Category: Literature

Even though the theme of love intends to represent happiness and peace, it cannot always be achieved in life because of the complexities of social lives and the pressure of relationships that individuals in the couple have. Both The Love Suicides at Sonezaki by Chikamatsu and Shakespeares Romeo and Juliet share the theme of lovers suicides that occur because of the odds against their relationships and express the European and Eastern cultural conventions.

The Love Suicides at Sonezaki is set in the pre-modern Edo period of Japan, during which courtesans and geishas were parts of the society and arranged marriages were the norm. Thus, Tokubei was expected to marry a girl from a good family to set a respective social status for himself and not to find love on his own. Ohatsu, on the other hand, was expected to provide pleasure to men and never fall in love with a single person. Romeo and Juliet is set in the Elizabethan period in England when many people died young and were to marry early. However, the two lovers could never marry one another because their families were rivals. Therefore, both couples could not be happy together because of the social circumstances that would inevitably ruin their happiness.

The stories illustrate how the young lovers resisted the societal conventions that prevented them from being together: gather to pray for these lovers who beyond a doubt will in the future attain Buddhahood (Chikamatsu, n.d., 175). They decided that being together in death and meeting one another in eternal life is a better choice than abiding by the pressures from their families of society that would never make them happy.

Reference

Chikamatsu, M. (n.d.). The love suicides at Sonezaki. Web.

Introduction

Push is a novel by Sapphire, and it covers the socio-economic plight of the people. Precious, a school girl, is pregnant, and she has been chased away from her former school (because of her pregnancy).

Therefore, precious has to get a new life in the new school which does not have the facilities she enjoyed in her former school. Precious and her people are invisible in the society. Things that they do are not recognized, and Precious goes through a lot of suffering because of this.

Preciouss Invisibility to the World

A person becomes invisible to the world when that person is not recognized. Therefore, Precious and her family are invisible since they are not recognized. The needs of Precious families go unnoticed, and this contributes to a lot of suffering (Sapphire 103).

Precious examines the situation of her family, and she says that her family is invisible to the world. This happens when Tesses paints a picture of a girl without a brain.

Precious believes that the sketch is that of her and her family, and she is much troubled. This is because the situation of life that Preciouss family lead is a reflection of poverty and social and economic abuse. Therefore, Precious feels that the image is directed at her.

Precious also gets pregnant, and she is kicked from her school. She has to change school so that she does not disgrace her former school; she is not given a fair hearing. The authorities are just following rules, and they can not let a pregnant girl stay in school (Sapphire 117).

In addition, Precious has to keep the fact that she has another kid secret. This is because she can not get employment when the authorities know of this fact. However, Precious reveals this during her second birth, and this has dire consequences; her mother loses her social security, and consequently, her mother sends her away from home.

Preciouss Oppression

Precious invisibility to the world leads to a lot of oppression on her part. This is because the authorities do not care much about lowly people. In fact, poor people are oppressed by authorities, and they oppress each other. For instance, the school sends Precious to anther school simply because precious is pregnant. This shows that the authorities are oppressing poor girls who are unlucky to get pregnant (Sapphire 126).

Precious is also faced with traumatic experiences since she has been abused sexually by her father. In fact, the pregnancy is as a result of sexual abuse by the father.

This is a great oppression since it is a crime for a father to sleep with his daughter; this is sexual abuse and harassment. However, nothing has been done, this is a traumatic experience, and the school authority should have counseled precious instead of chasing her.

When the authorities realize that Precious has another child, they stop the social security funds for Precious family. The authorities discontinue this funding, but in the real sense, they should have increased funding as a result of the added child. This shows that Preciouss family is invincible to the world (Sapphire 135).

Preciouss oppression also leads to a traumatic experience; she has been infected with HIV from her father. This shows that things should not be allowed to move out of hand; the authorities should act to end this oppression.

Conclusion

The novel seems to tell people that they can make new beginnings despite the situations. Precious, though HIV positive, leads a normal life helping other people; she does not despair.

Discussion Question

What effects does the cutting of social security have on Precious? Is it justified?

Works Cited

Sapphire, S. Push: A Novel. New York: Vintage Contemporaries, 2009. Print.

Regardless of who you are or which gender you belong to physically or psychologically, it seems a given that you will be constrained in some way. This is because every role in society has become associated with specific behaviors and expectations that are automatically applied to the individual who has become associated with a role through accident or design. As a result of the need to fit within these social expectations and thus achieve a sense of being accepted in the social sphere, each individual finds it necessary to restrict themselves in some aspect of their being. The theme of the restrained self is a strong theme that can be found throughout most of this terms available readings. Even princes of the dominant culture can find themselves trapped within social constraints that prove destructive to the self as can be seen in William Shakespeares play Hamlet. However, some roles seem to be more self-destructive than others simply because there are more damaging constraints placed on them. In many cases, for instance, the theme of the restrained self is discovered about the position of women living in a male-dominated world. This is certainly the case in William Faulkners short story A Rose for Emily in which the main character is defined by the men involved in her life and the social constraints placed upon her by her position within society. In many of these stories, the womans character or inclinations are often expected to remain unexpressed under the expectations of the external definition. As more people were able to enter the literary field, though, this theme began to be found applied to others as well such as in the minority black population voiced by Langston Hughes. In his poem Dream Deferred, Hughes provides a succinct description of the constrained self that is thus equally applicable to the position of women as expressed by Faulkners short story A Rose for Emily and the even the position of white men as seen in Shakespeares play Hamlet.

Langston Hughes describes the effects of the restrained self in his poem Dream Deferred. The title itself indicates that the individual must restrict themselves within the confines of an external definition thats been applied to them because their dreams must be deferred. He provides several ways in which this dream might die, which, in turn, presents several conceptions of what might happen to the individual. Throughout his poem, Hughes forces his reader to consider what happens to the human soul when they are unable to fulfill their dreams. He uses simile and metaphor to make his point as he continues to ask a series of questions to answer his original opening question of what happens to a dream deferred? This list of questions explores the various ways in which the first question might be answered by using a simile to suggest the possible results. The first possibility/simile Hughes suggests is that the dream might dry up / like a raisin in the sun (3-4), suggesting something so dried and hard that it no longer functions as it should. The second possibility is that the dream might fester like a sore  / and then run (4-5). In this situation, the dream is like a wound that wont heal and that oozes everywhere. The third possibility is that the dream deferred might stink like rotten meat / or crust and sugar over (6-7). In this possibility, the dream has become like something unpleasantly hard and containing an unpleasant odor. Another possibility Hughes brings forward through the use of simile is that the deferred dream might be like a heavy load (10). Throughout the poem, he continues to point to the larger metaphor of the dream as the individuals potential and goals in life.

The format used by Hughes in his poem also introduces a significant amount of imagery for the reader to imagine. In the first case, a raisin is capable of providing the individual with a sweet and nutritious treat thus strengthening them and giving them fuel and encouragement for any difficulties ahead. Instead, Hughes suggests it is left drying in the sun, losing all of its nutritional qualities as these become too deeply embedded in the impossible-to-eat fruit to make it worth searching for. The second possibility introduces the imagery of a festering sore that eventually runs. It is impossible to consider that Hughes selected this term accidentally, instead of using the more accurate word ooze. In this possibility, Hughes suggests that the dream put on hold will continue to nag at the soul, always eating away at it until finally the soul gives in and runs, taking the physical form of the individual with it, in pursuit of the dream regardless of the final cost. In this situation, the individual becomes incapable of waiting any longer. The third possibility introduces imagery intended to incite the sense of smell rather than sight as the dream is subsumed under a hollow exterior that performs its functions as is expected but fails to completely mask the underlying resentment and anger. The fifth question immediately conjures up any images the reader might have of times in which they struggled with a load too heavy for them and realize how inevitable it was that they had to give up and seek assistance or concede the load would not be moved. Hughes ends the poem with the question, Or does it explode? (11). Because he doesnt compare it with anything or confine it in any way, Hughes allows this line to be vaguely threatening, loose, and chaotic. Through this exploration of what happens to a dream deferred, or a person constrained unnaturally into social or external expectations, Hughes suggests the individual will become hollow, bitter, spoiled, defeated, or insane.

Faulkners short story A Rose for Emily demonstrates how dreams deferred, the restraint of the self, results in the short-circuiting of an individuals life. Faulkner introduces Miss Emily Grierson as a woman who has been strictly contained within the boundaries of her fathers old Southern ideals. None of the young men were quite good enough to Miss Emily and such. We had long thought of them as a tableau; Miss Emily a slender figure in white in the background, her father a spraddled silhouette in the foreground, his back to her and clutching a horsewhip, the two of them framed by the back-flung front door (437). This created a situation in which Miss Emily got to be thirty and was still single (437). Because of her fathers assessment and enforcement of their familys status in a town in which the rest of their class had largely died or moved off, Miss Emily becomes entirely alienated from her society. The Griersons become the towns image of the Old South and, as a result, the town insists upon her maintaining this role. After her fathers death, Miss Emily is seen to attempt to break out of the mold her father has placed her in through her willingness to date Homer Barron and begin adopting more Northern ideals. When Miss Emily is seen in public sometimes following her fathers funeral, her hair was cut short, making her look like a girl, with a vague resemblance to those angels in colored church windows  sort of tragic and serene (438) as she took on a more Northern approach to her appearance. At the same time, she is seen defying the old order of her class in her willing appearances on Sundays in the company of Homer Barron, a Northerner, a day laborer (438) so far beneath her station in life yet in keeping with the loose class values of the North. However, she is still not permitted to escape the bonds of the Old South as her cousins are quickly sent for (by the townspeople) to bring Miss Emily back into her destined role.

While the town insists on Miss Emily retaining her Southern social position by forcing her to remain isolated from the community, this strangeness also gives her a degree of power over the community that she manipulates for her advantage. For example, Had the Northern attitudes been permitted to persist, Miss Emily would not have been forced back into her house, Homer would not have been chased out of town by the cousins and would not have been murdered as Miss Emilys only means of pulling him into her warped world of the past.

The strictures of the community as they tended to weigh on Miss Emily are symbolized through the figure and ideals of her father, reinforced by the appearance of her cousins and upheld by the rigors of the watching community, finally locking Emily into the rigid figure she appears to be to the townspeople in the end. In this portrayal of her, Faulkner makes it clear that for the townspeople, Miss Emily is the last best vestige of the Old South and the towns glory days of the world before the Civil War. Her attempts to move forward with the energy and progress of the North, demonstrated through her short haircut and willingness to flaunt social custom by being seen with a commoner, even considering marrying him, further threatened the townspeoples sense of value in their traditions. Even though the attitudes of the North were coming into the South regardless of what they did, as is seen in the arrival of Homer Baron, there was a residual need for the townspeople to have some symbol of their own lasting identity. Although they insist something must be done about the odor coming from Miss Emilys home, there remains a need to adhere to the old codes when it comes to this woman. Dammit sir, Judge Stevens said, will you accuse a lady to her face of smelling bad? (436). While they insisted that she remain in an elevated if antiquated social position, they also found that they could not relate to her in the normal way, effectively isolating her in the figure of an icon. Emilys action of bringing Homer into her life through poisoning was the only means by which she could get someone to cross the division line of propriety within the limits of the Old South and thus accompany her through her isolated existence. Her strangeness as a result of social position irrevocably traps her within the isolation of a dying social era, restricting her to the boundaries of a symbol representing a lost past and driving her insane as a result of her dreams deferred into eternity.

While it is understood that the black man in America has been severely oppressed and constrained in his options and the woman has been constrained in most societies throughout time, it is too easy to overlook the many ways in which the dominant white man is also constrained. In Shakespeares play Hamlet, Bernardo starts off the action by demanding to know Whos there? (I, i, 1). As the action unfolds, Shakespeare tells the story of the young prince of Denmark who is informed by the ghost of his father that his Uncle Claudius, now married to Hamlets mother, murdered his father with poison. As the ghost demands vengeance, he points directly to the constraints that are placed upon the white man of honor. Hamlet seeks a way to both prove what the ghost has said is true and bring about the revenge that is demanded if the ghost is correct while also understanding that the ghost may be an illusion intending to trick Hamlet into betraying expectations that he acts honestly and with honor. Hamlet feigns insanity to discover the truth, but his inner battle with the conflicting constraints he feels upon him can be ascertained by closely examining what he reveals about himself through his many speeches.

Throughout much of the play, Hamlets speeches can be seen to indicate more than one aspect of his character, such as in the Players speech (II, ii). This scene shows Hamlets tendency to approach life as if it were a play, constantly taking on new roles to fit the action he is confronted with. This is revealed in his admiration of the play as a true account of life: I remember one said there were no sallets in the lines to make the matter savory, nor no matter in the phrase that might indict the author of affectation, but called it an honest method, and wholesome as sweet, and by very much more handsome than fine (II, ii, 429-434). In his comparison of the roles available to him in this instance, he can be seen to relish neither one. As he describes Pyrrhus, his imagery is full of the base, evil creatures, with which he has a difficult time associating himself. However, his sense of duty and honor, while it prevents him from willingly taking on the role of a murderer, also prevents him from allowing a foul, underhanded murder go, not only unpunished but richly rewarded. At this point, he can not find a role that allows him to both enact the revenge demanded and retain his sense of worth and morality, so he stalls for time and further justification by seeking proof that the Ghost is not leading him falsely.

In trying to determine just what his choices are, Hamlet reveals how depressed he has been feeling in the speech immediately following the Players speech. Although it is often interpreted to mean Hamlet is considering suicide from its very beginning, the famous to be or not to be speech can also be interpreted as an anxious consideration regarding whether or not he should put his plan into action regarding the King. The speech begins To be or not to be  that is the question: / Whether tis nobler in the mind to suffer / The slings and arrows of outrageous fortune / Or to take arms against a sea of troubles / And by opposing end them (III, I, 56-60). These first lines seem to contain a little indication that Hamlet is considering killing himself as an examination of the argument indicates not to be corresponds with suffering the slings and arrows of outrageous fortune while to be corresponds with taking arms against a sea of troubles and by opposing end them. If this is the case, then not to be would correspond to the idea of doing nothing. In this case, Hamlet could expect to inherit the kingdom eventually, living in outrageous fortune yet always feeling he failed in his duty and therefore unworthy of his honor, the slings and arrows that would haunt him throughout the remainder of his lifetime. To be, then, would be a contemplation of taking action against the king, directly confronting his sea of troubles, which will probably end in his own death. This thought would necessarily prompt considerations of death and mortality, which lead into the depressed thoughts that keep Hamlet from doing anything. Yet, this is not entirely true either, as the speech ends where it began and necessitates even further consideration in the mind of Hamlet. In both of these speeches, Hughes observations regarding what happens to a man whose dreams have been deferred are proved.

Whether male or female, white or black, from the upper or lower class, the literature reveals that everyone is a victim of some form of restraint from being just who they are inside. From the dominant white man to the submissive female to the oppressed black man, each individual spends their life struggling to find a balance between the strict constraints of their position in life and the expression of their inner passions and talents. As Shakespeare, Faulkner, and Hughes reveal, though, full suppression of the inner will can only lead to a limited number of equally negative outcomes. Hughes suggests these outcomes include hollow, bitter, spoiled, defeated, or insane while Shakespeare and Faulkner demonstrate how it can include all of the above. In stories and poems such as these, the authors of the literary world recognize a common theme regarding the human condition and attempt to provide warnings on how to avoid experiencing a similar fate.

References

Faulker, William. (2004). A Rose for Emily. Anthology of American Literature  8^th Edition. Ed. McMichael, George, James S. Leonard, Bill Lyne, Anne-Marie Mallon and Verner D. Mitchell. Boston: Prentice Hall: 433-444.

Hughes, Langston. (2003). Dream Deferred. Literature: Approaches to Fiction, Poetry and Drama. Robert DiYanni (Ed.). New York: McGraw-Hill: 721.

Shakespeare, William. (1969). Hamlet. The Complete Pelican Shakespeare. New York: Penguin Group: 930-976.

Shakespeares tragedy Hamlet is one of the most renowned and influential works in the history of literature. In this play, Shakespeare presents complex characters, each of whom plays a vital role in the development of the plot. Two of them, Laertes and Fortinbras, help reveal Hamlets character as well as explore the plays major themes of duty, action versus inaction, and sanity versus madness.

Laertes, the son of Polonius, is primarily known for his loyalty to his family and his decisiveness in actions. His loyalty and love for his father and sister, give him the strength to act and protect them. Unlike Hamlet, who oftentimes gets lost in his thoughts, Laertes does not waver in his actions and is ready to fight for his family (Shakespeare 34). This makes him an important contrasting character for Hamlet, whose main function is to highlight his inactivity and indecisiveness.

Fortinbras, the Prince of Norway, also plays a crucial role in the play. Like Laertes, Fortinbras is portrayed as opposite to Hamlet and is characterized by his decisiveness in actions. However, unlike Laertes, Fortinbras mostly strives for power. He portrays machiavellianist traits of character and does not hesitate to use any means necessary to achieve his goal, including violence and rebellion. In his pursuit for power, Fortinbras reminds Hamlet of his obligations to his people and his father (Shakespeare 46). He also shows Hamlet that constant inactivity and daydreaming might lead to the loss of power and respect. Thus, Fortinbras acts as a catalyst for Hamlet, who pushes him to start the fight for the throne.

Duty is one of the main themes in the play Hamlet. Each of the characters has their own obligations and responsibilities to their family, people, and state. In the play, Laertes strives to protect his family, Fortinbras craves power, and Hamlet seeks answers to complex philosophical questions. However, by the end of the play, each of them realizes that they do poses several obligations and takes responsibility for their actions.

The theme of action against inaction also plays an important role in the play. Hamlet is a prime example of inaction, tormented by doubts and fear of the unknown. He wavers, postpones his actions and is unable to find the courage to solve his problems. Laertes and Fortinbras, on the other hand, are men of action that goes hand in hand with the topic determination and courage. They are ready to make complex decisions and act for the good of their people and their families.

The topic of sanity versus madness is one of the most prominent in the play. Hamlet is portrayed as a person who is tormented by internal conflicts and faced with complex philosophical questions. He is unable find answers to these questions and therefore slowly starts to lose his sanity (Shakespeare 54). Laertes and Fortinbras, on the other hand, are examples of sanity and rationality. They know what they need to do and how to act in difficult situations, which helps them maintaining their clarity of mind.

Thus, Laertes and Fortinbras are vital characters in Shakespeares play Hamlet, whose primary function is to serve as a background for revealing the main character and themes of the play. Both of them emphasize certain traits of Hamlets character, as well as reflect the themes of duty, action against inaction, and sanity versus madness. Their determination and courage, responsibility and sanity assist Hamlet in his striving to act for the good of his people and the state.

Work Cited

Shakespeare, William. Hamlet. Edited by G. R. Hibbard, Oxford UP, 2008.

Behind the moon by Hsu-Ming Teo chronicles the story of three friends and their journey towards discovering themselves and the boundaries of their friendship. It follows them as children when they find each other due to their alienation from others and then follows them as their bond fades through the years eventually finding their way back to each other. It then shows how their friendship holds them together despite the various difficulties in their lives (Teo).

Johnno is a book written from the first-person perspective by author David Malouf. It follows the story of the narrator Dante and his friendship with his schoolmate Johnno in Brisbane in the 1940s and 50s. In this coming of age story, there is one instance where the main character crosses a boundary and transcends his perceptions about his life and his family (Malouf). This essay will focus on four different examples in the two books where characters cross certain borders or boundaries and how these crossings affect their identities in their respective worlds.

When we talk about crossing a boundary or even crossing a border its important to realize that not only is the act of crossing such a line important. Another thing that has great importance as well is how the characters experiences have led him or her to that point and how these experiences lead the characters to make the decisions that will affect the rest of their lives. Their lives being affected not only socially among a small group of people but also on a societal and cultural level that creates a link between them and the people that they surround themselves with.

When we discuss the boundaries that are engaged by the characters in the book there is one character that immediately comes to mind as embodying this concept. That character is one of Justin Cheong. Justin Cheong is a Chinese Australian whose mother Annabelle brought him up with strict Chinese values that placed the perception of society above their own needs. During his childhood, Justin often struggled with his homosexual urges. He saw his friendship with Tien and Nigel Gibbon as the focal point of his existence at the time.

The boundary that Justin crosses within the book is directly related to his homosexual nature. Justin had denied his homosexuality during his childhood due to two major influences.

The first major influence was that of his parents. His father was a person who was well-loved in Justins eyes and thus he wished to fulfill his wishes to the best of his abilities and thus always strived to be obedient and behave. His mother however was a woman who was obsessed with cleaning. She was so adamant about maintaining the cleanliness in her home that she would forbid her son from sitting on the toilet, even threatening him bodily harm if he did so.

These two individuals from one major influence on his life. His mothers obsession with cleanliness instilled a conservative viewpoint within Justin and also ensured that he grew up with much guilt within himself for even considering the prospect of sex much less with a person from the same gender. He knew that his mother would not accept him as a homosexual since she had trouble even accepting the awakening of his sexuality as a teenager. In terms of his father, Justin needs to please the man and do whatever is necessary to be a good son. To that end, he sees the adoption of homosexuality as not fitting into such goals.

The second experience that Justin has is one of survivors guilt. This returns us to Justins teenage years when he engaged in his first sexual activity in the cubicle of a toilet. It can be immediately understood how much Justin would have to set aside here to explore his sexuality.

Especially when it is considered that his mothers voice rings in his head throughout the exchange. However, he completely abandons this form of exploration when he finds out that shooting occurs in a coffee place where he was supposed to meet up with his friends. Upon seeing the carnage Justin blames himself for the incident. He believes that his indulgence in this act is what caused all the death and destruction around him. He blames his decision on his need to explore his sexuality and reflects on the incident telling himself he will never do so again.

However, sometime later Justin crosses the aforementioned physical boundary with his best friend Gibbo. This occurs in the part of the story where Gibbo goes on a camping trip with Justin to Reef beach. While they are there the boys stay overnight.

During a conversation, Justin kisses Gibbo as a sign of his affection for his friend. Not only is this the crossing of a physical boundary as mentioned before, but Justin also crosses a psychological boundary as he lets go of his past experiences and upbringing to embrace his feelings. Additionally, it must be considered that this is Justins first open exploration of his sexual nature with someone who knows him as an individual. The previous person was never mentioned by name or even described showing perhaps that he was a stranger with little or no ties to him. The resulting spat between friends sets up the situation where both of them stay apart from each other for years.

The second boundary which is crossed in the tale is a personal one. This occurs during a reunion of the three friends which happens at the end of their university years. They get together at a party which is organized by their families to mourn the loss of Princess Diana. Not only is their animosity among the three friends during this event but there are also arguments between the parents of the three individuals mentioned as well.

One such argument is one where Gibbos father a medical doctor and a very assertive individual becomes upset with Justins father Tek. In retaliation to Teks words, he reveals his sons sexual orientation to his father crossing a personal barrier by infringing on Justins right to keep such information from his family. This brings about two enormous transformations. The revelation of this fact helps the character of Justin come to terms with his sexuality and evolves his relationship with his family as well.

The third example of a boundary that is crossed in the story is told during a flashback that concerns Tiens mother Lihn. This boundary is one of duty to her family and the customs of her society which are crossed by this woman. The boundary here is crossed by Lihn when she carries on a love affair with an African American GI by the name of Bucky. She does all this while disregarding her familys wishes that are completely against this course of action. She leaves behind the influence of her unhappy first marriage and the sad fate of her first child to pursue a life with a man that she loves. In the process, she finds herself completely alone separated from her family, and running from her war-ravaged homeland.

In the story of the character Dante, his life is examined through the eyes of his friend Johnno by offering a different perspective of his existence, his family, and his city and country through the experiences of his friend. In his childhood, Dante often sees his life as quite frankly dull and ordinary. He also finds his family much the same as he remarks once that they never gave him enough of a reason to rebel.

The narrator tries emotion too much of the experiences of his childhood and makes it clear when he moves to his new home that even though he found Brisbane completely drab, he still found it to be the only home he had. It is only when his father dies and the man has to sort out his affairs that he realizes the complex individual that lay underneath who was so much like himself. During his lifetime many of the proper customs adopted in families in Australia kept him from truly knowing who his father was. However, when he goes through his fathers things the narrator personally and spiritually crosses a boundary maturing into the man that he needs to be.

Not only does he find the greater complexities to his father that he never realized. His perspective about his childhood friend and his city evolves as well as he finds things about his friend that he never knew and comes to see Brisbane in a way that he had not before. In essence through the myriad emotional journey that he goes through discovering all the missing pieces of his past allows him to grow into a person who has a greater understanding of himself and the environment around him.

Allowing him to love it without the reservations he had as a child. These reservations are also quoted throughout the book in its perception of children. This perception beautifully encapsulates how children are naturally inquisitive about adult behavior and issues and are often denied the right to know such information or silenced when they inquire about it. The boundary that Dante crosses allows him to understand himself better and in the end, makes him see how the experiences in his youth may have caused him to misjudge all that he knew about the world around him and come to accept it now as an adult.

When we consider the critical commentaries written on the books mentioned above we can find several which explore the themes of homosexuality and culture from the texts. In the case of behind the moon, the most fundamental aspect of the book regarding Asian culture is explored in a commentary in the book China Abroad. This commentary not only explores the themes of the generational gap between Asians but also explores the culture that dominates the Cheong home.

The commentary starts with the toilet training scene at the beginning of the book and extends its metaphor of cleanliness to show how their son has chosen a completely different path from his parents. It shows that while Annabelle and Tek are pursuing ways to ensure that they continue to have a clean image in society. Their son however has chosen a path that will undoubtedly cast him as unclean in his familys eyes. This is even though his mother has instilled a fear against being unclean within him throughout his child which persists to his teenage years (Ho and Kuehn p. 180-183).

Another commentary given in the companion to Australian literature speaks about how Hsu-Ming Teos work is an exploration of displacement among Asian communities and how distant they feel from their homeland even though they have no direct link there. It explains that her second novel behind the moon is an exploration of the differences and similarities between various groups with ethnic, sexual, generational, and cultural differences. It talks about how the narrative of the three friends mentioned in the book Gibo, Justin, and Tien encompasses the ethnic diversity that exists in Australian society today and how their differences serve to bring them closer together (Birns and McNeer p. 115-116).

In the case of Johnno by author David Malouf the commentary dissects the authors works and mentions how the author writes about his characters as if they are willingly alienated from Australian society. The commentary specifies how the author has created the character of Johnno to specifically resist Australian culture and stereotypes that a character is a person who wishes to be seen as nothing but an individual unto him.

While in the case of Dantes father, the description given of him in the book is one of a complete stereotype in Australian society. A strong and honorable man who eventually dies leaving only the meaning of the symbols he represented behind. He acts as a bridge between the younger and older generation in to integrate the younger generation of today into society. Johnno sees the area of Brisbane as a personification of everything he does not want to be.

He wishes to remove himself from it since he sees that as the only way he will be seen for the individual that he is and not seen as everyone else. The commentary also speaks of how though Johnno ran from these stereotypical institutions all his life they eventually caught up to him in death, showing that no one can escape such intricacies of culture and society (Mohr p. 216- 222).

Another commentary speaks about how his book explores the boundaries of Australian culture. It explores the culture and symbols which are inherently present within Australian culture. Then it uses the personal experiences of the main characters in his story showing their transformations into individuals who can finally perceive the true nature of the country that they live in. This is in contrast to how they viewed it before. In this way the entire books act as a supplement to history, establishing its legitimacy. He does all this while speaking in the first-person perspective to convince his readers by connecting with them instead of taking them out of the picture (Rooney).

References

Birns, Nicholas and Rebecca McNeer. A companion to Australian literature since 1900 p.115-116. New York: Camden House, 2007.

Ho, Elaine Yee Lin and Julia Kuehn. China Abroad p. 180-183. Hong Kong: Hong Kong University Press, 2009.

Malouf, David. Johnno. New York: George Braziller, 1998.

Mohr, Dunja M. Embracing the Other: Addressing Xenophobia in the New Literatures in English p. 216-222. 2008: Rodopi, New York.

Rooney, Brigid. Remembering inheritance: David Malouf and the literary cultivation of nation. Journal of Australian Studies Volume 31 Issue 90 (2007): 65  75.

Teo, Hsu-Ming. Behind the Moon. Sydney: Allen & Unwin, 2005.

In the contemporary society, introduction of literature research has extensively increased the volume of literature in every topic of interest a researcher may be interested in especially in use of tools of expression such as metaphors to present a symbolic view that a character displays in a play or a book.

As a matter of fact, irrespective of the level of knowledge and understanding of research facets, literature versions are inclusive of literature tools such as metaphors. Literature comparison is about enjoying the phrases, feeling the narrators words in action, imagining, and placing oneself in the writers shoes. Writings with consistent assumptions and symbolic insinuation add comprehensiveness to sentence structures of the phrases with hidden meaning.

Actually, the unique use of metaphors in Fyodor Dostoevskys book Notes from Underground and Sadegh Hedayats book The Blind Owl have perfectly fused to express the main theme especially when the characters interact depending on emotion and the mood in every scene.

In this treatise, the aspects of character reflection are analyzed and appropriate techniques and tools embraced to explain and extrapolate the significance of metaphors as used by Fyodor and Sadegh in their respective writings. Use of metaphor in characterization expresses the main theme especially when the characters interact depending on emotion and the mood in every scene.

Besides, this part reflects on role of artistic composition by the two narrators in their bid to exploit writing freedom through incorporation of metaphors in character traits and thematic reflection.

Literature is a passionate subject that requires originality when reading through it. Originality is an essential thing required to improve the manner in which we view the narration and understand it. As a matter of fact, from the external focus, a reader cannot connect the previous argument with the next point since the two have no absolute relationship when metaphors are not properly interpreted.

This aspect is narrow and creates an essence of assuming a static plot setting. This is a wise way to maintain the literature touch, making it simpler to understand. In these narrations, that is, Fyodor Dostoevskys Notes from Underground and Sadegh Hedayats The Blind Owl have created a quantifiable and intrinsic reader understanding of what metaphoric use on a character was about and the resultant effect created.

In my view, without metaphors, these writings would be similar to watching a movie with no camera effects, no sound effects, and with unknown characters as the only aim is passing the message. In Fyodors use of the metaphor the raging bull and mouse hitting the wall, he succeeds in characterizing the powerful officer who in this case is the bull and the underground man representing the mouse. In daily life, a mouse is considered weak, dependent, and cannot stand on its own.

On the other hand, a bull is considered irrational and resort to physical strength to exercise authority instead of dialogue (Dostoevsky 46). Due to big ego, the bulls (unnamed officer) character trait is that of an arrogant, tough talking, and inconsiderate blind law enforcer who is driven by desires of his stomach.

On the other hand, the mouse is the underground man who has to submit to the mighty bull in service in order to get means of daily survival. Interestingly, the wall in this case is an unending phenomenon which cannot be destroyed. Instead of focusing on either antagonistic or protagonist stand, the narrator present a brief on both sides.

He is comprehensive on presenting a quantifiable expository backed by a relevant, well research, and strong characterization in line with the main theme in the book. Consistent use of this metaphor more than once alongside other literary devises has made the two characters stand out as a protagonist verses an antagonist. However, at the end of the struggle, the spontaneous desire hits the wall for the underground man (mouse) who has to contend with the conditions laid down by the tough bull (officer).

On the other hand, Sadegh Hedayats The Blind Owl book presents a comprehensive and interesting use of the metaphor presenting the image of positioned wine to explicitly reveal the character trait of the temple dancer. The ambient mood is painted with color of the wine which is red.

This metaphor represents two meanings, that is, joy and sadness. Upon intoxication, the red wine takes the dancer into a world of fantasy and she feels alive as the narrator presents he character as jovial throughout the book. Unfortunate, the same character has to live with the pain of her family torture as those responsible celebrate the way wine makes her feel jovial (Hedayat 39).

Conclusively, the two narrators share a common thought in discussing the society from the aspect of exploitation, unaccountability, and blackmail by those in power over their subjects. In fact, the main driving force behind actions in the society is individuality despite endeavors a character may travel to achieve self definition.

Works Cited

Dostoevsky, Fyodor. Notes from the Underground, Alabama: Forgotten Books, 2008. Print.

Hedayat, Sadegh. The blind owl: dunia retak sang pencinta, Jakarta: Dastan Books, 2004. Print.

Introduction

Frankenstein by Mary Shelley is an example of a Romantic novel, and the authors language, stylistic, and structural choices correspond to this style. These elements aim at communicating the attitudes and values the protagonists try to convey to the readers. Among these ideas is the pursuit of the idealistic desire of humans to overcome God in creation, the adoration of human reason, and the tragic downfall of the main protagonist in these attempts. This paper discusses the personifications and allusions to the Bible with the novels structure and its symbolic emphasis on light and fire. It allows assuming that the symbols, structure of the narration, and the means of literary expression will enable the author to create the image of the person who tried to compete with the Creator but failed.

Allusions and Personification

Allusions and personification are the vital components of the novel, and their connection with the text of the Holy Scripture emphasizes the Christian meaning behind them. It is necessary to mention that the writers of the Romantic period did not doubt the Christian doctrine, and Shelleys novel proves Gods omnipotence and the humans humble abilities (Schoene-Harwood, 2020). For example, the storys narrator tries to compete with God in the ability to create a living being.

The allusion to the Holy Scripture and the personification of the narrator with God can be illustrated by the lines from the novel. The narrator asks himself the rhetorical question: will I achieve; treading in the steps already marked, I will pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of creation (Shelley 2018, p. 1). This excerpt shows that the scientist thinks that the human minds abilities can make people superior to God. It is possible to explain this assumption with the standard view of the progressive people of the 19th century that the development of natural science might allow humanity to understand all secrets of the universe (Lobdell, 2020). This personification of the scientist with the Creator and the allusion to the Holy Scripture emphasizes the authors perspective concerning progress.

Other allusions to the Bible in the discussed text show that the protagonists are religious despite their faith in scientific progress. The narrator understands that his experiment failed and personifies himself from the Biblical protagonists. He says: I ought to be thy Adam; but I am rather the fallen angel (Shelley 2018, p. 1). This dichotomy is typical of the Christian perception of reality, and the scientist uses it when he thinks about his life. He tried to become the first man God created and become God himself, but instead of it, he made a mistake and was cursed.

The protagonist uses numerous allusions to the Holy Scripture because it is the basis of his understanding of the universe. For example, the protagonist exclaims in the critical situation: accursed creator!.. God, in pity, made man beautiful and alluring, after his own image; but my form is a filthy type of yours, more horrid even from the very resemblance (Shelley 2018, p. 1). These reflections constitute the changes in his worldview, emphasizing the deep meaning of the tragedy that happened to the narrator. Therefore, the allusions and the personification from the Bible allow Shelley to underline the existence of the second layer of meaning behind narration and the protagonists.

Framed Narrative

The notion of framed narrative is connected with discussing several layers of meaning in Frankenstein. This literary text structure allows the author to implement several connotations into the novel. In this case, the main frame consists of Captain Waltons letters to Margaret, his sister. The man seeks for knowledge and wisdom just as I Victor did, which makes his motivation similar to Victor has (Shelley 2018, p. 1). The additional frame in the story is about Victor, the scientist, and the creature he created. He writes to Margaret that Frankenstein was devoting himself, either in his life or death, to his [the monsters] destruction (Shelley 2018, p. 1). At the end of these attempts to destroy the monster, Victor is almost deprived of life (Shelley 2018, p. 1). The use of framed narration allows the author to provide the readers with alternative points of view on the events in the story. This literary device will enable them to see the main protagonists isolation and struggle of the main protagonist from a different perspective.

Symbolism for Stylistic Choices

It is necessary to mention the symbolism of fire and light, even in the novels title. Frankenstein is also referred to as the modern Prometheus, which implies the meaning of the Antique myth about the God who brought fire to people. From the perspective of the classical myth, the light and fire that Prometheus gave humanity was the gift of creation and knowledge, and he was punished for it. Victor, in his turn, tries to repeat a similar action by creating the monster, and he is also punished for his desire to compete with God.

The text has numerous references to these symbols, emphasizing their importance in content perception. When he thinks about creating a human, a sudden light broke upon (Shelley 2018, p. 1). Walton plans to depart on the expedition to a country of eternal light, which also refers to scientific knowledge and discovery (Shelley 2018, p. 1). Finally, when Victor creates the monster, he sees fire and light and understands what he did. It is written in the novel: A flash of lightning illuminated the object& its gigantic stature, and the deformity of its aspect more hideous than belongs to humanity (Shelley 2018, p. 1). Therefore, knowledge is associated with the symbols of bringing light to humanity, but it can also turn into a destructive fire, as the narration shows.

Conclusion

The choice of language, structural and stylistic devices allows Shelley to communicate values and attitudes in the discussed novel. Frankenstein aims to show familiar ideas from a new perspective, which makes this text revolutionary for the beginning of the 19th century. The author uses allusions and references to the Holy Scriptures, personifies the narrator with God, and appeals to classical mythology by developing the symbolism of fire and light. In addition, the structure of the narrator emphasizes the message about the inability of humans to overcome God in creating and the limited powers of the individual. These literary elements and devices make Frankenstein an example of Romantic literature with the description of the tragic heros downfall. Moreover, the references to Christianity are also consistent with this literary style. Combining the literary devices mentioned above allows Shelley to shed light on knowledge and progress from a different perspective.

References

Lobdell, N. (2020). Never dead: Mary Shelleys Frankenstein. Science Fiction Studies, 47(2), 253261. Web.

Schoene-Harwood, B. (2020). Writing men: Literary masculinities from Frankenstein to the New Man. Edinburgh University Press.

Shelley, M. (2018). Frankenstein or, The Modern Prometheus. Project Gutenberg. Web.

The word querencia, according to J.H. Mitchell, refers to the idea of a sense of place or personal intimacy with a particular region. In the preface to The Paradise of All These Parts: A Natural History of Boston, Mitchell says some sites assume an identity of their own and become part of the continuing narrative of the region. An example of this kind of site is Walden Pond in Massachusetts, which is associated with the writer Henry David Thoreau and his ideas of existentialism. Thoreau insists, in his chapter entitled Where I Lived and What I Lived For in Walden, that the only way to really understand what it means to live is to become intimate with nature. The essential concept behind this idea was that in living in places such as cities and towns, becoming regulated not by his own choices but by the necessity of earning food and board, most men tend to sleepwalk through life. They are awake only in a physical sense while remaining woefully somnolent in the spiritual sense. The millions are awake enough for physical labor; but only one in a million is awake enough for effective intellectual exertion, only one in a hundred millions to a poetic or divine life (Thoreau 74). According to Thoreau, life has become so busy with the rushing railroad and the preoccupation with commerce and other such non-essential aspects of life that the average man has completely lost sight of his own worth and the true realities of life. In this way, Thoreau uses intimacy with the landscape to talk about larger ideas that continue to apply to the modern world and thus links the landscape of his experiment with the continuing narrative of the region (Mitchell).

Thoreau begins his chapter with a reflection on the concept of ownership as a mere condition of the mind. He talks about how he owned a number of properties in his area, enjoyed them fully, and gained the reputation of a wealthy man among his friends without ever having spent a cent. In imagination, I have bought all the farms in succession, for all were to be bought, and I knew their price & cultivated it & and withdrew when I had enjoyed it long enough, leaving him to carry it on & Wherever I sat, there I might live, and the landscape radiated from me accordingly (Thoreau 67). In other words, he was able to take as much enjoyment of the property as if he really did own it and perhaps was able to enjoy it to an even greater extent having never had the need to put any effort into it. He expands his mind into the environment of his choosing and experiences a much deeper sense of appreciation for it as well as a much larger and more bountiful conception of himself. He engages in roughly the same process as he begins to build his home at Walden Pond. He rejects the traditional concepts of whats necessary and customary and simply concentrates on what he feels he needs for himself. He deliberately rejects the capitalist system which he says has corrupted our concepts of whats important in life. He establishes his home at Walden Pond to prove that these material goods are not actually necessary for happiness or survival.

Having rejected the concept of ownership in the form of deeds and fences as well as condemned the process of ownership, Thoreau then dedicates his attention to showing how nature functioned to help him find himself. I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived (Thoreau 75). He relates these ideas to the way that the average man, living within the modern world of railroads and the need to keep up with the days news, fritters his life away on meaningless details. He thus relates his own means of finding himself with the confused and lost way in which most people live their lives, offering up his experiences of Walden Pond as the solution to the modern problem. This transforms the pond and its surrounding area, still preserved today, into a shrine for the human mind in search of simplicity and truth.

Thoreau relates his experiences on Walden Pond in order to communicate to his fellow man what he saw very clearly  that the realities of life have little or nothing to do with the meaningless activities with which we typically fill our days. By simplifying his life to its basic essentials while he lived on Walden Pond, Thoreau was able to establish an intimate connection with the landscape that helped him discover a much deeper and purer understanding of himself. These ideas are then expanded to apply to those who live around him in what was then considered the modern world. He related the modern man to the busy ant, frittering away his time on meaningless activity and missing out on the truly important things in life. As he describes his understandings reached through his discovery of himself, Thoreau relates his realizations to the larger ideas if his time which remains important to our time. He discovers an expansion of mind through his contemplation of the natural world at Walden Pond and he describes it in a way that brings the pond and its larger meanings into reality in the mind of the reader. This reality of the mind is finally transferred to the actual place, making the geographic location of Walden Pond as important in reality as its ideas are in the book. Through this process, the landscape of Walden Pond becomes part of the continuing narrative of the region and querencia is achieved.

Works Cited

Thoreau, Henry David. Walden. New York: Barnes and Noble Books, 1993.

Reading the Notes of a Native Son from a non-fiction book Notes of a Native Son by James Baldwin, it becomes obvious that the author tries to dwell upon many different points devoted to his father to make sure that if he speaks about the problem, if he splashes his feelings hatred and despair in relation to his father is going to disappear.

Even though these sons relation to father is explained through the whole chapter, the main purpose of the discussion is the attempt of James Baldwin to understand the role of black people in formation of America as the country which we are able to see it now.

The chapter presents the story of a boy who was brought up in a society of black people and who was driven to New Jersey to get education. Reading some passages, it seemed impossible for people to behave that way. However, looking at the modern society when some people seem to be higher in range just because they think so, it is obvious that the history is really important.

James Baldwin tells about the cases when he came to New Jersey with the purpose to get education and where he could never think he would be treated as a slave who was unable to do what he wanted, who was unable to visit the places he wanted and who was banished for that society.

James Baldwin writes that no matter where he came he was always being forced to leave, silently, or with mutual imprecations (Baldwin, 1955, p. 93). The author says that such position of affairs affected him greatly and in some time he became afraid of walking in the street. Then, after being fired for several times, he began to think that there was something wrong with him particularly.

Returning to the problem of the place of the Afro-Americans in the life of America, it may be stated that the white supremacy during the 1940-1950 played an important role in the formation of the country. Many black people who wanted to study and wanted to work were rejected just because they were of different color.

The prejudiced relation to black people caused many African-American become bitter (Baldwin, 1955, p. 89). An attentive reader may notice that this word is repeated for several times. The author uses this word when he described the character of his father.

Therefore, it may be concluded that Baldwins father became that irritated, angry and bitter, as his son identifies him because he managed to come though all that attitude as his son experienced.

The theme of the chapter is the sons remembering of his father, his actions and behavior, however, the main idea the author wants to deliver is hidden. The author wants to ask whether the role of the black people in American society that great that most of people still preoccupied with personal significance and others feel personal nonentity.

The question which should be asked is what is the place of African-Americans in the formation of the country? What would be if during the 1940-1950 black people were not discriminated? How would black and white live now if the process of white superiority were not completed? These are the questions which arose in mind while reading the chapter Notes of a Native Son by James Baldwin.

Reference List

Baldwin, J. (1955). Notes of a Native Son. In J. Baldwin, Notes of a Native Son (pp. 85-114). Boston: The Beacon Press.

The poem Evenin Air Blues written by Langston Hughes was published in 1951. The poem consists of four six line stanzas or sestets. In the poem, a poor black man, who is probably an escaped slave, in a sad tone, speaks about the mismatch between the picture of Northern American states that existed among the Southern slaves and the reality in which although there is no slavery, living conditions are hard, and people can hardly makes their ends meet.

The first stanza of Evenin Air Blues is a sestet, and the rhyme scheme is ababcb. The rhyming words are North, fine, months and mind. The first two words are repeated two times each. He chose those particular words to emphasize the basic introductory information which is the location  North, its alleged description  fine, the amount of time he spent there  months, and the effect it had on him  that he almost lost his mind.

Some critics have pointed out that rhyming fine and minds is technically a really bad move, and that it takes away much of the poems quality (Tracy, 158). Repetition as a tool is used here to show how rumors about the life in the North are repeated almost like a mantra among the Southern slaves.

The second stanza of the poem also consists of six lines with the rhyme scheme is efefgf. The words that carry the rhyme are breakfast, air, supper and spare, the first two of which are used twice. The most prominent words that carry the rhyme are related to food  breakfast and supper, and they are used alongside the word air which is associated with emptiness and void.

By doing this, the poet achieves his goal of vividly describing the day-by-day struggle that all of the black people faced. The main tool here is literal image. Hughes uses it very effectively so the reader can almost feel his long days without food and shelter. The physical repetition of words parallels the sameness of days in his life. That way, we get the picture of the lack of basic existential necessities that the speaker faces.

In the third stanza, we get somewhat different but simple rhyme scheme  hjhjhj, but the number of lines is the same as in the first two. The rhyming words in this stanza are dancin, away, stay, and the first two are, again, repeated two times. The word dancin is chosen and repeated to transfer the atmosphere of dance nights; away is used in order to show the effect dance has on his sadness, and stay is used to emphasize the permanence of his melancholy only occasionally interrupted by dances.

In this stanza, the reader is introduced to the idea of dance as an antidote to poverty and suffering in a big city. The main tool in this stanza is personification, which is apparent in the last line, when the poet says how blues forgets to stay. In my view, by using this tool, the poet wants to emphasize how the speaker feels the blues as a conscious force or a spirit because of its power over him. This stanza shows us that artistic expression is what keeps people sane and gives them power to endure the hardships they face.

The final stanza is quite distinct from the rest of the poem since it is written in the rhyme scheme kkkkkk, which is a very unusual rhyme. In this stanza, the words that carry the rhyme are me, which is repeated three times, be repeated two times and see. Me and be are used in an altering way to indicate how the speakers person is the permanent dwelling of the blues.

The word see is used almost as a call for the reader to notice how apparent the cause of his sadness is. As for the number of lines, this stanza conforms to the rest of the poem, which means that it has six lines. The main tool which is used here very effectively is internal rhyme, and it can be found in the last line where the poet rhymes me and see line internally.

The poet uses the opportunity to repeat the word me for the fourth time in this stanza almost as a way of physically pointing at himself to draw the attention of the society at his conditions. This effect is made even stronger since the word is rhymed with the verb see, which calls for peoples attention almost like an imperative.

In conclusion, one might say that although criticized for its technical issues like problematic rhyme in fine  mind and dialectal inconsistencies, this poem is very valuable because it provides a vivid picture of disappointment in the life in the North. It is also worth adding that the poet has succeeded in transferring the lives of ordinary, poor, black people into artistic expression, and at the same time, he preserved the tone and atmosphere of everyday life by using the colloquial Southern dialect.

Works Cited

Tracy, Steven C.. Langston Hughes & the blues. Urbana: University of Illinois Press, 1988. Print.