Vaman

The vignette from “The House on Mango Street” that surprised me was “The Family of Little Feet” because the girls’ experience with the shoes is both intriguing and difficult, highlighting the demands society places on young girls to live up to strict and sometimes unattainable aesthetic standards. One vignette that I found intriguing was “Alicia Who Sees Mice” because emphasizes the challenges that a lot of young women experience when trying to accomplish their objectives and pursuing their goals, particularly in areas where engrained stereotypes and gender norms still dominate. Esperanza talks about her neighbor Alicia, who despite being terrified of the rats that live infest her house, studies late into the night. Alicia’s willpower and fortitude in the face of her worries are remarkable, and her motivation to further her studies and better herself is motivating. One vignette that puzzled me was “Laughter” because when Esperanza recalls of a day when she and her brothers were enjoying themselves in a garden when they unexpectedly heard laughing coming from an upper floor window. The children began to laugh uncontrollably despite not understanding what was so amusing since the laughter was so contagious. Many questions remain unanswered by the vignette, including who was laughing, why they were laughing, and what the laughter may mean.

This was an interesting piece to read. In “The Uses of Enchantment: The Meaning and Importance of Fairy Tales” Bruno Bettelheim presents a psychologically oriented analysis of fairy tales, saying that they are effective tools for assisting kids in navigating the emotional obstacles of growing up. Bettelheim’s analysis stands out by his emphasis on the significance of fantasy and imagination in the emotional development of children. He states that fairy tales help children to work through difficult emotions and ideas in a secure and controlled setting, and that the use of magical aspects and archetypal characters may assist kids in making sense of their own inner worlds. This is especially so in Sexton’s poem “Snow White and the Seven Dwarfs,” which reimagines the story’s arc in a darker, more sexually charged light. Sexton’s use of bright, visceral language and graphic images assists in her to approach forbidden issues and emotions in a more authentic environment.

Three prior assumptions that I made while reading the poem “White Lies” by Natasha Tretheway are assuming that everything in the poem is literal, assuming that the poem has one definitive interpretation, and  that the poem is an expression of the poet’s personal feelings. Even though the poem is definitely personal, it also addresses wider socioeconomic themes. In order to examine more general questions of race and identity, including the ways in which societal pressures can have a negative impact on people, Tretheway draws on her personal experiences. The poem offers comments about the world in which the poet lives in addition to being a personal expression of her sentiments. Lines 3–4 of the poem use the speaker’s description of herself as “light-bright, near-white, high-yellow, red-boned” to show how complex racial identity might be. These descriptions are intended to explore the speaker’s experiences with identity and race instead of to be taken literally.

Both the Browning sonnet “How Do I Love Thee” and the greeting card lyric “Why Do I Love You So Much?” communicate fervent love and devotion, yet they utilize different literary devices. In order to express the speaker’s love, the Browning sonnet adheres to a rigid structure and utilizes formal tone. With words like “I love thee to the depth and breadth and height / My soul can reach,” the imagery is mostly metaphorical and visual. The rhyme scheme is also formal, with an ABBA ABBA CDC DCD pattern. In contrast, the words on greeting cards convey affection through cherished memories and experiences by using a conversational tone, particular imagery, and repetition. The phrase “Why Do I Love You So Much?” appears at the start and conclusion of each verse, utilizing repetition in the poem. Less allegorical and more concrete, the imagery refers to familiar situations and recollections, as in the line “to remind me how to laugh / when times are trying”. Despite variances in literary aspects, both pieces portray the overpowering sense of love and the desire to share that love with someone else. The sonnet describes the depth of the speaker’s love using formal language and metaphorical imagery, but the greeting card lyrics communicate love via shared experiences using a conversational tone and repetition.

For my research essay I will be using “Araby” by James Joyce. “The use of symbolism and imagery are used to communicate a message about the limitations of romantic idealism and the harsh realities of adulthood.” I have found a few literary articles that can support my thesis. But settled on one that compares a rewrite of my primary source from a different point of view. I used the Gale Literature Resource Center database and I was able to find few articles on “Araby” and other perspectives of it.

The interior of “A Good Man Is Hard to Find” is on the character’s spiritual quest and the issue of atonement. The Grandmother, who serves as the story’s main character, goes through a transformational event in which she is forced to face her own death and reevaluate her views and values. The Grandmother holds onto her beliefs about what makes a person “good” or “evil” throughout the novel, but when she encounters the Misfit, a violent criminal who exposes her to humanity’s darker side, her worldview is challenged. The Grandmother comes to understand later in the narrative that the Misfit’s brutal worldview is inimical to her moral convictions. The Grandmother’s journey for redemption, as she tries to relate to the Misfit on a human level and persuade him to spare her life, is ultimately the subject of the story’s interior. Offering the Misfit a little moment of grace as her final act of kindness before dying reveals that she has undergone a profound spiritual development and that her journey has deepened her knowledge of what it means to be “good.”

In Oedipus the King, we can see several timeless human experiences and behaviors that are still relevant today. The idea of fate and free will is one of the most important. The drama examines the question of whether or not people have any influence over their future or are at the mercy of the gods. This concept is still pertinent today as we debate issues like determinism and personal agency. The human urge to seek the truth is another common experience covered in the play. Oedipus is a character who pursues the truth with zeal, even when it threatens to ruin him. This component of the play refers to our drive as humans to comprehend our surroundings, as well as the extent we will go to seek the truth, even if it is unpleasant. The play also addresses issues of power, pride, and the repercussions of arrogance. Oedipus, a great monarch, is eventually brought down by his hubris and conviction in his own supremacy. This portion of the play emphasizes the hazards of unbridled power as well as the need of humility and self-awareness. Lastly, Oedipus the King is a contemplation on the human condition, delving into our vulnerability and death as well as our capacity for love, sacrifice, and redemption. These are timeless themes that remain relevant to readers and audiences today, making Oedipus a strong and enduring piece of literature.

“In the unnumbered death of its people the city dies; those children that are born lie dead on the naked earth unpitied, spreading contagion of death; and gray-haired mothers and wives everywhere stand at the altar’s edge, suppliant, moaning; the hymn to the healing God rings out but with it the wailing voices are blended. From these our sufferings grant us, O golden Daughter of Zeus, glad-faced deliverance” (Oedipus, 204-210). I chose this passage because the language used is rich and evocative, with the repetition of “death” emphasizing the gravity of the city’s tragedy. The depiction of dead children lying on the naked earth, as well as mothers and wives standing at the altar, pleading for divine intervention, is particularly moving. The use of the word “unpitied” by the Chorus emphasizes the sense of isolation and abandonment felt by the people of Thebes in their suffering. The passage’s final lines 209-210 introduce the hope of salvation, with the Chorus appealing to the goddess Artemis for deliverance. The epithet “golden Daughter of Zeus” and the phrase “glad-faced deliverance” add to the language’s beauty and power, conveying a sense of reverence and supplication. Ultimately, I find this passage beautiful because it’s a perfect example of the Chorus’s ability to portray their complex feelings and connection to the Theban people using exquisite language and imagery.

In the story “Araby” by James Joyce the boy boy can be described as introspective, idealistic, and naïve. He is a young, inexperienced adolescent wrestling with his sexuality and desires. He is also portrayed as a romantic, drawn to the exotic charm of Araby and the prospect of discovering something transforming there. The boy’s character influences what occurs in the end because the narrative is recounted via his eyes and views. During the story, his hopes and aspirations grow as he anticipates eventually being able to visit Araby and buy a present for the girl he has a crush on. His idealistic dreams are crushed, however, when he arrives at the bazaar and discovers that it is nothing more than a business market, devoid of the magical and romantic elements he had envisaged. When he sees the emptiness of his aspirations and desires, his disillusionment leads to a tremendous sense of sadness and loss. Finally, the boy’s character is crucial to the development of the plot in “Araby,” since his point of view informs the reader’s comprehension of the events that follow. His idealism and naiveté ultimately lead to his disappointment and despair, transforming “Araby” into an emotional coming-of-age narrative rather than a normal love story.

Sylvia and Sugar are the two characters in Toni Cade Bambara’s “The Lesson” who have opposing reactions to visiting the FAO Schwarz toy store. Sylvia is the story’s protagonist, and she approaches the toy store with a sour attitude at first, but Sugar is more open to the experience and exhibits delight. Sylvia is a streetwise, self-assured young girl from the slums who is first reluctant to Miss Moore’s efforts to educate her and her pals. As the party goes to the toy store, Sylvia is instantly turned off by the store’s grandeur and rich environment, which she views as being in striking contrast to her own circumstances. She feels awkward and out of place, and her annoyance rises when Miss Moore questions them about the excessive costs of the toys. Sugar, on the other hand, is a more reserved and modest individual who appears to be more open to the experience of visiting the toy store. She is initially taken aback by the toy store and the wide range of toys on display. Sugar, unlike Sylvia, does not appear to be uncomfortable or out of place, and she admires the costly toys on display without feeling guilty of her own lack of access to them.

“Salvation” is a short story by Langston Hughes that describes the experience of a young boy named Langston who is taken to church by his aunt to be saved from sin. The boy has a skeptical but honest nature. Even though everyone around him is so deeply engrossed in their faith, he believes in rationality i.e. he kept waiting to see Jesus, and eventually went along with the crowd so as not to disappoint them, but eventually gets overcome by his grief for deceiving others. Despite his disappointment, the child keeps going to the revival service in the hopes of finding the redemption he seeks. But as the night wears on, he comes to the bitter and furious realization that he has not been rescued. The fact that his aunt is informing everyone that he has been saved, even if the child is aware that this is not the truth, just serves to fuel his grief. He understands that the spiritual experience he was looking for is not what he had anticipated, and that churchgoers are only acting religiously without actually experiencing salvation.

“The Most Handsome Drowned Man” by Gabriel Garcia Marquez is a story about community and acceptance. When the drowned man was discovered the village helped to try to uncover the roots of this man. Where he belonged and who was he? It wasn’t until later the women of the village started to peel back the layers and discover the flaws and beauty of this man. This lead to assumptions of who he was and where he came from. As the kept cleaning him they saw beauty and strength followed by sorrow and embarrassment. They started to pity him and put themselves into his shoes. Marquez states, “They only had to take the handkerchief of his face to see that he was ashamed, that it was not his fault that he was so big or so heavy or so handsome…” (6). As the men of the village came back they were perplexed as to why the women chose to show this man who they don’t know so much affection. Only to see for themselves the sorrow on the drowned mans face. This made them want to provide this man with the most beautiful funeral ever. Although, they fought over who can carry the drowned man to his resting place. They ultimately came together and honored the drowned man memory by making changes to their land to the strength of their houses. The assignment of “The Most Handsome Drowned Man” as the first story in the course I believe was to give the students a space where we can relate, not judge ourselves, and make room for a more creative mindset to flow. To make a shift in reality and honor what inspires us.