Surprising Vignette: “There Was an Old Woman She Had So Many Children She Didn’t Know What to Do” Honestly, this part really threw me for a loop. Here, the author talks about Rosa Vargas and her kids who are just running wild because there’s just too many of them and not enough of her to go around. I found it to be rather unexpected that they acted so unrestrainedly, while the surrounding community appeared indifferent towards their behavior. As I mull over specific situations, it dawns on me that each person’s being is singular and exceptional in character. Furthermore, this pondering leads me to question how we interact with those who may experience hardship or adversity within their lives. Intriguing Vignette: “Geraldo No Last Name” This story really caught my attention. The focus lies on a guy named Geraldo who tragically loses his life in a hit-and-run incident, leaving him shrouded in mystery as information regarding his identity remains elusive. It made me curious about how many people out there are living lives like Geraldo’s, unknown and unacknowledged. It was a depressing reminder of how many tales, particularly those of immigrants, go unreported every day. Puzzling Vignette: “Sire” What puzzles me about this vignette is the contradictory feelings the girls experience. Despite knowing that Sire is seen as bad news by the adults, there’s this pull towards understanding him, an attraction towards the danger he represents. The curiosity towards Sire, imagining what it’s like to be in Lois’s shoes, was a bit surprising. It also made me reflect on how we sometimes gravitate towards the very things we are cautioned against.
Ihab Gomaa
I believe that growing up is indeed a significant theme in both stories. As Bettelheim suggests, “The message of these stories is that oedipal entanglements and difficulties may seem to be unsolvable, but by courageously struggling with these emotional familial complexities, one can achieve a much better life than those who are never beset by severe problems.” (Bettelheim 199) I think Snow White becomes more adaptable and resilient when she is forced to leave her home and find a new life. Similarly, Connie encounters a frightening and manipulative character named Arnold Friend, which makes her realize the harsh realities and complexities of the world. From my perspective, the act of confronting these adversities and impediments is a vital component of their individual development. Snow White and Connie undergo arduous experiences that facilitate their maturation while also imparting upon them a profound comprehension of themselves, others, and the world. In each story, growing up is an immense undertaking. Bettelheim’s analysis says that when you’re becoming an adult, it’s important to face tough stuff and get through it.” To survive, they must develop initiative and realize that their only recourse lies in intelligent planning and acting. They must exchange subservience to the pressures of the id for acting in accordance with the ego. Goal-directed behavior based on intelligent assessment of the situation in which they find themselves must take the place of wish-fulfilling fantasies: the substitution of the bone for the finger, tricking the witch to climb into the oven.” (Bettelheim 162) Snow White has to leave her home and start a new life, which makes her stronger and better at dealing with change. Connie meets a scary guy named Arnold Friend, and it helps her see how hard life can be. I think that going through tough times helps Snow White […]
The story, “Where Are You Going, Where Have You Been?” examines how societal and personal pressures affect choices. Connie is a teenage girl who lacks self-awareness and is infatuated with her appearance. She makes a snap judgment on Arnold, a man who shows up at her house while she is alone at home, based solely on his appearance, not realizing that he has malicious motives. Arnold uses his knowledge of Connie’s family, acquaintances, and secrets to influence her and control her. Connie is forced to face the effects of her limited worldview as she loses her sense of self and grows frightened and vulnerable. According to my view, the story has a real feel, with Arnold’s seeming omniscience about Connie’s life coming from his compulsive and stalker-like actions. His knowledge of her family’s movements and activities can be traced to him watching Connie’s residence and following her family before approaching her while she was alone, not to some magical factor. This unsettling story is far from a fairy tale; rather, it serves as a terrifying warning about the possible risks that can result from actual circumstances and interactions with predatory people. Also The book serves as a warning about the perils of naivete and superficiality and can be seen as a cautionary tale about the world we live in, which includes young women like Connie.
This week, as I was reading “The Lake Isle of Innisfree” by W. B. Yeats, I made the mistake of assuming that the poem could mean anything readers wanted it to mean. I felt a connection to my own experience and thought that the poem might refer to isolation and escape from the surrounding world. As an example, when reading the lines:“Nine bean-rows will I have there, a hive for the honey-bee;and live alone in the bee-loud glade.”This occurs, in my opinion, when you read a poem and interpret it as being about your own desires and centered on your own perspective.However, as I was reading this line: “And I shall have some peace there, for peace comes dropping slow,Dropping from the veils of the morning to where the cricket sings.”I believe Yeats is expressing his longing for a simpler, more peaceful life in a specific location, which may resonate with different readers in different ways. This made me realize that it can differ in certain ways depending on the mood of each reader, which helped me fully understand the poem’s message and enjoy it.
“How much we receive out of a poem depends on how receptive we are to its themes and language.” While reading Shakespeare’s Sonnet 130, “My mistress’ eyes are nothing like the sun,” I experienced two aspects of reading poetry: attitude and technique. I approached the poem with curiosity and found it interesting due to its realistic portrayal of love when he describes how he is in love with her cheeks. “I have seen roses damasked, red and white, But no such roses see I in her cheeks;’ Technically, I noticed the poem’s structure and use of language. The first line, “My mistress’ eyes are nothing like the sun,” This line sets the tone for the rest of the poem by establishing that he is going to describe her honestly and realistically. Through it, I learned to appreciate the unique way that Sonnet 130 looks at love and to understand Shakespeare’s literary techniques. I also found that reading poetry requires both an open attitude and an eye for technique. Attitude allows us to appreciate the emotional impact of the poem, while technique helps us understand how the poet achieves that impact through structure and language.
The poem “How Do I Love Thee?” by Elizabeth Barrett Browning and the greeting card “Why Do I Love You So Much?” address love and affection in distinct ways, structurally speaking. Through repetition of vivid imagery , meter, and rhyme. Barrett Browning’s use of these poetic devices emphasizes the speaker’s deep affection for their lover, evident through the words, “I love thee to the depth and breadth and height My soul can reach, when feeling out of sight” It is her complete arrangement of musical elements like a musical tune that further emphasizes how strongly she feels about their romantic partner.While poetic techniques are absent from the lyrics of greeting cards meant to convey love, they utilize a direct and comprehensible language. The apparent ease with which “Why Do I Love You So Much?” expresses emotions enables readers to comprehend the speaker’s emotion and recognize those tangible and supportive elements inherent to love. Indeed, the message of love is very clear, and its cornerstone attribute of simplicity is laid out plainly; “Because I trust you / more than anyone in the world / to listen, to help me through.”While both texts share the central theme of love, they approach it differently in terms of style and structure. Browning’s sonnet delves into love, showcasing a more formal and elaborate poetic style, whereas the greeting card lyrics emphasize the relatable and nurturing qualities of love through a casual and direct tone.
The literary work I am focusing on for my research essay is “Araby” by James Joyce. Thesis statement: The use of vivid imagery in James Joyce’s “Araby” effectively shows the contrast between the protagonist’s idealistic perspective of the world and the harsh realities he faces, contributing to the story’s exploration of themes such as disillusionment, loss of innocence. Specific kinds of secondary source information that could support this thesis include critical analyses of “Araby” that focus on its use of imagery, symbolism, and themes such as disillusionment and loss of innocence. The BMCC databases I have explored to date include JSTOR, From JSTOR, I found several scholarly articles that discuss the use of imagery and symbolism in “Araby” .
Upon my initial reading of the story, I was taken aback by Mathilde and her husband’s extraordinary efforts to replace their misplaced necklace. It seemed unfathomable that they would choose to live in destitution for ten years simply to pay off this debt. As a result, I felt both shocked and empathetic towards these characters who were struggling with repayment. What added another layer of complexity was when it was eventually revealed that the original piece itself had been nothing more than an imitation – as Madame Forestier herself stated: “Oh, my poor Mathilde! But mine was imitation. It was worth at the very most five hundred francs!” This revelation left me feeling saddened at how easily avoidable all those twelve grueling years could have been on account of one mistake. The shift in Mathilde’s character piqued my interest. Observing her progression from a conceited and covetous woman to someone more resilient and resourceful was gripping. It was impressive how she persisted in repaying the debt even when challenged by adversity, which inspired me greatly. Nevertheless, I found myself baffled as to why she did not immediately confess to Madame Forestier about losing the necklace at hand – it made me wonder if pride or anxiety played into her judgment-making process significantly. As you delve through this story, myriad emotions will surface- ranging from awe-inspiring shock that could spark deep curiosity within oneself inducing thought-provoking conversation amongst peers making “The Necklace” quite an engaging read overall!
In reading Flannery O’Connor’s story “A Good Man Is Hard to Find,” I realized that the story made me feel very sad about what had happened to that family. While I went through the pages, I was struck by how the story made me feel and think of the family and how the grandmother’s manipulative and superficial ways ultimately led to their downfall. which ultimately led to calamity they could have never anticipated or avoided. The depiction of the grandmother by O’Connor acts as a cautionary tale about how our decisions and conduct can result in disastrous outcomes. Several people within society, much like the granny herself, tend to make hasty judgments based on one’s looks or history. I believe that the “interior” of the story explores human nature intricately. It reflects on how our actions can lead to consequences and emphasizes empathy and comprehension. The final act of kindness shown by the grandmother is a poignant example that shows us an opportunity for redemption in life, while also underscoring why people should be given second chances if they want to improve themselves or change something within themselves. The sadness of this tale weighed heavily , yet I gained insight into the significance of withholding judgment based on someone’s history or outer shell.
According to Aristotle, poetry surpasses history as it portrays the timeless elements of human experience. Sophocles’ tragedy, Oedipus the King, is a prime example of this notion. The play delves into the idea of fate and free will, as Oedipus tries to avoid his prophesized destiny but ultimately fulfills it unknowingly. The plot shows how a king kills his father by accident and gets married to his mother through a series of events. Within its narrative are themes such as destiny versus free will, conceit and hubris, yearning for truth, and queries regarding fate’s judgment on gods and men alike that also exist in everyday life today. This tale has survived through the ages due to its striking capacity to capture fundamental aspects of humanity that transcend time itself – reminding us all about unexpected destructive outcomes despite well-meaning intentions; It is a cautionary tale that emphasizes the importance of humility, self-reflection, and the acceptance of what we cannot control.
“Once you have brought us luck with happy omen; be no less now in fortune. If you will rule this land, as now you rule it, better to rule it full of men than empty. For neither tower nor ship is anything when empty, and none live in it together.” (Chorus, Lines 60-65) Due to the depth of its language and the significance it bore within the greater context of the play, this specific passage stuck out to me. In essence, the chorus is saying that ruling a prosperous, populated area is preferable to ruling one that is uninhabited. They commend Oedipus for his success in guiding Thebes so far and encourage him to carry on bringing wealth and riches to the city. They also express gratitude to Oedipus for his leadership. The imagery of the abandoned ship and tower serves to highlight the importance of coexisting with one another and cooperating for the benefit of society as a whole, in addition to emphasizing the importance of community and the necessity for members of a society to come together in order for a society to function.
Araby by James Joyce is narrated from the point of view of a young boy. Numerous descriptions of the narrator’s home and neighborhood are provided. He says that North Richmond Street is very peaceful, with a “wild garden” behind his house and an “uninhabited house of two storeys” at the end of the street. When you read the story, you can feel the boy’s confusion and frustration as he navigates his newfound feelings for his neighbor’s sister. The contrast between bright and dim is a major theme throughout the narrative. Aside from his obsession with the girl, who is always depicted with a bright, almost divine light, the narrator seems to have no sources of hope in his life. The narrator describes how the home life is monotonous and devoid of happiness. He sees the bazaar as a magical and exotic place that brings a lot of joy into his life. Unfortunately, the bazaar is already partially dark when he gets there, and the last lights go out. When I read the story, the young boy strikes me as sensitive and romantic, but he also strikes me as naive and inexperienced.His thoughts are constantly diverted to daydreams about the girl he can’t help but be hopelessly in love with. I believe that he went to the bazaar to find a place where his dreams and thoughts about the girl could be fulfilled, but that was just a thought in his mind; he wanted to get her something from the bazaar without first making any preparations. To the point of complete disillusionment by the story’s end. When the light goes out at the end of the story, he understands that his dreams and hopes have also vanished. What he will do next is unclear, but his unrequited feelings for the girl […]
Toni Cade Bambara’s “The Lesson” is a short story that provides insight into the lives of poor urban children. Miss Moore, a black American woman with a university education, takes a group of kids to FAO Schwartz, a toy store known for its outrageously priced items. She hopes to impart knowledge on them regarding racial inequality in the United States, the value of frugality, and the distinctions between social strata. Sylvia, Sugar, and Mercedes all have very different times at the toy store throughout the story. The high prices and the realization that they can’t buy anything shock them. Sylvia is infuriated and embarrassed by her realization that she is out of place. Sugar’s perspective shifts and she begins to constantly make comparisons to items she has seen in the supermarket. The other kids often look down on Mercedes, the rich kid, because she has access to more affluent peers’ luxury items. The author draws attention to the issue of economic disparity by concentrating on the various levels of wealth possessed by the people in the story. The events of this narrative illustrate how a childhood spent in poverty may skew a person’s viewpoint to the point that they do not appreciate the things that they do have. The children were stimulated to think critically and given exposure to a more expansive world as part of Miss Moore’s approach to guiding them. A significant takeaway from this narrative is the devastating impact that poverty can have on a person’s life, as well as the transformational potential of receiving an education.
In Langston Hughes’s “Salvation,” the boy is an interesting character to study. At the beginning of the story, the boy is young, interested, and maybe even naive about being saved. Adults in his life, like his aunt and the people in the church, try to get him to accept Jesus Christ into his life. The adults around the boy are able to force him and get him to do what they want. The young boy is shown to be at odds with himself because he wants to be like the other kids but also wants to be honest and tell the truth. Even though he doesn’t have much faith, he feels like he has to live up to what the adults around him expect. So, he lies and says he is saved and has met Jesus, even though he hasn’t. At the end of the story, the boy’s disappointment and loss of hope are clear signs that he has changed. He used to believe in Jesus and salvation as a young boy, but now he feels lost, alone, and let down by his religious beliefs. Adults and the pressure to fit in with social norms have a big impact on what he thinks and how he feels. In the end, the boy in Langston Hughes’s “Salvation” is a complicated character that shows how society and culture can shape a person’s religious beliefs and how hard it is to fit in with the norms of society. At the beginning of the story, the young boy is interested, open, and naive. By the end of the story, he is disappointed in his beliefs, lost, and disillusioned.
“The Most Handsome Drowned Man” by Gabriel Garcia Marquez is a story about transformation and the power of beauty. The arrival of the drowned man leads to a profound change in the remote village on the seaside cape. The villagers’ perception of themselves and their own lives is altered as they become enamored with the beauty of the drowned man. Assigning this story as the first one in the course could be a way to set the tone and introduce the students to the themes that will be explored throughout the course. The themes of transformation and the power of beauty can be relevant to many aspects of life and can serve as a foundation for discussing a range of topics. Moreover, the story’s powerful imagery and vivid descriptions can also be a great way to engage students and pique their interest in the course. Its simple, yet captivating style can also be a great starting point for students to explore the magical realism genre. In conclusion, the assignment of “The Most Handsome Drowned Man” as the first story in the course can be seen as a way to introduce the students to the themes of transformation and the power of beauty and to engage them with the course material.
