mal – (maleficent, p. 50; malevolent, p. 197)

brooding (3), suffused (3), immodest (3), vacuously (3), amorphous (4), illegitimate (9), dormancy (12), perturb (16), purloined (17), harbinger (17), obeisance (20), lucrative (21), denounce (23), ambiguous (31), transgressor (31), reconstitute (32), imbue (32), morality (35), levied (36), eccentricities (38), diffidently (41), lurid (41), futile (43), haughty (50), maleficent (50), opulent (63), insidiously (64), euphoria (64), diligence (65), ardent (65), dispossessed (67), cynicism (68), impenetrable (72), assurance (73), insolence (73, 247, 292), prodigal (74), decorously (85), predilection (86), volition (87), shrill (105), pugnaciously (107), arbitrarily (108), pertinent (114), subvert (115), truncated (121), uncouth (142), piously (144), incessantly (152), elation (157), imperceptible (159), languid (159), enigmatic (160), incongruous (162), gullibility (162), smug (167), tactile (167), evanescent (167), nemesis/Nemesis (175), confound (180), colluding (181), decimate (181), exorcize (182), malevolent (197), cleaved (198), laconically (200), misappropriate (218), incidental (218), unfeasible (219), deride (219), denigrate (236), olfactory (244), invalidation (260), coy (264), provocation (268), renounce (282), abrogate (290), deify (292), inoculate (293), ascendency (293), incoherence (295), macabre (301)

Idioms and Cultural References

caste (novel), Siamese twin (5), lungfish (12), Untouchable (14), communism (15), “the old omelette-and-eggs thing”(15), “red herring” (46), Heart of Darkness (51, 119–120), Jungle Book (57), bourgeoisie (59), Mercurochrome (59), hogwash (63), communism, Marxism, Syrian Christian Church, Hinduism, Naxalites (66), “A rose by any other name…” (67), “frying pan into the fire…” (71), Julius Caesar (79), “millstone around my neck” (82), Mutiny on the Bounty (82), busker (85), coolie (85), Popeye (94), Julie Andrews and The Sound of Music (95), anarchy (108), Kathakali dance (121), locus standi (151), “Et tu, Ammu” (154), crematorium (155), locus standi (179), nictitating membrane (179), “AC-DC” (181), Macbeth (186), “walked on water” (201), Kathakali dancers (219), Oxford University (228), gramophone (229), Rhodes Student (232), Sir Walter Scott (257), Julius Caesar – “friends, Romans, countryman…” (260), “chickens come home to roost” (268, 285), Pied Piper (276), Listerine (281), Vaishnavite (281), ashram (281), Heart of Darkness (290), “desperado” (292), “Things go better with Coke” (297)

Content Knowledge and Connections

Fishtank ELA units related to the content in this unit.

• Modern Indian history
• European colonialism in South Asia
• Multiple literary allusions to other works

Previous Fishtank ELA Connections

• Themes of colonialism and culture relate to 11th Grade ELA - Things Fall Apart .
• Students should connect the communist ideas explored in the novel to 11th Grade ELA - Dreaming in Cuban .
• Students might make a connection to 12th Grade ELA - Invisible Man  with Vellya Paapen’s glass eye.
• The nonlinear structure and multiple-perspective narration will recall 11th Grade ELA - Dreaming in Cuban .
• “Guide for Educators”
• “Invitation to World Literature”

“Locate” the novel historically, geographically, and politically speaking.

• The God of Small Things pp. 3 – 5
• “TED Talk: The Danger of a Single Story”

Analyze the author’s use of literary devices to develop tone in the first pages of the novel.

Analyze the author’s characterization of our twin protagonists.

Analyze the author’s use of tone to characterize the protagonists.

Describe the family dynamics as they are revealed at Sophie Mol’s funeral.

Analyze the author’s characterization of Estha’s and Rahel’s childhoods after the death of Sophie Mol.

Contrast the author’s tone in this excerpt with the tone at the beginning of the chapter.

Analyze the author’s characterization of Rahel as an adult and her characterization of Baby Kochamma.

Analyze the symbolism of Paradise Pickles & Preserves.

Review the two plotlines as they have been presented thus far.

Analyze the characterization of Ammu.

Analyze the characterization of Pappachi and his relationship with Mammachi.

Analyze the author’s characterization of Chacko.

Trace the author’s development of the theme of colonialism.

Describe the turmoil in Kerala in 1969 based on the experiences of the characters in the novel.

Analyze the author’s characterization of Velutha.

Describe how Velutha’s character is used to reveal conflict in India.

Analyze the author’s development of the theme of history.

Mid-unit writing assessment #1

Analyze the author’s use of juxtaposition to characterize adult Estha.

Analyze the author’s development of tone and mood of the scene.

Analyze the impact of the author’s use of juxtaposition.

Analyze and describe the author’s development of the theme of love in this chapter.

Analyze the author’s use of the changes in Ayemenem to develop the theme of memory.

Interpret the effect of the power dynamics developed in the airport scene.

Analyze the author’s development of the theme of love in this chapter.

Analyze the motif of time, specifically the idea of freezing time.

Analyze the author’s development of the themes of history and love in these pages.

Analyze the author's development of character relationships.

Mid-unit writing assessment #2

Describe Estha's fears and the actions that his fears inspire.

Describe how the author creates an ominous mood in this chapter.

Analyze Ammu’s dream and the significance of her decisions to the plot and themes of the play.

Analyze the author’s development of the relationship between Estha and Rahel in chapter 12.

Describe Chacko and Margaret Kochamma’s relationship as revealed in chapter 13.

Analyze how the author uses character motivation to develop theme.

Analyze how the author develops the theme of memory in this section of the text.

Describe the author’s use of the motif of a play or performance in chapter 14.

Analyze the author’s use of class and caste conflict to develop the theme of history in this chapter.

Describe the impact of the nonlinear plot.

Analyze the themes of love and history as they are developed in these chapters.

Analyze the development of the theme of memory.

Analyze the impact of this scene on the development of the characters and themes of the text.

Analyze how the author’s characterization of Baby Kochamma impacts the reader’s understanding of the plot.

Track the author’s development of the theme of love.

Describe the meaning of the phrase “small things” as used in this chapter and throughout the novel.

Discussion & Writing

Discuss and debate the major themes of the novel.

Create a free account to access thousands of lesson plans.

Already have an account? Sign In

The essay "The End of Imagination" was written in 1998 by Arundhati Roy in response to the nuclear proliferation and testing being conducted in India and Pakistan. In the speech, Roy introduces a condemnation and a call to action for people in India and around the globe. Read the passage carefully. Then, in a well-developed essay, analyze the rhetorical choices Roy makes to develop her argument about the need for a nuclear non-proliferation movement. Support your analysis of her rhetoric with specific references to the text.

(ON DEMAND)

For this project, we ask students to debate and write a response to a question from the released 2015 AP English Language and Composition Exam. We are unable to reproduce the content here; however, teachers can find the question at the link below.

AP English Language and Composition 2015 Free-Response Questions  (page 9)

For this project, we ask students to debate and write a response to a question from the released 2018 AP English Language and Composition Exam. We are unable to reproduce the content here; however, teachers can find the question at the link below.

2018 AP English Language and Composition Free-Response Questions  (page 12)

Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.11-12.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3 — Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11—12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Reading Standards for Informational Text

RI.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.11-12.2 — Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Reading Standards for Literature

RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2 — Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3 — Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5 — Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6 — Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Speaking and Listening Standards

SL.11-12.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.11-12.2 — Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.3 — Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Writing Standards

W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

A Doll's House

Famous Speeches

Request a Demo

See all of the features of Fishtank in action and begin the conversation about adoption.

Learn more about Fishtank Learning School Adoption.

Contact Information

School information, what courses are you interested in, are you interested in onboarding professional learning for your teachers and instructional leaders, any other information you would like to provide about your school.

We Handle Materials So You Can Focus on Students

We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free

• < Previous

Home > FAC_UNITS > ARTS_FAC > ENG > ENG_ETD > 2

Lingnan Theses

A stylistic approach to the god of small things written by arundhati roy.

Wing Yi, Monica CHAN

Date of Award

Degree type, degree name.

Master of Philosophy (MPHIL)

First Advisor

Prof. Barry Asker

This thesis presents a creative-analytical hybrid production in relation to the stylistic distinctiveness in The God of Small Things, the debut novel of Arundhati Roy. Roy’s text drew the world’s gaze after winning the Booker Prize in 1997. Many studies have been written on diverse aspects of the book, and much has been said regarding the writer’s style. However, those studies rarely focus on the minutiae of Roy’s writing and this thesis provides a greater degree of detailed analysis. The objective is to achieve a deeper understanding of the relationship between style and literary aesthetics in The God of Small Things by studying the stylistic patterns behind Roy’s resonating poetic prose.

The stylistic study is carried out adopting two approaches: the corpus-based approach (Part A) and the empirical-creative approach (Part B). The first section provides a stylistic analysis concentrating on the most significant stylistic features of the novel. The study is based on the list of style markers rendered by Leech and Short, Style in Fiction (1981) and elaborated according to the following key aspects that were extracted from the repertoire using my intuitive observation of the novel. These chosen style markers taken together represent key aspects of Roy’s style: (1) Lexis—Roy’s very frequent and particular utilization of adjectives; (2) Grammar—the high concentration of minor sentences and the listing of noun phrases in the text; (3) Figures of Speech— repetition and neologism. The second section presents a self-written pastiche which aims at imitating Roy’s style in literary prose and adapting its approach to a Chinese context. The creative process serves as an experiment on taking pastiche writing as an “experiential” approach to stylistics. In addition, since the resemblance of the pastiche to Roy’s style should not be the only value of the piece, some key themes in the original text are also reproduced.

The analysis in Part A illustrates patterns of Roy’s stylistic choices. On the use of adjectives, Roy tends to arrange adjectival elements in sequence, construct a fixed “like” sentence structure, and adopt combining word forms and affective adjectives. On minor sentences, Roy chooses to separate adverbial phrases, sentence fragments starting with “like”, “as though”, and clauses beginning with “that”, “which”, “and”, “but”, “or”. As for repetitions, there is repeated use of set phrases, sentence patterns and recurrent appearance of certain lines and images. Lastly, on neologisms, Roy’s patterns of creating new words include hyphenation, direct merging, and prefix/suffix building.

The pastiche is entitled Hong Kong Locust Stand I. By juxtaposing with the original, it is found that many stylistic features in The God of Small Things, are present in the pastiche, though with variation. While stylistic elements cannot totally be independent from the theme, the atmosphere, character and plot of the pastiche also demonstrate qualities representing those in Roy’s novel. The pastiche presents an innovative and respectful way to come to terms with Roy’s style through selective imitation and creative adaptation.

In conclusion, it is hoped that this study opens the way for further hybrid studies of style that incorporate both analytical and creative approaches.

The copyright of this thesis is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited.

Recommended Citation

Chan, W. Y. M. (2007). A stylistic approach to the God of Small Things written by Arundhati Roy (Master's thesis, Lingnan University, Hong Kong). Retrieved from http://dx.doi.org/10.14793/eng_etd.2

Included in

English Language and Literature Commons

10.14793/eng_etd.2

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines

Author Corner

• Top 10 Downloads (All time)
• Activity by year

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

THE LOG LINE  

         To please the God, one religion must worship her, another must kill her. To save one life, one must sacrifice another.

SYNOPSYS      

       Mohesh, a beloved cow owned by a poor Hindu villager is prayed to as a God. When she has to be sold, her new owner sacrifices her in the name of God. A neorealist film, shot in rural Bangladesh, featuring mostly non-actors.      .                         

DIRECTOR'S STATEMENT  

INFLUENCE: 

               The God of Small Things is the story of my childhood.

I was struggling to come up with an idea for my thesis film when two things happened almost concurrently: 

1. The terror attack in Paris by Muslim extremists, killing nearly two hundred civilians in the name of Allah.

2. And a photograph I came across on social media. It depicted Muslims celebrating their second most important festival “Eid Ul Adha” or the “Happiness of Sacrifice.” Hundreds of Muslim men were standing on the balcony of a mosque, looking down on the courtyard. Below some 25 slaughtered cows were laying dead in the river of their own blood, covering the courtyard, slaughtered in the name of Allah. This brutal photograph took me immediately back to my childhood.

I follow the debate about Islam, flooding the media. Some say that Islam is the religion of Peace. 

                 I come from a conservative Muslim family. In my culture, it is a must for a family to kill a cow during the ritual of sacrifice every year. As a child, I was expected to witness the ritual of killing out of respect for (and out of fear of) the Muslim god. “It was the sacrifice” I was making for my Allah, who wanted me to prove my love for him.

When I was eight, I refused to partake in the ritual. I could not bear the pain of killing a massive ox. I did not have the guts to witness blood gushing out from the arteries of the animal I fed just few hours earlier. 

Why should I call my religion peaceful when it teaches me, a child, to kill? Which begs a larger questions: why is a society shocked every time a religious extremist goes out on a rampage killing people of other faiths (as well as of his own)? 

Bangladesh, where I come from, is the country where the Hindus, who are the minority, live side by side with the Muslims, the majority. The Hindus are native to the land and the region. The Muslims are the converts; they came in later. Although they both discriminate against each other, they live together as Bengalis, sharing common history, civilization, and the breathtaking nature as well as constant struggle with poverty, diseases, and natural disasters. 

Hindus believe that a cow is the Goddess, who protects and provides for the family. Muslims must sacrifice the cow to make their own God happy. One religion must kill what the other worships. 

Neither the Hindus nor the Muslims treat the cow as a cow, the animal. They both use it to their advantage to benefit their respective religion. The god of the minority gets slaughtered on the altar of the god of the majority. There is no reconciliation, no middle ground between them. That’s the social irony of Bangladesh, as the both people are expected to live together in a peaceful coexistence.

                 The God of Small Things is a neorealist (or neo-neorealist) film. Its action takes place in a remote poverty stricken Bengali village (known from the films of Satyajit Ray), with no electricity, no hospital nearby, and no classrooms in the school. The village people are blinded and divided by their deeply felt religious identity. They are either the Hindu or the Muslim.

In my film, I make an effort to show the beauty of both religions with their daily rituals, rich tradition, simple lifestyles, and happy faces of the people who practice them. 

But I realize that underneath the human layer of each religion lives a blind hyena of religious dogma ready to strike at any moment.

The film was shot using natural light mostly. With my cinematographer Yann Seweryn, I tried to preserve the raw and earthy look and beauty of the region where we shot. Most characters in the film are played by the locals, non-actors. All extras are the villagers. The village and its inhabitants are equally the backdrop of the story and one of its characters.

-Saud Jubaer

(June 05,2017) 

• My Shodhganga
• Receive email updates
• Edit Profile

Shodhganga : a reservoir of Indian theses @ INFLIBNET

• Shodhganga@INFLIBNET
• University of Kerala
• Department of English

Items in Shodhganga are licensed under Creative Commons Licence Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).