Omar Aly

Surprised: The vignette “Born Bad” surprised me as it depicts a young boy who is mistreated and abused by his family due to his supposed “bad” nature. It was shocking to see how normalized this mistreatment was, and how quickly people were to judge and condemn this child. This vignette highlighted the damaging impact of societal labels and the need for compassion and understanding towards those who may be struggling. Intrigued: The vignette “Meme Ortiz” intrigued me as it depicts a boy who has a strange fascination with keys and eventually becomes known as “the key man.” This vignette spoke to the power of symbols and the ways in which they can shape our identities and perceptions of the world. It also highlighted the importance of finding meaning and purpose in our lives, no matter how unconventional it may seem to others.  Puzzled: The vignette titled “Four Skinny Trees” left me puzzled as it depicted Esperanza’s connection to a row of skinny trees outside her house. It was unclear what these trees symbolized or what significance they held for Esperanza. Perhaps they represented resilience in the face of adversity, or the longing for connection and community. This vignette highlighted the power of nature and the ways in which it can provide comfort and inspiration in times of struggle.

Bettelheim’s psychologically oriented reading of “Little Snow White” offers an insightful observation regarding jealousy, which can be compared to Joyce Carol Oates’ “Where Are You Going, Where Have You Been?” In “Little Snow White,” the stepmother’s jealousy of Snow White’s beauty represents the child’s fear of being rejected or hated by others because of their beauty or perceived superiority. Similarly, in “Where Are You Going, Where Have You Been?” Connie’s mother is always frustrated with her daughter because she knows she is beautiful and admires herself often, which can be interpreted as a fear of being rejected or resented by others because of her attractiveness. Both characters must confront their fears and learn to accept themselves for who they are. This comparison shows how the underlying themes and psychological insights of fairy tales can be applied to other works and highlight the relevance of these stories in understanding human nature and the challenges we face in life.

In Rena Korb’s critical overview of “Where Are You Going, Where Have You Been?”, she presents various interpretations of the story, including the idea of an inverted fairy tale, a tale of initiation, and a feminist allegory. However, my own understanding of the story focuses on the theme of power dynamics and the struggle for control. Arnold Friend represents the ultimate manifestation of power and control over Connie, a young girl who is trying to navigate her way through adolescence. He uses his charm, manipulation, and ultimately his threat of violence to try to take control of Connie’s life. Connie’s resistance to his advances can be seen as her struggle to retain her own autonomy and agency in a world that tries to strip it away from her. Furthermore, the story can also be seen as a commentary on the societal power dynamics between men and women, as well as the dangers of toxic masculinity. Arnold’s relentless pursuit of Connie can be seen as a reflection of the pervasive belief that men are entitled to women’s bodies and attention. The story also highlights the danger that comes with toxic masculinity, as Arnold’s actions ultimately lead to violence and potential harm for Connie. Overall, while Korb’s interpretations provide valuable insights into the story, my own understanding focuses on the theme of power dynamics and the struggle for control, as well as commentary on societal power dynamics and toxic masculinity.

One of the three prior assumptions that I made with respect to the poem “White Lies” by Natasha Tretheway is that the poet is writing about herself or her own experiences. This assumption could potentially limit my understanding of the poem, as it is important to recognize that Tretheway uses a persona or fictional character as the speaker. In the first stanza, the speaker describes her own physical appearance: “Be careful of stones that you throw / Young girl alone in a world / Where race is not a bone in her throat / But a stick in her side.” This sets up the context for the poem and establishes the speaker as a young girl who is not white. However, in the third stanza, the speaker reveals that she has lied about her race: “I could easily tell the white folks / That I am a spic, a mick, a hunky / Jew, a nigger, or even a chink.” This reveals that the speaker is not necessarily the poet herself, but rather a fictional character or persona created by Tretheway. The young girl in the poem, who lies about her race to fit in with her white classmates, is not necessarily a reflection of Tretheway’s own experiences. By assuming that the poet is always writing about themselves or their own experiences, I might miss the broader themes and issues that the poem addresses, such as identity, race, and social conformity. 

The greeting card lyrics “Why Do I Love You So Much?” and the Browning sonnet “How Do I Love Thee?” share similarities in their exploration of love, but also have differences in their use of poetic elements. Both pieces use imagery to convey their emotions, such as the metaphor of trust in the card and the metaphors of light and depth in the sonnet. Repetition is also utilized in both, with the refrain “Why Do I Love You So Much?” in the card and the repeated phrase “I love thee” in the sonnet. However, the sonnet is structured with a strict rhyme scheme and metrical verse, while the greeting card is more free-form in its lineation and lacks a specific meter. As the card states, “Why Do I Love You So Much? Because you’re a part / of my favorite memories / as well as my / most important dreams.” In contrast, the sonnet declares, “I love thee to the depth and breadth and height / My soul can reach, when feeling out of sight / For the ends of Being and ideal Grace.” In summary, both the greeting card and the sonnet express love through the use of poetic devices, but differ in their approaches to form and structure.

The author and the literary work I am focusing on for my research essay will be “Salvation” by Langston Hughes. And my actual word-for-word thesis statement of my research essay is “In “Salvation” by Langston Hughes, the community makes Hughes feel that Jesus must come to save him for him to receive salvation. However, this does not happen, and as a result, Hughes comes to the disappointing understanding that there is a difference between what he feels and what other people expect him to feel.” I think I will be using literary critique as a secondary source of information. I feel like by adding the right idea of salvation will help support my thesis. The BMCC databases I have explored to date are “HOW ARE PEOPLE SAVED? THE MAJOR VIEWS OF SALVATION WITH A FOCUS ON WESLEYAN PERSPECTIVES AND THEIR IMPLICATIONS” by Christopher T. Bounds. I might have to change a lot of these information for my final paper. 

Based on STORY OF AN HOUR by Kate Chopin I was surprised by Mrs. Mallard’s initial reaction to her husband’s death, which is shock and disbelief, followed by a sense of liberation and joy. This reaction may seem unexpected given the societal norms and expectations of the time period, where women were expected to be devoted to their husbands and mourning for their loss. I was intrigued by the use of language and symbolism by Chopin, such as the description of the open window and the springtime outside, It intrigues me as they symbolize new beginnings and the possibility of a fresh start for Mrs. Mallard. Additionally, Mrs. Mallard’s sudden death when her newfound freedom is taken away may also raise questions about the nature of freedom and its relationship to identity and self-fulfillment. Lastly I was puzzled by the complex and ambiguous portrayal of Mrs. Mallard’s emotional state. It may be difficult to reconcile her initial shock and disbelief with her eventual sense of liberation and joy, and some readers including me may question the suddenness and intensity of her reaction to her husband’s return. These complexities and ambiguities left me  with unanswered questions and a desire to explore the story’s themes and meanings further.

The interior of “A Good Man Is Hard to Find” by Flannery O’Connor revolves around the themes of sin, grace, and redemption. While the surface of the story revolves around a family’s tragic encounter with the Misfit, the interior focuses on the grandmother’s transformation. Through her journey, the story becomes a reflection on the nature of morality and the potential for redemption. The grandmother initially appears as a manipulative and self-centered character, but as the story unfolds, she undergoes a transformation that leads to her moment of grace. This transformation highlights the possibility for redemption in even the most flawed individuals and emphasizes the power of humility and acceptance of one’s faults. Additionally, the story explores the Misfit’s nihilistic worldview, which serves as a foil to the grandmother’s journey towards grace, and underscores the importance of embracing faith and morality in one’s life. Ultimately, “A Good Man Is Hard to Find” invites readers to reflect on their own struggles with morality and the possibility of redemption in the face of sin and evil.

Oedipus the King is a timeless tragedy that explores universal themes and human experiences. The reading delves into the concept of fate and the idea that some things are beyond human control. Oedipus’s story is a reminder that no matter how much we try to control our lives, fate can still play a significant role in shaping our destinies. The human desire for power and control is another central theme in the story. Oedipus is a powerful king that believes that he can control his destiny and the destiny of his people, but he eventually learns that some things are beyond his control. Additionally, the reading examines the consequences of hubris and pride. Oedipus’s pride leads to his downfall as he is forced to confront the truth about his past. The reading shows the importance of seeking truth and knowledge, even if it means confronting uncomfortable realities. It highlights the impact of suffering in the human experience and how it can shape someone’s life.   

“ Teiresias, you are versed in everything, things teachable and things not to be spoken, things of the heaven and earth-creeping things. You have no eyes but in your mind you know330 with what a plague our city is afflicted. My lord, in you alone we find a champion, in you alone on that can rescue us. Perhaps you have not heard the messengers, but Phoebus sent in answer to our sending 335 an oracle declaring that our freedom from this disease would only come when we should learn the names of those who killed King Laius, and kill them or expel them from our country.” Lines 327 – 339  The above quote is spoken by the Oedipus to Teiresias in Oedipus the King. This passage stands out to me because of the powerful language used to describe Teiresias’s knowledge and ability to help the city of Thebes. The Chorus acknowledges that Teiresias is knowledgeable about everything, including things that cannot be spoken of, which adds to his sense of mystery and power. Additionally, the use of phrases such as “earth-creeping things” and “plague our city is afflicted” create vivid and impactful imagery. The Chorus sees Teiresias as the only one who can rescue them from the plague, which adds a sense of urgency to the situation. The mention of Phoebus’s oracle and the need to find the killer of King Laius adds a sense of mystery and intrigue to the plot, setting up the central conflict of the play. Overall, this passage showcases the Chorus’s ability to use language to set the scene and create tension, while also highlighting the power and knowledge of Teiresias.

The main character in “Araby” is a young, inexperienced boy who dreams of romance and adventure. He has a crush on Mangan’s sister and makes a promise to buy her a gift at a bazaar. His infatuation with her leads him to go to the bazaar, but when he gets there, he realizes it’s not as magical as he thought it would be. This makes him feel sad and disappointed, and he realizes that his romanticized view of the world was unrealistic. The boy’s character is important because he represents the idea of growing up and losing innocence. His dreams and desires show how young people can be naive and idealistic. His disappointment at the bazaar marks a turning point where he realizes that the world is not always what it seems. He learned that sometimes things don’t go as planned and that he needs to be more realistic. This is an important step towards growing up and becoming more mature. Overall, the boy’s character shows how growing up can be difficult and disillusioning.

In “The Lesson” by Toni Cade Bambara, Sylvia and Miss Moore have distinct responses to visiting the FAO Schwarz toy store. Sylvia is a streetwise and cynical girl from the ghetto who is initially unimpressed by the lavish store. She dismisses the toys as overpriced and unnecessary and resents Miss Moore for bringing her and her friends to the store. Sylvia is resistant to the lesson on social inequality that Miss Moore is trying to teach and feels that it is patronizing and unfair. Throughout the story, Sylvia’s defiance and skepticism towards Miss Moore’s lesson intensify. Miss Moore is a socially conscious and empathetic adult who recognizes the stark contrast between the luxury of the toy store and the poverty of the children’s home environment. She sees the visit as an opportunity to expose the children to a different world and to open their eyes to the injustices of society. Miss Moore hopes that the experience will encourage the children to think critically about the distribution of wealth and resources. She tries to impart this perspective to the children, but her efforts are met with resistance from Sylvia. Overall, Sylvia and Miss Moore have different responses to the visit to the toy store. While Sylvia is dismissive and resistant, Miss Moore is empathetic and socially conscious, hoping to use the experience as a teaching tool for the children.

Langston is curious and impressionable, eager to learn about the concept of being saved from sin. He has heard many old people talk about the experience and wants to see and feel it himself. However, despite his aunt’s assurances and the intense revival meeting he attends, Langston is left disappointed and unfulfilled, as he doesn’t feel that Jesus has entered his life. Langston decided to lie about his own experience in order to fit in when he got up to be saved saying he saw Jesus but he didn’t.  By the end of the story, Langston has changed by becoming more aware of his own beliefs and starting to question the societal norms surrounding religion. Langston is a curious, impressionable boy who undergoes a transformation from a sincere seeker to a conflicted and disillusioned individual. The words that describe Langston at the beginning of the story include: curious, impressionable, sincere, and eager. The words that describe Langston at the end of the story include: disillusioned, conflicted, emotional, and unsure.

In my opinion I think the professor has assigned this as the first story of the course for a few reasons. I think the first reason could be the story is really interesting and it caught our attention and especially me. The title of it made me wonder what is the story about and this made me get excited and start reading to keep reading to try to understand what it is about. Another reason could be because the story is well written and we will get to read it and annotate it for good Thesis and statements and many more related to our understanding of essays. Lastly I also believe this could help us understand how to write essays well. This could be a good example for great essays to learn from. In concussion I believe the professor chose this for us for a great benefit and I’m so excited to find out the main reason behind it.