Journal articles: 'Hunger Games (Series : Collins, Suzanne)'

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PhD, Parvathi P. K., and Research Scholar. "“Female Masculinity” in Dystopian Adolescent Fiction – Suzanne Collins’ Hunger Games Series." European Journal of Social Sciences Education and Research 10, no. 1 (May 19, 2017): 44. http://dx.doi.org/10.26417/ejser.v10i1.p44-50.

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In this paper, I seek to analyse the concept of ‘female masculinity’ by studying Suzanne Collins’ Hunger Games series. Pro-feminist Masculinity theorists like R.W. Connell and Michael Kimmel regard masculinity as not an ‘essence’ that manifests itself in ‘true’ males but as a ‘practice’ that is held as quintessential to all males and hence often aggressively pursued by males in order to maintain their superior position to women and to other marginalized males. The ‘practice of masculinity’ thus often rewards the males with positions of authority and power. (Connell, Gender and power: Society, the person, and sexual politics, 1987). If gender is exclusive of sex, it follows that female sex is capable of practising masculine gender. Judith Halberstam advocates this possibility of female masculinity in her work by the same name. (Halberstam, 1998). She claims that female masculinity is not an imitation of male masculinity but a “glimpse of how masculinity is constructed as masculinity” (Halberstam, 1998, p. 1). She regards female masculinity to be superior to that of male masculinity as it is not depended on the process of ‘othering’ women. Hunger Games series which gained much popularity among adolescents and adults alike and has been lauded as an exemplary work of female freedom has also got major female characters performing acts normally associated with masculinity. This study scrutinizes whether the actions of these female characters in the series superimpose or subvert masculinity.

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Yousef, Nisreen T. "Narrative Time in Suzanne Collins’ The Hunger Games: A Genettian Perspective." World Journal of English Language 13, no. 6 (June 5, 2023): 270. http://dx.doi.org/10.5430/wjel.v13n6p270.

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This article utilizes Gérard Genette’s (1972/1980) narrative discourse theory in order to explore the temporal narrative strategies deployed in The Hunger Games (2008), the first novel in the popular series by the American writer Suzanne Collins. Though Genette’s comprehensive theory includes such elements as time, mood, and voice, the main focus of the study will be narrative time, whose elements order, duration, and frequency and their subcategories are first defined and then applied to the analysis of this novel. Genette’s theory of narrative discourse has almost invariably been considered as a purely formal one, a highly systematic classification of terms designed to describe narrative structures, without focusing on the social and cultural factors. In contrast, the present analysis aims at exploring both the formal and the communicative components of Genette’s theory, with a view to bridging the gap between old classical and current postclassical narratology.

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Fakhruddin, Rohmat Anang, and Pratiwi Retnaningdyah. "Monomyth Analysis on Katniss Everdeen’s Journey in Suzanne Collin’s The Hunger Games 1st Series." Journal of English Language and Literature 11, no. 3 (June 30, 2019): 1149–56. http://dx.doi.org/10.17722/jell.v11i3.417.

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This paper aims to reveal the Journey of Katniss Everdeen by exploring the way monomyth concept is established within the The Hunger Games 1st series. It employs Joseph Campbell’s theory of mythical heroes and quests which he initiates in his book Heroes with a Thousand Faces. The analysis discovers that Katniss initiates her Heroine Journey by volunteering herself to join the Hunger Games. She passes various trials that influence her character’s transformation. She gains two identities during the Journey, as an innocent girl from District 12 and as a victor of Hunger Games. She achieves the true love act with Peeta as a trigger step to move to the next Journey. This paper concludes that the cycle of monomyth in this series ends in the middle of Return stage. It indicates that this series is a trigger act and a beginning step of Katniss Journey for transforming herself to be a heroine at the end of her Journey.

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Vollkopf, Karla Marques. "Review: The hunger games by Suzanne Collins." Revista Letras Raras 1, no. 1 (April 23, 2013): 122–25. http://dx.doi.org/10.35572/rlr.v1i1.56.

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Resumo: Esta resenha tem como objetivo analisar e descrever alguns dos assuntos principais tratados no enredo da obra ‘Hunger Games’, de autoria da escritora norte-americana Suzanne Collins. Nesta serão examinados parte dos problemas pós-apocalípticos e distópicos ocasionados no período pós-guerra descrito no livro, como fome, pobreza, doença, opressão governamental, perda de identidade, assassinato, tortura, o poder da mídia e sua possibilidade de controle mental e político, feminismo, entre outros. A resenha também tenta explorar as origem das ideias que podem ter influenciado a criação desta obra literária, assim como comparar suas similaridades com outras obras previamente publicadas por outros escritores do mundo literário. Em adição, são também examinados certos critérios narrativos relevantes escolhidos pela autora.

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Choirunnisa, Naning. "An Analysis of Aggression in Suzanne Collins’ The Hunger Games." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 9, no. 1 (March 31, 2020): 10–15. http://dx.doi.org/10.30630/polingua.v9i1.119.

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This article aims to analyse the aggression that is done by the tributes of the hunger games; they are Katniss, Peeta, Cato, Clove, Glimmer, and Thresh. The writer focuses on pointing out two topics, firstly the depiction of aggression in Suzanne Collins’ The Hunger Games, secondly the reason of aggression happened as depicted in Suzanne Collins’ The Hunger Games. The method used in this article is the concept of aggression by several experts to depict the aggression that is done by the tributes in the hunger games and the psychological approach of death instinct by Sigmund Freud and also the concept of aggression by Anderson & Bushman to find out the situational factors on the action of the aggression. The majority of the factors behind the action of aggression is following by the death instinct for destruction and the aggression is also because of the situational factors, such as aggressive cues, provocation, frustration, pain and discomfort, incentives, and drugs.Keywords: Aggression; death instinct; situational factors.

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Muller, Vivienne. "Virtually Real: Suzanne Collins's The Hunger Games Trilogy." International Research in Children's Literature 5, no. 1 (July 2012): 51–63. http://dx.doi.org/10.3366/ircl.2012.0043.

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The Hunger Games trilogy by Suzanne Collins deals with a dystopian future society in which a punitive ruling elite provide ‘entertainment’ for the masses in the form of mediatised ‘games’ featuring young people who must fight to kill one another until there is only one winner. The purpose of these games is to remind the populace of the power of the government and its ability to dispose of any who dare to defy it. In acknowledging violent ‘games’ as virtual entertainments which can be used to political effect, Collins suggests that they possess a disturbing capacity to undermine ethical perspective on the human, the humane and the real. Drawing on Baudrillard's ideas about simulation and simulacra as well as Elaine Scarry's and Susan Sontag's concerns for media representations of the body in pain, this paper discusses the ways in which the texts highlight the dangers of virtual modes while also risking perpetuating their entertainment value.

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Rana, Ujina. "Rejecting the Gender Binaries in Hunger Games Trilogy." Westcliff International Journal of Applied Research 1, no. 1 (April 1, 2017): 29–36. http://dx.doi.org/10.47670/wuwijar201711ur.

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Suzanne Collins, in Hunger Games trilogy, challenges the traditional gender roles by creating mavericks—characters that do not fit into just one gender box but possess both masculine and feminine characteristics. Dystopian novels are all cautionary in nature; alarming us about the gloomy tomorrow if we do not correct our behavior at present. Even though Collins has set her stage in a dystopian world, her gender politics find resonance in the contemporary world. Keywords: Hunger Games trilogy, Gender, Young Adults

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Farah Chassib Hasan and Sana Lazim Hasan. "A Foucauldian Analysis of Suzanne Collins’ The Hunger Games." Journal of the College of Education for Women 35, no. 1 (March 30, 2024): 1–10. http://dx.doi.org/10.36231/coedw.v35i1.1719.

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في عمله "الانضباط والمعاقبة"، يطبق ميشيل فوكو المفهوم الذي قدمه بانوبتيكون للكاتب بينثام. يجادل بأن البنية لنظام "الرؤية الكاملة" ماهو الا العلاقة بين فكرة مجردة مثل العقوبة والواقع الملموس مثل "بانوبتيكون" او الرؤية الكاملة. يصبح الغرض من العقوبة هو توفير مشهد للجمهور بدلاً من إعادة تأهيل السجين، حيث أنها تهدف في المقام الأول إلى ردع الآخرين. تمثل ألعاب الجوع مثالاً واضحًا لهذا المفهوم، حيث إن الأشخاص الذين يعيشون في المناطق يخضعون باستمرار للعين الساهرة للسلطة السياسية لبانيم. إن قوة فوكو ومراقبته تخلق عالمًا يرتبط ارتباطًا وثيقًا بكتاب سوزان كولينز "ألعاب الجوع" وخطاب ما بعد الحقيقة. تتقاطع "ألعاب الجوع" أيضًا مع فكرة خطاب ما بعد الحقيقة، والذي يشير إلى مناخ سياسي تصبح فيه الحقيقة الموضوعية غير ذات صلة أو يتم التلاعب بها لتحقيق مكاسب سياسية. إنه يظهر أننا نعيش في عالم يشبه البانوبتيكون لبنثام، حيث تختفي الحقيقة تمامًا وتحل محلها معلومات مزيفة لخدمة عواطف السلطة.

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Gryksa, Edyta. "Motywy antyczne we współczesnej dystopii, czyli co wspólnego ze starożytnością ma idea państwa przedstawiona w I części trylogii Igrzyska śmierci Suzanne Collins1." Colloquia Litteraria 32, no. 32 (March 13, 2023): 69–85. http://dx.doi.org/10.21697/cl.2022.32.1.4.

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The aim of the article is to prove that Suzanne Collins was inspired by characters, events and ancient traditions while preparing the first part of the Hunger Games trilogy. The main emphasis was placed on associating the characters with their ancient etymological prototypes, issues related to gladiatorial games, mythological themes and the motifs of war and rebellion.

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Dzikriya, Uliya. "Analysis of Actantial Model in Suzanne Collins’ "The Hunger Games"." Rainbow: Journal of Literature, Linguistics and Cultural Studies 8, no. 2 (November 30, 2019): 85–94. http://dx.doi.org/10.15294/rainbow.v8i2.34207.

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This study aims to analyze plot structure in Collins’ The Hunger Games. There are several questions that researcher wants to find, what the elements of plot are, how do the elements of plot compose the plot structure of the story, and what kind of plot is applied in the novel. This study is a qualitative analysis by applying A.J. Greimas approach. The data were collected by reading, identifying, interpreting and analyzed using the approach and theories which used in this study by using actants. The result of this study were the elements of plot consist of beginning, problem of the story, rising action, climax, falling action, and resolution. To find out the main plot structure, this study classifies the function of each character into six actants, they are sender, receiver, subject, object, helper and opponent. Finally, the researcher concluded what kind of plot and how the ending of the novel is. The plot of the novel is dramatic or cronological plot because the story through in chronological order. In addition, the novel is closed plot because the problem of the story is solved. Keywords: Actant, Greimas, Plot, Sructuralism

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Nafilaturif’ah, Nafilaturif’ah. "Katniss Everdeen’s Linguistic Features in Suzanne Collins’ The Hunger Games." NOBEL: Journal of Literature and Language Teaching 8, no. 2 (September 3, 2017): 94–111. http://dx.doi.org/10.15642/nobel.2017.8.2.94-111.

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Linguistic features become the main issue analyzed in this study since it gets much attention from numerous academics. To focus the analysis, Lakoff’s theory of Women’s Linguistic Features is adopted. In addition, Holmes (1992), Sandriani (2012) and Wright (2002)’s features of male’s language are also utilized. In the matter of collecting and analyzing the data, the researcher selects qualitative content analysis and descriptive research designs to deeply investigate Katniss’ utterances and the author’s description. The researcher herself becomes the only instrument – human instrument. Reading and selecting the data from the entire text of The Hunger Games is a part of data collection steps. Then, the procedures of data analysis contain identifying, classifying and elaborating the data. Drawing the conclusion is also the last step required. 23 utterances of women’s linguistic features and 45 utterances of men’s linguistic features eventually become the result of this study. To conclude, Katniss is linguistically portrayed as following men’s linguistic features more frequently than women’s linguistic features.

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Wandansari, Rifky Aulia, and Valentina Widya Suryaningtyas. "Portrayals of Power in Suzanne Collins’ The Hunger Games and Veronica Roth’s Divergent Novels." Applied Linguistics, Linguistics, and Literature (ALLURE) Journal 2, no. 1 (January 31, 2022): 10–25. http://dx.doi.org/10.26877/allure.v2i1.10383.

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Abstract. This research aims to compare power aspects portrayed by the main character in The Hunger Games and Divergent novels and see the similarities and differences between those two novels. The object of this research is Suzanne Collins’ The Hunger Games and Veronica Roth’s Divergent Novels. The researcher uses descriptive qualitative as the method of the study. The researcher used Karlberg's (2005) theory to conduct this research. The researcher classified the characteristic of power into Power as Domination (there are 5 types) and Power as Capacity (there are 4 types) to get the data. The other elements that help the researcher easier to collect the data that can be compared are using the novel's intrinsic elements. The result shows Katniss (The Hunger Games) and Tris (Divergent) as the main character, they have power on some points. Some points of the power from those novels have similar portrayals such as Power as Domination in Position, Power as Domination in Knowledge, Power as Domination in Experience, Power as Domination in Gender, Power as Capacity in Anger, Power as Capacity in Bravery, and Power as Capacity in Disappointed. Few points show if those two books have different portrayals, such as the point of Power as Domination in Age and Power as Capacity in Worrying. So, based on the research and the result shown, The Hunger Games and Divergent are thought of as the same novels because some power portrayals from those novels are similar.Abstract. This research aims to compare power aspects portrayed by the main character in The Hunger Games and Divergent novels and see the similarities and differences between those two novels. The object of this research is Suzanne Collins’ The Hunger Games and Veronica Roth’s Divergent Novels. The researcher uses descriptive qualitative as the method of the study. The researcher used Karlberg's (2005) theory to conduct this research. The researcher classified the characteristic of power into Power as Domination (there are 5 types) and Power as Capacity (there are 4 types) to get the data. The other elements that help the researcher easier to collect the data that can be compared are using the novel's intrinsic elements. The result shows Katniss (The Hunger Games) and Tris (Divergent) as the main character, they have power on some points. Some points of the power from those novels have similar portrayals such as Power as Domination in Position, Power as Domination in Knowledge, Power as Domination in Experience, Power as Domination in Gender, Power as Capacity in Anger, Power as Capacity in Bravery, and Power as Capacity in Disappointed. Few points show if those two books have different portrayals, such as the point of Power as Domination in Age and Power as Capacity in Worrying. So, based on the research and the result shown, The Hunger Games and Divergent are thought of as the same novels because some power portrayals from those novels are similar.

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Monika, K., and Dr S. Meenakshi. "A Study on National Identity in Dystopian Society of Suzanne Collins’s The Hunger Games Trilogy." International Journal of English Literature and Social Sciences 7, no. 3 (2022): 222–27. http://dx.doi.org/10.22161/ijels.73.32.

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This article tries to explore the theory of nationalism and its significance in dystopian fiction through the study of Suzanne Collins' The Hunger Games trilogy. It investigates how dystopian elements are linked to nationalism, as well as how frequently dystopian narratives blow warnings against nationalistic sentiment. In Collins' speculative narrative, the article examines the ambiguity of the belief that a liberalized economy, globalized media, and communication will lead to a perfect society in the future. Panem is a fine example of a dystopian nationalist country that deprives people of their rights and resources while being dominated by rulers that are only interested in money and power. The examination of The Hunger Games trilogy aims to highlight that national identity, as it is imposed on people, pushes the entire society into a dystopian reality.

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О. Г. ШКУТА. "VERBALIZATION OF THE CONCEPT OF FEAR IN THE ENGLISH YOUTH DYSTOPIAN NOVEL “THE HUNGER GAMES” BY SUZANNE COLLINS." MESSENGER of Kyiv National Linguistic University. Series Philology 22, no. 2 (December 26, 2019): 79–87. http://dx.doi.org/10.32589/2311-0821.2.2019.192338.

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Introduction. The article focuses on the problem of the concept of FEAR verbalization in the English-language youth dystopian fiction novel “The Hunger Games” by American writer Suzanne Collins. The main invariant features of dystopian novels in general, and, in particular, of youth dystopian fiction novels, are detected.The purpose of the article is to identify the means of verbalization of the concept of FEAR as a component of the invariant model in youth dystopian fiction novel The Hunger Games by American writer Suzanne Collins.The following methods are applied to analyze the data: descriptive method, the method of lexicographic analysis and vocabulary definitions’ analysis.The results. Based on the textual analysis the means of the concept of FEAR verbalization are identified, and the most frequently presented lexical units of its verbalization in The Hunger Games are highlighted. Localization of FEAR in the youth dystopian fiction novel in time and space is explored, as well as the manifestations of the emotion of FEAR, the development of successive stages of FEAR growth. The study has revealed that the maininvariant features of dystopian novels are totally controlled by society, obligatory unanimity of its members, quest, external conflict. The significance of Suzanne Collins' interpretation of the tiniest nuances of the emotion of FEAR is summed up. The article states that the FEAR in the novel is inexplicable, existential and motivated by certain circumstances.The research makes the conclusion that the concept of FEAR plays an important role in the poetics of dystopian youth fiction novels, testifying to the author as a master of psychological analysis.

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Stover, Lynne Farrell. "NCSS Notable Trade Book Lesson Plan The Hunger Games written by Suzanne Collins." Social Studies Research and Practice 7, no. 3 (November 1, 2012): 180–90. http://dx.doi.org/10.1108/ssrp-03-2012-b0014.

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Suzanne Collins’ The Hunger Games is a post-apocalyptic tale that takes place in a barely recognizable North America. Told in the voice of 16-year-old Katniss Everdeen, a citizen of the desperately poor District 12, the reader learns of the government’s method of keeping the deprived population under control. Every year the Capitol demands that each of the 12 districts select, through the means of an unfair lottery system, a boy and a girl to become tributes in the nationally televised “Hunger Games.” Here, with much fanfare, the 24 young participants must fight to the death until only one remains. Full of social commentary, the content of this cautionary tale is an ideal tool for teaching economic content and initiating meaningful classroom discussion.

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Bland, Janice. "Sharing critical perspectives in ELT with The Hunger Games." Education and Society 38, no. 1 (June 1, 2020): 39–55. http://dx.doi.org/10.7459/es/38.1.03.

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This paper examines how student teachers and language learners might learn to question perspectives and develop critical literacy through critiquing of texts. Focusing on work in an in-service teacher education course, the discussion explores how to help English language learners to read text representations critically, in order to identify harmful ideological slants. It outlines how teachers and their learners can ‐ through deep reading, in-depth learning and critical literacy ‐ work at contemplating ethical issues in empathy with a protagonist. Opportunities for interculturality and critical literacy are illustrated by the books and films of Suzanne Collins’ The Hunger Games.

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Dilisayana, Yasminda, Fatchul Mu'in, and Nasrullah Nasrullah. "TRANSLATION TECHNIQUES OF CULTURAL WORDS APPLIED IN THE NOVEL THE HUNGER GAMES." Intensive Journal 6, no. 1 (April 28, 2023): 35. http://dx.doi.org/10.31602/intensive.v6i1.10251.

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To translate a book into other languages requires sufficient knowledge. It cannot just randomly be translated, because readers may have difficulty understanding the content. It is important to know and understand the techniques of translation before translating to avoid making mistakes. Before translating a book, translator should know and understand some translation techniques. The researcher conducted this study to find translation techniques which were applied by the translator in translating cultural words in the novel The Hunger Games by Suzanne Collins. This research used descriptive qualitative research. The source of the data is The Hunger Games novel written by Suzanne Collins and its Indonesian version that is translated by Hetih Rusli. The research instrument in this study is the researcher herself with the help of table list. The researcher considered to focus on cultural words in the novel as a necessary data and analyzed the translation techniques based on the theory by Molina and Albir. The result of this research showed that there are twelve translation techniques which were applied by the translator in translating 84 cultural words found in the novel. There are 29 calque, 19 Borrowing, 13 Amplification, 6 Linguistic compression, 2 Description, 5 Discursive creation, 3 Linguistic amplification , 2 Literal translation, 2 Particularization, 1 Established equivalent, 1 Generalization, and 1 Reduction. The researcher offers that the reason why the translator mostly used calque technique is because most of the cultural words in The Hunger Games novel have the equivalent in Indonesian.

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Sasani, Samira, and Marjan Darayee. "Suzanne Collins’ Hunger Games and the Society of the Spectacle." International Letters of Social and Humanistic Sciences 48 (February 2015): 31–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.48.31.

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The theory of spectacle is introduced by Guy Debord in his famous book The Society of Spectacle. Debord presents the society of Spectacle as a mere representation of seemingly real images which is used by the capital for its own good. Spectacle consists of images such as games, entertainments or television shows which are political tools in the hands of the Capitol to stabilize its power. In fact, by applying these images through different exciting entertainments and shows, the Capitol disperses people more and destroys their unity so that people cannot be united to rebel against the Capitol’s power. This paper tries to apply the theory of spectacle to Suzanne Collin’s Hunger Games and as the title of the novel is very telling of itself, it revolves around the annual event of Hunger Games connoting the starvation of the poor people in the twelve districts and the Capitol. The setting of this novel is Panem which is shown as a dystopia because of its misusing of the modern technologies which are much more developed than our own so that people’s mind will be entrapped within the images produced by these technologies. This research tries to prove that the city of Panem, with its governor President Snow, well represents the society of spectacle. This paper shows the influence of such a society on the poor people of these districts and the way they overcome President Snow.

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Sechin, Anne. "Légitimité littéraire de la littérature jeunesse : les Hunger Games de Suzanne Collins." Romanica Silesiana 19, no. 1 (June 29, 2021): 32–41. http://dx.doi.org/10.31261/rs.2021.19.03.

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The Hunger Games trilogy, an international commercial success, enables us to question the relationship between sales records and literary quality as well as to think critically about the literary status of Young Adult Literature. Are there some objective criteria that make it possible to establish a literary status, and can they be applied to Young Adult literature, especially as those works are usually perceived as “popular culture”?

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Harrison, Jennifer. "Bread and Circuses: Sustainability vs. Commodity Culture in the Hunger Games." International Research in Children's Literature 12, no. 2 (December 2019): 154–66. http://dx.doi.org/10.3366/ircl.2019.0307.

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A striking feature of the Hunger Games trilogy is the way Suzanne Collins ties together issues of environmental exploitation and crisis with political issues of economic exploitation and inequality to provide an overarching dystopian critique of consumer culture. Additionally, she models solutions not only in the form of collective political action, but also in terms of individual lifestyle choices and communal practices. The books suggest that even small changes in mindset and lifestyle can make a difference to overwhelming social and environmental issues. The Hunger Games trilogy reveals exploitative and anthropocentric consumer-driven culture as a normative context in Western society, whilst simultaneously drawing attention to alternative place-based, bio-centric, communal and sustainable potential relationships to the environment.

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Longenberger, Bryce. "The Desensitization to Violence and the Perpetuation of Oppression and Slavery in Suzanne Collins’s The Hunger Games Trilog." Digital Literature Review 2 (January 6, 2015): 75–83. http://dx.doi.org/10.33043/dlr.2.0.75-83.

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This paper analyzes slavery in Suzanne Collins’s The Hunger Games trilogy by contextualizing her works within the history of Roman gladiator fighting and by examining the social structures of oppression within the society that Collins creates. The essay explores how the trilogy highlights the ways that people can perpetuate systems of slavery within a society when they become desensitized to violence and both benefit from and are entertained by the exploitation of others. 75

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Panchenko, V. V. "FUNCTIONS OF PHRASEOLOGICAL UNITS USED IN THE TRILOGY «HUNGER GAMES» BY SUZANNE COLLINS." Тrаnscarpathian Philological Studies 2, no. 26 (2022): 86–89. http://dx.doi.org/10.32782/tps2663-4880/2022.26.2.15.

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Amirrudin, Amirrudin, Ahmad Mustolih, and Charimah Marta Ningrum. "The Comparative Literature Analysis of Collins' Novel 'The Hunger Games' and Veronica Roth's Novel 'Divergent'." ENLIT Journal 2, no. 2 (November 9, 2022): 97–109. http://dx.doi.org/10.33654/enlit.v2i2.1917.

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The title of this research is The Comparative Literature Analysis in Suzanne Collins' Novel 'The Hunger Games' and Veronica Roth's Novel 'Divergent'. It compares the two main characters in each novel, Katniss and Tris, using a feminist approach. The purpose of the research is to reveal and to compare the feminist values conducted by the main characters and to examine the similarities and differences in the main character's role in influencing the novel's social conditions in terms of feminism. This study uses descriptive qualitative research. The data source comes from the novels The Hunger Games and Divergent. Based on the writer's analysis, it shows that Katniss and Tris have tough and dominant characters. Both of them also show the activities that engage with the feminist movement. Furthermore, Katniss and Tris are fighting injustice in their social environments, albeit in different ways. Katniss makes soft gestures while Tris does the confrontation.

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Amer, Enas Subhi. "A New Logic of Victory in Suzanne Collins’ The Hunger Games With Reference to Elements of Intertextuality in William Golding’s Lord of the Flies." Journal of the College of Education for Women 30, no. 3 (September 17, 2019): 20–36. http://dx.doi.org/10.36231/coedw.v30i3.1236.

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Suzanne Collins’ novel The Hunger Games suggests a new logic of victory and set a distinguished focus on the unique personality of her heroin which brings to the mind the permanent correlation between all moral values. The Hunger Games World seems to be much more like one big bowl as it links the past, present, and the future. An Intertextual reference is interwoven in the present research as it brings Golding’s Lord of the Flies to the surface, and it highlights certain similarities between the two texts. In which Ralph, Piggy and Simon in Golding’s Lord of the Flies are the incarnations of stable moral values and hope of surviving ethics and rules in a chaotic and turmoil world. The events in Collins’ book prove that a character is refined and enriched by the challenges he/she overcomes through his/her lifetime. It presents a picture of contemporary life which is characterized by a condensed intellectual and spiritual crisis. The word "Hunger" in the novel is metaphorical; it denotes the uncontrollable need for political freedom, a healthy social system and equal opportunities in life. In the world of Panem's District 12, bread means hope.it represents a survival from hunger. The elites of Panem use hope as a method of control. Katniss embodies the hope of a better world, a liberated Panem.

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Fijołek, Karolina. "Szkolne budowanie mostu między literaturą popularną i literaturą wysoką na przykładzie „Igrzysk Śmierci” Suzanne Collins i „Utopii” Wisławy Szymborskiej." Jednak Książki. Gdańskie Czasopismo Humanistyczne, no. 10 (December 28, 2018): 91–102. http://dx.doi.org/10.26881/jk.2018.10.07.

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Popular literature is close to students and can be used as a starting point to high literature; by using similarities in motives, which exist in simplified, and schematic way in the popular literature, and which are deepened, and ambiguously understood in the high literature. The starting point are ‘The Hunger Games’ by Suzanne Collins and the motives of utopia and dystopia occurring in it. This writing is collated with the poem ‘Utopia’ written by Wisława Szymborska in order to make a deeper analysis of the utopian motive.

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Fiorato, Sidia. "Dystopian Images of Law and Visual Performances of Identity in Suzanne Collins’ The Hunger Games." Pólemos 16, no. 2 (August 8, 2022): 293–318. http://dx.doi.org/10.1515/pol-2022-2018.

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Abstract Susanne Collins’ trilogy The Hunger Games presents a dystopian world grounded upon the power of images. The controlling government uses visual eloquence to determine and project an accepted conception of the real and of its subjects’ identity which forcibly engenders normative commitment. Its main instrument in this sense is represented by “The Hunger Games”, an annual event in which two tributes are selected in each of the 12 districts of Panem to compete in a brutal fight to death until one victor remains. This acts as a punishment and a memento for the huge uprising of the past which led to the retaliating destruction and elimination of District 13. Within this context, tributes Katniss Everdeen and Peeta Mellark engage in a visual and narrative counterposition against the government to reclaim the articulation of their identities and disrupting the created hyperreal dystopia of power.

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Oleksandr, Svyrydov. "LINGUISTIC PECULIARITIES OF THE NOVEL “THE HUNGER GAMES” BY SUZANNE COLLINS: ASPECTS OF TRANSLATION." Scientific Bulletin of Kherson State University. Series Germanic Studies and Intercultural Communication, no. 1 (September 30, 2019): 83–90. http://dx.doi.org/10.32999/ksu2663-3426/2019-1-13.

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Ruthven, Andrea. "the contemporary postfeminist dystopia: disruptions and hopeful gestures in Suzanne Collins’ The Hunger Games." Feminist Review 116, no. 1 (July 2017): 47–62. http://dx.doi.org/10.1057/s41305-017-0064-9.

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Dos Santos Benedito, Andressa Carolina, and Fernanda Martinez Tarran. "Pessimism and monstrosity: a comparative analysis between Frankenstein and The Hunger Games." Revista PHILIA | Filosofia, Literatura & Arte 2, no. 1 (June 13, 2020): 26–57. http://dx.doi.org/10.22456/2596-0911.99582.

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A partir de uma análise comparativa entre a obra consagrada Frankenstein, de Mary Shelley, e a trilogia contemporânea Jogos Vorazes, de Suzanne Collins, este trabalho pretende assinalar a visão pessimista quanto ao progresso tecnológico e científico que ambas compartilham. Apoiamo-nos na teoria de Walter Benjamin e Hannah Arendt, pensadores que escreveram sobre a mesma visão pessimista. Ademais, nossa pesquisa investiga as faces da monstruosidade na trilogia Jogos Vorazes em contraste com a criatura gerada por Frankenstein, categorizada como monstro clássico. Por fim, assinalamos a provável inclinação das mensagens finais para um pessimismo quanto ao progresso científico e tecnológico. Nosso objetivo é o de mostrar como essas histórias, separadas por quase duzentos anos, convergem para o mesmo questionamento sobre o futuro.

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El Humaira, Syuqaira, and Hayatul Cholsy. "Onomatopoeia Translation Techniques in the Hunger Games Trilogy Novel into Indonesian." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (December 19, 2021): 607–18. http://dx.doi.org/10.24256/ideas.v9i2.2092.

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Onomatopoeia is a linguistic term that can be interpreted as a vocabulary that is formed based on the sound or sounds issued by the word. Each language has a distinctive onomatopoeia that is adjusted with the socio-cultural conditions of the speakers of that language. This affects the onomatopoeic translation due to cultural differences between the source language and the target language, such as from English into Indonesian. This study aims to analyze the techniques used in onomatopoeic translation in the trilogy novel The Hunger Games by Suzanne Collins translated into Indonesian by Desy Rachmaindah. In analyzing the data, the writer uses the translation technique of Molina & Albir (2002). The results of this study indicate that onomatopoeic translation used 9 translation techniques and literal translation techniques dominated because it was translated according to the meaning based on the dictionary.

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Tariq, Ainaab, and Dr Asmi. "The Concept of the Mechanism of Power in Suzanne Collin’s Trilogy The Hunger Games." International Journal of English Literature and Social Sciences 8, no. 1 (2023): 277–79. http://dx.doi.org/10.22161/ijels.81.37.

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The notion of the mechanism of power is analyzed in Suzanne Collin’s trilogy The Hunger Games in this paper. The author takes an analytical approach to how power is exercised, a measure that contributes in the establishment of a theory of power relations that impact people's lives, mindset, politics, and even the economy. According to Collins, power is the core, if not the elixir of life, on which the authoritarian regime led by President Snow's existence is premised. The paper goes on to explain why it is important to retain power in place in order to keep the government in power. The novel's power mechanism works on a lot of different levels. Divide and rule is the first and most significant dividing tactic, aimed at eliminating any possible unity among people who may use that unity to revolt against the totalitarian regime.

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Oktariani, Lionora, Endry Boeriswati, and Sri Harini Ekowati. "SEMANTIC ANALYSIS OF PASSIVE SENTENCE TRANSLATION IN NOVEL THE HUNGER GAMES: MOCKINGJAY BY SUZANNE COLLINS." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 46, no. 2 (January 18, 2019): 132–42. http://dx.doi.org/10.17977/um015v46i22018p132.

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Moffat, Kirstine, and Melody May. "‘Death from all sides’: spectacle, morality, and trauma in Suzanne Collins’ the Hunger Games trilogy." Mortality 26, no. 4 (October 2, 2021): 439–55. http://dx.doi.org/10.1080/13576275.2021.1987664.

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Handayana, I. Dewa Gede Krisna Dwipa, Putu Adi Krisna Juniarta, and Gede Mahendrayana. "Character Education Values of The Main Character in The Suzanne Collins’ “The Hunger Games (2008)”." Indonesian Values and Character Education Journal 4, no. 1 (May 15, 2021): 37. http://dx.doi.org/10.23887/ivcej.v4i1.31615.

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Pendidikan karakter merupakan hal penting yang perlu diperhatikan oleh setiap guru di Indonesia. Oleh karena itu, diperlukan suatu media untuk mengajarkan pendidikan karakter kepada siswa. Penelitian ini terutama membahas tentang nilai-nilai pendidikan karakter yang dimiliki oleh Katniss Everdeen, tokoh utama dalam novel berjudul “The Hunger Games” karya Suzanne Collins yang sejalan dengan nilai-nilai pendidikan karakter dari kementerian pendidikan dan kebudayaan. Penelitian ini dirancang dalam bentuk penelitian deskriptif kualitatif. Dari penokohan Katniss, ia memiliki 24 karakter yang membangun dirinya sebagai tokoh utama dalam novel tersebut. Dari 24 karakter tersebut, 22 di antaranya merupakan sub nilai nilai pendidikan karakter Kementerian Pendidikan dan Kebudayaan (2017) yaitu Cinta Damai, Toleransi, Ikhlas, Tidak memaksakan kehendak sendiri, Cinta lingkungan, Unggul, Patriotisme, Taat hukum, Disiplin, Pekerja Keras, Ketangguhan Mental, Tegas, Kreatif, Berani, Kooperatif, Demokratis, Peduli, Sukarela, Jujur, Setia, Adil, dan Bertanggung Jawab. Dapat disimpulkan bahwa nilai-nilai pendidikan karakter dari kementerian pendidikan dan kebudayaan tercermin dalam karakterisasi Katniss. Hal ini membuat karakterisasi Katniss dapat digunakan sebagai media untuk mengajarkan nilai pendidikan karakter kepada siswa.

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Vartian, Sylvie. "Guerrières, chasseresses et corps éprouvé dans la science-fiction adolescente actuelle." Articles 27, no. 1 (June 4, 2014): 113–28. http://dx.doi.org/10.7202/1025418ar.

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La science-fiction constitue un champ privilégié d’exploration des scénarios alternatifs de représentation du genre et d’épanouissement de personnages féminins hors normes. C’est le cas de l’héroïne des Hunger Games, de Suzanne Collins. Contrainte de participer à plusieurs mascarades s’inscrivant dans la dynamique de « performativité » du genre, Katniss est placée dans des situations extrêmes de survie. Elle touche aux limites du féminin et du vivant, alors que son corps est transformé par de multiples épreuves, ce qui offre ainsi une nouvelle représentation du corps féminin. Toutefois, si elle incarne un modèle féminin novateur pour la jeunesse, contribue-t-elle réellement au dépassement des stéréotypes liés au genre?

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El Humaira, Syuqaira, and Hayatul Cholsy. "STRATEGI PENERJEMAHAN ONOMATOPE DALAM NOVEL TRILOGI THE HUNGER GAMES KE DALAM BAHASA INDONESIA." PRASASTI: Journal of Linguistics 8, no. 1 (April 26, 2023): 88. http://dx.doi.org/10.20961/prasasti.v8i1.56979.

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<span>The use of onomatopoeia in each country often causes problems in the translation process due to differences in culture and background. The socio-cultural conditions of speakers of each language are different so that it also affects onomatopoeic translation. Moreover, translating onomatopoeia in novels becomes a challenge for translators to satisfy readers so that they can understand the content and storyline in the novel. This study aims to analyze the strategies used in onomatopoeic translation in the trilogy novel The Hunger Games by Suzanne Collins which was translated into Indonesian by Desy Rachmaindah. In analyzing the data, the writer uses Baker's (2011) translation strategy. The results of this study indicate that onomatopoeic translation uses 6 translation strategies and some of them use other strategies that are not in accordance with the theory used in the translation novel <em>The Hunger Games</em> and translation strategies using paraphrasing related words dominate because translators tend to translate the source language with the same meaning as the target language.</span>

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Fakhruddin, Rohmat Anang. "Heroic Journey of Katniss Everdeen in Suzanne Collins' Novel Catching Fire." ATAVISME 22, no. 2 (December 31, 2019): 233–45. http://dx.doi.org/10.24257/atavisme.v22i2.553.233-245.

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This research aims to reveal the journey of Katniss Everdeen by using monomyth cycle in Suzanne Collins’ novel Catching Fire (2009). This research used the literary criticism that employs the monomyth cycle of Joseph Campbell. The monomyth theory was used to explore Katniss’ heroic journey within the novel Catching Fire. All data were classified into the following stages of monomyth cycle: departure, initiation, and return. Each stage represented the development of Katniss’s traits during her journey. From the analysis, it was discovered that Katniss began her journey by adapting herself in Victor’s Village after winning the 74th Hunger Games. She began her journey after President Snow provided her a challenge to convince him to reduce the uprising acts in each District. She refused to return home since she must rescue Peeta. Therefore, this paper concludes that this novel can be a continuity step of Katniss’ Journey for transforming herself to be a heroine at the end of her Journey.

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Thibordee, Rakchuda. "“I hunt. He bakes.”: Constructing and Deconstructing Gender Identity in Suzanne Collins’ The Hunger Games Trilogy." English Language and Literature Studies 10, no. 1 (February 26, 2020): 77. http://dx.doi.org/10.5539/ells.v10n1p77.

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This article aims to investigate the construction of the gender identity of the young-adult female protagonist in The Hunger Games trilogy. Through the lens of Judith Butler’s gender performativity, both male and female characters in the trilogy manifest different perspectives of masculinity and femininity through the deconstruction of the gender binary. Similar to the muttation of the mockingjays, the female protagonist hybridizes masculinity and femininity. Katniss Everdeen embraces both masculine and feminine attributes simultaneously, and this adoption promotes an alternative way of performing gender. Gender, hence, becomes a choice for characters to perform to present themselves. In this regard, Judith Butler’s gender performativity is applied to analyze Katniss’s gender identity that deconstructs the ideologies of the traditional gender binary. The adoption of gender performativity may encourage awareness and empowerment of gender equality in the trilogy.

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Egawati, Egawai, and Safitri Hariani. "THE EFFECT OF CAPITALISM IN SUZZANE COLIN’S NOVEL THE HUNGER GAMES." JOURNAL OF LANGUAGE 4, no. 1 (May 29, 2022): 104–10. http://dx.doi.org/10.30743/jol.v4i1.5099.

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This research is conducted to analyze the effects of capitalism in society through the novel The Hunger Games written by Suzanne Collins and to determine the negative effects that occur in society. According to Karl Marx capitalism is the production of value and surplus-value. It is an ideology that believes that the owner of production can do their effort to get the big profit. The negative effects that are analyzed in this study are: poverty, social stratification, and totalitarianism. Poverty as deficiency materials and services needed to achieve a decent life. Poverty is a condition where a person is unable to meet basic needs such as shelter, food clothing, decent health, and education. Social stratification is system of differentiation of individuals or groups in society, which placing it in social classes that differ hierarchically and provide different rights and obligations between individuals in one layer with another layer. Totalitarianism is meant to a government that is strong, powerful, lasting and all-encompassing and within the state; nothing outside the state; nothing against the state. This research uses descriptive qualitative method. It is applied to explain the negative impact of capitalism from quotations in the novel. This research finds that the three effects of capitalism: poverty, social stratification, and totalitarianism are found the novel.

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Zbîrcea, Raluca Zbîrcea. "The Image of Childhood in Pop Culture (Childhood in Crisis)." International Journal of Linguistics, Literature and Translation 4, no. 9 (September 30, 2021): 202–8. http://dx.doi.org/10.32996/ijllt.2021.4.9.20.

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This article will focus on the importance of educational values instilled in teenage characters of the Twentieth and Twenty-first century English and American Literature. Education is a fundamental part of intellectual freedom and one of its main values is enhancing how children view, exist in, and participate in the world (Rothwell, 2013). The scope of what follows is to examine the image of childhood in popular culture, comparing two great novels, Lord of the Flies by William Golding and The Hunger Games written by American novelist Suzanne Collins. In both novels, children tend to get into various crises, as evidenced by contrasting images. It is here where the survival instinct becomes dominant and children lose their childhood together with their innocence.

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Farida, Hana. "Masculine Heroine; a Study on the Phenomenon of Commoduty Fethisism in the Hunger Games by Suzanne Collins." Education of English as a Foreign Language 2, no. 2 (July 1, 2019): 80–87. http://dx.doi.org/10.21776/ub.educafl.2019.002.02.04.

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Kula, Julia. "“May the Odds be Ever in Your Favor” Dystopian Reality in Suzanne Collins’ The Hunger Games Trilogy." New Horizons in English Studies 2 (August 17, 2017): 49. http://dx.doi.org/10.17951/nh.2017.2.49.

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AL MOGHRABI, Khadija. "The Genre Merge of Fiction and Dystopian Science Fiction: Suzanne Collins The Hunger Games and Catching Fire." İSTANBUL AYDIN ÜNİVERSİTESİ INTERNATIONAL JOURNAL OF MEDIA CULTURE AND LITERATURE 9, no. 1 (2015): 79–90. http://dx.doi.org/10.17932/iau.ijmcl.2015.014/ijmcl_v09i1005.

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Fernandico, Ann Mellene Capuy. "The Cohesion of the Prologue on the Hunger Games Trilogy: A Discourse Analysis." JETAL: Journal of English Teaching & Applied Linguistic 2, no. 1 (April 30, 2020): 9–13. http://dx.doi.org/10.36655/jetal.v2i1.188.

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Cohesion is designed to deal with words and phrases that generate a pattern of relations between lexical elements and structures to build an integral and logical text. The analysis of cohesion aims to connect central concepts to the context of writing intended to pursue standards of communication, writing styles, textuality, and a practice of discourse. Accordingly, this study analyzes the cohesion found in the Hunger Games Trilogy by Suzanne Collins. The method of this research is a discourse analysis focusing on Systematic Functional Linguistics (SFL) developed by M.A.K. Halliday. Based on the analysis, the prologue of The Hunger Games and Catching Fire novels can be described in the terms of field, tenor, and mode creating the contextual parameter. The text of the novels is written and is clearly detached, explicit, planned and integrated. While links were observed as characters and places were repeatedly written. The conclusion can be drawn that the two novels aim to tell a story. Furthermore, the texts do not instruct the reader on what to do but rather, it tells what the characters of the story did, are doing, or will do. The novels also implore the reader to read further beyond the prologue and to the main story.

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Guanio-Uluru, Lykke. "Katniss Everdeen’s Posthuman Identity in Suzanne Collins’s Hunger Games Series: Free as a Mockingjay?" Jeunesse: Young People, Texts, Cultures 9, no. 1 (June 2017): 57–81. http://dx.doi.org/10.3138/jeunesse.9.1.57.

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This article draws on theories of the posthuman in order to identify the significance of the figure of the mockingjay throughout the three volumes of Suzanne Collins’s Hunger Games trilogy. It argues that the ever-tighter association between Katniss Everdeen and this bio-engineered hybrid species of bird thematizes issues central to posthuman theory, most notably the blurring of species boundaries and the potential dangers to society posed by advanced technology. Furthermore, it discusses the impact of biotechnology upon the protagonist’s sense of identity. Analyzing the bird symbolism in the series, and in particular the development of the mockingjay, the article thus considers the values attributed to bio- and cyborg technology in the series as a whole.

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Guanio-Uluru, Lykke. "Katniss Everdeen's Posthuman Identity in Suzanne Collins's Hunger Games Series: Free as a Mockingjay?" Jeunesse: Young People, Texts, Cultures 9, no. 1 (2017): 57–81. http://dx.doi.org/10.1353/jeu.2017.0012.

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Casals-Hill, Andrea. "La deuda en juego: una lectura de-colonial de Los juegos del hambre." Revista CS, no. 36 (March 30, 2022): 289–316. http://dx.doi.org/10.18046/recs.i36.4796.

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En este artículo propongo que las visiones de intelectuales latinoamericanos del siglo XX acerca de la injusticia ambiental y su comprensión sobre la relación entre esta y los procesos coloniales y neocoloniales pueden ser aplicadas como aparato de lectura para expandir –y subvertir– las interpretaciones simbólicas de distopías juveniles como The Hunger Games y The Ballad of Songbirds and Snakes, de Suzanne Collins. Sostengo que leerlas como una alegoría expone los puntos ciegos del Norte Global respecto a su intervención y responsabilidad en la creciente deuda ecológica y su escandalosa huella del extractivismo en el Sur Global. Complemento esta lectura alegórica con una comparación desde la esperanza crítica de Paulo Freire, para resignificar la novela y entenderla no como una distopía postapocalíptica en un futuro incierto y ficticio, sino como una narración figurada desde el pensamiento utópico; es decir, leída en clave desde un presente que podemos transformar.

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Novell, Noemí. "“The dandelion in the spring”: la felicidad, el amor y la responsabilidad en The Hunger Games." Anuario de Letras Modernas 25, no. 2 (November 30, 2022): 88–100. http://dx.doi.org/10.22201/ffyl.26833352e.2022.25.2.1836.

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A partir de la teoría de los afectos y específicamente de la idea del “giro hacia la felicidad” propuesta por Sara Ahmed, este artículo explora la forma en que el personaje principal de la trilogía de The Hunger Games (Suzanne Collins, 2008-2010), Katniss Everdeen, se constituye como un individuo responsable y ético. El texto pone atención a la trilogía literaria y sólo ocasionalmente acude a las adaptaciones cinematográficas, pues considera que los textos literarios ponen en evidencia la artificialidad y la construcción de la promesa de la felicidad mientras que las películas —especialmente la última, Mockingjay: Parte II— parecen responder al imperativo del matrimonio como dador de la felicidad última. El artículo propone que la hibridación de la ciencia ficción y el género rosa contribuye a la configuración del personaje de Katniss y a matizar la necesidad de perseguir una historia de amor exitosa y con un final feliz, y explora la capacidad subversiva de las historias de amor. Debido a ello, también plantea que el final de la trilogía se puede interpretar como eucatastrófico, pues implica pérdida y consuelo para la protagonista de la historia, a pesar de que a la vez parece cumplir con la promesa de la felicidad.

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Mohamad, Mohamad Haj. "Mechanism of Power." English Language and Literature Studies 8, no. 2 (May 14, 2018): 92. http://dx.doi.org/10.5539/ells.v8n2p92.

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This paper attempts an examination of the concept of the mechanism of power in Suzanne Collins’ trilogy The Hunger Games. The author conducts an analytical approach to the way power is practiced, the measure that helps establish a clandestine of power relations affecting people’s life, mentality of thinking, politics and even economy.The introduction delves to present a definition of power and its concept and how it gets activated and why. Power, according to Collins is the backbone and even the elixir of life upon which the very survival of the authoritarian state headed by President Snow depends. The paper goes on to explicate the need for keeping power in place to secure the government’s grip on power. Mechanism of power as shown in the novel works on so many levels. Divide and rule marks the first and most necessary and effective means as a divisive policy aiming at preventing any potential unity among people who might employ this unity to rise up against the totalitarian government. Media and sport and economic factors are used effectively to ensure government’s control on man’s mind, body and soul and intimidate them whenever needed. Collins presents power and its mechanism as the sole relation between people and government in the novel. Absence of democratic rule in Panem, or, American states, leaves power as the only means to describe the social bond between man and state, a bond that is unilaterally respected and practiced.

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Miller, Mary Catherine. "Of Bread, Blood and The Hunger Games: Critical Essays on the Suzanne Collins Trilogy ed. by Mary F. Pharr, Leisa A. Clark." Children's Literature Association Quarterly 39, no. 3 (2014): 445–47. http://dx.doi.org/10.1353/chq.2014.0046.

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Journal articles on the topic 'Hunger Games (Series : Collins, Suzanne)'

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