In his Book, a different Mirror: A History of Multicultural America, Ronal Takaki brings to picture the American society before and after the transformation that took place in the country. America is the worlds leading democracy. It is also one of the countries that have attracted a lot of immigrants, especially due to the opportunities it presents to the residents of the country. However, Takaki reminds us of the tyranny posed by a resist community.
The current America we have today, America that is able to consider every American as having an equal right irrespective of race or ethnic grouping, is a transformed American. The transformation was not easy, and it had to take the sacrifice of many people in order to achieve it. This study focuses on chapter two of this book titled Contradictions.
In chapter 2 of this book, Takaki brings out the contradiction in the America society right from the onset in the section he calls the The Rise of the Cotton Kingdom, this scholar brings out the contradiction that comes out in the constitution right after the independence.
When the United States was granted independence, it was stated clearly in its constitution that all men (mankind) were equal in this country (Takaki 14). This was a magnificent proclamation that was supposed to make this nation one that if free for all mankind. However, however, eleven years later and the ruling class realized that it could not practice these constitutions in its current form.
The ruling class realized that in an independent United States, there were those who were free, and those who were not. They realized that America was not ready to grant freedom to all. It therefore introduced a clause which said, The number of representatives each state would send to Congress would be determined by the number of free person and three fifths of all other persons, (Takaki 36)
This statement was actually legalizing slavery. In the very document that defined the United States was a clause that was acknowledging the fact that although this was an independent state, there were those individuals who were more equal than others. The section Towards the Stony Mountains, demonstrates the level of contempt that the whites had towards any other race. This chapter shows that it was not only the blacks that were hated. Even the Indians had to withstand the heat of resentments from the whites.
President Thomas Jeffersons instruction that the Indians should be forced to sell their productive land to the whites and be forced to the Rocky Mountains demonstrates this. The injustice is demonstrated by actions of Andrew Jackson, who was a political leader in Tennessee. This book records that his fortunes were as a direct consequence of what happened to the Indians.
Following the presidents decree, Jackson bought twenty-five hundred acres of land from the Indians at $ 100 in Chickasaw. He sold half of the land immediately at $ 312. This was a clear demonstration that he bought the land at unfairly cheap price. This chapter is very important because it shows that this discrimination did not spare the Native Americans either.
The Creeks, Chickasaws and the Choctaws inhabited America long before the intrusion of the whites. They also experience the same discrimination. It brings out the wrath that the whites mated against all other races in this country.
Works Cited
Takaki, Ronald. A Different Mirror: A History of Multicultural America. New York: Back Bay Books, 2008. Print.
In the early years of the XX century, when the world was pretty fed up with paying the homage to the Victorian era and was yet not quite sure what exactly can replace the sweet and innocent years of the Charles Dickens epoch and his oeuvre, the advent of Modernism literally changed everything.
The entire world seemed to be seized by the gold rush or, to be more precise, the rush for new and unique means of self-expression in art and literature. A truly Golden Age of British poetry and its complete rebirth, the Modernist movement in the British poetry offered a number of provocative questions to solve.
However, it would be a mistake to think that the entire nature of the Modern poetry was aimed solely at destruction of the existing principles and mocking the downtrodden morals.
Though the intent was rather aggressive and had a lot to deal with the World War I, which made the entire world shudder and, therefore, set the whole generation into a very specific mood for the rest of their lives, making them feel the world around them collapsing, the Movement had quite noble aims: Collectively, they were said to represent English poetry and even the contemporary English soul (Perkins, 1987, 419).
When speaking of Modern Movement, one will necessarily recall the Post-Modern one as well. However, there is a considerable gap between the two.
Indeed, if considering the two a bit closer, one can see distinctly that, while Post-Modern poets were trying to find new means of expressing their feelings about the changes in the society, the Modern poets, especially Dadaists, considered the existing reality the lowest common denominator of life and, therefore, deliberately chose the most grotesque and unappealing means to depict the despised and nonsensical universe (Cook, 2008).
There can be no possible doubt that the World War I had huge impact on peoples perception of the world and, therefore, on the development of Modernism. One of the cruelest experiences in the history of the humankind, the bloodbath of the WWI added to the misanthropic vision of the Modernist world. Seeing their own inability to act as basic human beings, people were completely desperate and disgusted, which Modernist poetry reflected.
However, the world of Modernists did not collapse at once on the contrary, the process of rotting was quite time-taking, which allowed to feel the essence of human vulgarity. Thus, the loss of hope was the first stage of the Modernist Movement.
Then came the loss of faith. Observing incredible cruelty, people were unable to understand how God can allow such awful things to happen, which finally led to the conclusion that there was no God. Forced to be Atheists, Modernist poets had literally nothing to lose.
Nevertheless, it was not only the World War that had a great impact on the Modern poetry. Along with the rest of the factors, the rapid development of science also played its part in the way people of the early XX century saw the world. With all the innovations and breakthroughs, especially in the military sphere, science took care of peoples nightmares for the rest of the century.
In addition, the development of the economical state of the worlds major countries also contributed to shaping Modernist perception of reality. With the United States facing the threat of the Great Depression, and the rest of the countries being devastated by the results of the World War I, the state of affairs left much to be desired, and poverty was as common as catching a cold. Naturally, these factors shaped Modernist movement a lot.
All in all, the world at the threshold of a new century was completely devastated and ruined to the core, which the Modernist poetry reflected quite well. It is quite peculiar that the Modern poetry captures the very idea of the loneliness which people felt during the bloodbath of the WWI, as well as the pessimism about the future and the notorious question on whether there actually is such thing as future of the people who have seen the horrors for the World War.
Thus, it is obvious that the Modern British poetry did offer a lot of food for thoughts and was literally a major breakthrough, not only for Britain, but also for the entire world. Allowing poets to create a new universe where the reality seemed even more grotesque and all the vices of the humankind could be crucified.
Therefore, Modern British poetry was basically a perfect coping mechanism for the people of the early XX century to put up with the reality. Reading Modern poems, one did not forget about the reality, but was able to laugh it off and shake it off for a little while. A shelter for the ones who tried to escape the brutal reality, Modern British poetry was a short yet great relief and, though time flies, it still remains one of the most outstanding features of the epoch.
Reference List
Cook A. S. (2008). Forces in Modern and Postmodern poetry. Bern: Peter Lang.
Perkins, D. (1987). A history of Modern poetry: Modernism and after. Cambridge,
I wish my house was underneath Kaunakakai Groceteria&. In my bedroom theres a secret door up to the groceteria, which I could sneak into at night, after everyone went home. Then I can choose anything I want to eat when I get hungry&. And I would take Maisie and you with me too, so we can get all the ingredients we need to make the biggest laulau dinner, the whole worksday-old poi, lomi salmon, haupia, pipi kaula, and squid luau, just for the three of us, and Poppy. (9)
Blus Hanging is one of the most captivating works in Japanese literature. Lois-Ann Yamanaka, the author of the novel, presents a wonderful story about one family, Ogatas, the members of which try to survive in these terrible conditions and not lose their dignity and lives in Kaunakakai.
Yamanaka starts introducing the major characters and describes how three children have to live without their mother, face numerous modern problems, and be ready to cope with them. Ivah is the oldest child in this family. She has to take care of her two siblings, Maisie and Blu.
She is the author of the citation, chosen for consideration. These words help to underline the fact that this little girl has nothing to do but forget about her own dreams and helps her relatives. Even if this phrase is all about food and girls dreams, it is not that difficult to find out the issues, which are much more serious and significant.
In comparison to her younger siblings, she is introduced as a judicious person. Even in the questions of food, she remains devoted to her own tastes and traditions. The meal that may satisfy the girl is not Asian but Hawaiian. Only laulau dinner will stop her hunger. She wants to find her family and herself in Hawaii only. It is their homeland, where they can really be happy and even free.
The problem of race and ethnicity will never be forgotten in literature. People suffer so much from such inequality and fear to be used by another race, higher than their own. Specially, it concerns children. They do not have enough power to resist the already existed rules. They have nothing to do but accept these rules and follow the current flow. Their dreams, hopes, and feelings do not really matter. The ideas of violence and power will be always on their ways.
Is it possible to analyze the character by his/her tastes and preferences in food? To my mind, it is quite real. The language, used by the author, is not that difficult to understand. It underlines rather simple and kind nature of Ivah. She does not want to use complicated words in everyday language; however, she is aware of some traditional food. This fact underlines her knowledge and abilities to learn and remember more things, which are really interesting.
The presence of food in the first chapter is rather significant for the whole novel. One of the most important components of our existence is food. Unfortunately, not all writers pay enough attention to this very issue. Lois-Ann Yamanaka chooses one of the most correct ways to introduce her characters and their problems.
Attention to such details allows the reader to comprehend what may bother ordinary children without parents and without future. The focus on such fact also helps the reader trace how the preferences of the major characters may be changed, taking into consideration the appeared consequences.
The problems of race inequality, national identity, and imperialism are crucial indeed. However, not every reader may grasp their essence if the author just states such difficult for the analysis words.
A clear explanation of the same terms by means of known to everyone words about food, cloth, houses this is what can be really helpful for the reader. This is what Lois-Ann Yamanaka chooses for her Blus Hanging, and this is why the reader easily gets an understanding of dark and unfair times, when an ordinary Japanese family lives.
Works Cited
Yamanaka, Lois-Ann. Blus Hanging. New York: Farrar, Straus, and Giroux, 1997.
This Side of Paradise is the first novel by F. Scott Fitzgerald. The history of publishing this novel is rather long and captivating.
Fitzgerald could not find any publisher for his first story. It is not even strange, as in 1920, Fitzgerald was an unknown writer, and his stories were unknown to the reader and never criticized. This Side of Paradise consists of two parts: The Romantic Egoist and The Education of a Personage. These stories are about a young man, Amory Blaine, his life, and his dreams.
After reading the book, it is possible to find out several specific archetypes, which are taking from Fitzgeralds life. In order to choose the best examples of archetypes, it is necessary to find a clear explanation to what a specific archetype is, and compare the events of the story with the events of Fitzgeralds life.
The archetype is an invariant structural relationship of the imaginal world, a kind of imaginal existence which can be realized only through personal experience in the course of an individual life. (Papadopoulos, 1992, p 109)
It is necessary to admit that the year of 1919 was rather tragic for Scott. At the age of 22, the writer broke up with her girlfriend, Zelda Sayre. Zelda was one of the most popular girls in town because she was known as a good sport who would do anything for the fun of it.
(Bruccoli & Smith, 2002, p 88) Fitzgerald did everything possible to attract the attention of this girl, and he achieved the desirable purpose. However, their happiness was not so long. When they broke up, he started drinking. In several days, he decided to stop all those drinking and suffering and create a novel in order to become famous and win her girl back.
In the novel, the major character, Amory, is always rejected by women. It is quite possible that the major character is a specific archetype of Fitzgerald himself. Amory was a successful student, instructor. He was just a perfect man, as Fitzgerald considered himself.
However, in the novel, a true Amorys love, Rosalind, decides to break up with him and marry a wealthy man. Does it look like the same situation in his real life? It certainly is. The two imagery characters, Amory Blaine and Rosalind, are the archetypes of real people, Fitzgerald and Zelda.
The love of those people was broken because of poverty of the men. Their women could not live with poor people and even did not want to wait a bit and provide their men with time to earn more money.
At the end of This Side of Paradise, the main character says: I know myself, he cried, but that is all. (Fitzgerald, 1982, p 442) Almost the same happened to Fitzgerald. He knew a lot and was able to create captivating stories. However, is it the only thing that can make a man happy? Maybe, but for Fitzgerald, as well as for Blaine, it was not enough.
This Side of Paradise bears early evidence of Fitzgeralds ambivalent, though finally disparaging attitude towards popular culture in general and sentimentality in particular. (Stanley, 2004, p 144) The plot of the story, its characters, and setting this is what can help the reader to know and comprehend more F. Scott Fitzgerald and his ideas. He faced numerous troubles and had to be ready to solve them as a man, strong and self-confident.
Reference List
Bruccoli, M. J. & Smith, S. F. (2002). Some Sort of Epic Grandeur: the Life of F. Scott Fitzgerald. University of South Carolina Press.
Fitzgerald, F. S. (1982). This Side of Paradise. Plain Label Books.
Papadopoulos, R. K. (1992). Carl Gustav Jung: Critical Assessments. Routledge.
Stanley, L. (2004). The Foreign Critical Reputation of F. Scott Fitzgerald, 1890 2000: An Analysis and Annotated Bibliography. Greenwood Publishing Group.
Genghis Khan is the book by an English writer Richard Percival Lister. In spite of the fact that not much information may be found about this author, his works and his contribution to the world of literature and even to history remain to be quite important.
Authors Biographic Note
Richard Percival Lister was born23 November 1914 in Nottingham, England (McIntire, 318). From the very beginning, this person demonstrated his abilities in different spheres of art: he perfectly performed the role of a brilliant author, he was a sophisticated poet, and even more, he proved himself as a professional painter. R. P. Lister educated at Manchester University and got his BSc there (Lister, 1979, 1).
This writer wanted to achieve one goal to present something that could be really important and even helpful for people. His works had to be kept in mind and used by people of different age and nations. The point is that Listers English was really great and clear, this is why his pieces of work could be easily published in the United States of America and in England. Being a true Englishman, Richard Percival Lister makes use of British English while writing his Genghis Khan.
It is also necessary to admit that R. P. Lister contributes considerably such organizations like Punch, Atlantic Monthly, and New Yorker (Watt, 422).
Thesis Statement
Richard Percival Lister has created one of the most captivating pieces of writing, which described the life of one of the most respectable warriors of all the times, Genghis Khan; the author also paid special attention to Khans childhood, his relations to parents, and the qualities, which made his a worthwhile figure in the history, and the grounds of this were closely connected to The Secret History of the Mongols, one of a few primary sources about Genghis Khan.
Summary of the Book
In Genghis Khan, Richard Percival Lister makes a wonderful attempt to use the already known information about the life and achievements of Genghis Khan and represent it in more comprehensible for the reader way. Without any doubts, The Secret History of the Mongols is a reliable and captivating primary source, where facts from Genghis Khans life were presented.
However, the information of this source is very hard to comprehend for each reader; this is why the book under consideration may turn out to be a good variant for reading for those, who wanted to know more about Genghis Khans history.
This book provides the reader with an opportunity to learn deeper the facts about such a ruthless warrior of all the times like Genghis Khan, also known as Temujin. This person created such heritage and left rather a significant legacy that made his name closely connected to such words like destruction, power, and fear. R. P. Lister describes Genghis Khan like a professional ruler, who made use of his past, the past of his parents, and the tribes, he lived in.
R. P. Lister gave a wonderful chance to any reader of his book to take a kind of tour through the life of the terrible and cruel Genghis Khan and comprehend what made Genghis Khan so heartless. The more a person reads, the clearer the picture turns out to be. There were certain reasons in Khans life, which made him take cruel and even inhuman actions.
Temujin was the person, who was afraid and, at the same time, respected his mother too much: When my mother is angered against me, I am terrified. I am ashamed of myself (Lister, 2000, 192). The point is that this weakness is the only one that may describe Genghis Khan as an ordinary person, who usually has some fear or respect to own parents.
It may seem like the author is afraid himself to writer something weak about Genghis Khan; but, at the same time, the author does not use too many words to describe Genghis Khans power. The only words, he likes to use is that Genghis Khan had some unbelievable power that made other people follow and listen to him.
The book is divided into several chapters, which represent the chronology of Genghis Khans life and achievements. At the very beginning, brief information about The Country of Mongols is presented. This information helps the reader to get a clear picture of the situation and the conditions under which Genghis Khan was born.
Several chapters are devoted to the significant events in Genghis Khans life: his betrothal, captivity, first companions, and allies. In other chapters, the author pays his attention to expeditions and wars headed by Genghis Khan and the steps, which helped a new ruler to conquer people and make them be afraid of him.
At the end of the book, the sections like Chronological Table and Genealogical Tables are given. They help the reader briefly revise the significant dates from Genghis Khans life and the facts about his family.
In general, the structure of the book and the style are properly chosen by Richard Lister. He presents not only some historical facts and its outcomes; he creates a story about a person, about fears, about power, and about the desire to conquer the world and made it respect one person, Genghis Khan.
Personal Evaluation of the Story
To my mind, the book by Richard Lister is a perfect chance to everyone to learn deeper the history and the life of Genghis Khan in particular. There were lots of warriors, who were eager to win and conquer, however, only this person made so many people be afraid of him and, at the same time, respect him. By means of references to one of the most famous primary sources about Genghis Khan and the Mongols, The Secret History of the Mongols, Mr. Lister provides reliable historical facts and their impact on our future.
However, if the reader wants to find out a historical manuscript that represents in details the life and influence of Genghis Khans actions, he/she may be a bit disappointed, because this piece of writing is a kind of collection of a novel and a historical book. Much attention is paid to description of horses and pastures.
My opinion is that the Mongols focused a lot on the role of women in society and their impact on their present and future, but the author instead of describing women, their appearance, and qualities, which were more significant to the Mongols, stops on horses more than on women. This is why this book is possible to read every day in order just to enjoy authors skills to describe ordinary life and battles, inherent to the times of Genghis Khan.
It will be interesting for people of different age: for students, to learn deeper the history, and for adults, to enjoy one more perfectly written book. I do recommend this book to other people just in order to get a clear picture of our past and comprehend what it means to live without fears and be respectable by everyone. This book helps to comprehend the essence of power and the outcomes, when this power is difficult to control.
Works Cited
Lister, Richard, P. Genghis Khan. Rowman & Littlefield Inc., 2000.
Lister, Richard, P. The Travels of Herodotus. London: Gordon & Cremonesi, 1979.
McIntire, Dennis. International Whos in Poetry and Poets Encyclopedia. Cambridge: Melrose Press Ltd., 2001.
Watt, Donald. Aldous Huxley: The Critical Heritage. Boston: Routledge, 1975.
Love You Forever is one of the most brilliant works by Robert Norman Munsch, a Canadian kids writer and storyteller. Although, this book is a part of childrens literature genre, it may be also interesting to lots of adults, both fathers and mothers. Children buy this book for their parents, and parents want to present it to grandparents.
In general, everybody would like to buy this book for children, and children want to buy Love You Forever for everybody. It is classis and kind story about a mother and her child. The child grows day by day, and the mother is not tired to remind how much she loves him. Time passes, the child has grown up. Now, his mother is sick and cannot sing for him. It is his time to sing this simple but unbelievably pleasant song to his mother.
The creation of this story touches many readers. In 1979 and 1980, the author had two stillborn babies. It was a real tragedy as for Munsch as well as for his wife. Robert created a wonderful song for his dead children, and could not sing it for them. Each time he start singing, he could not but cry.
During a certain period of time, this song was just a song of a grievous father. But one day, Munsch decided to create a kind of story around this song. It was the beginning of Love You Forever: Ill love you forever/ Ill like you for always/ As long as Im living/ My baby youll be. (Love You Forever 1)
The language, structure, and style of this book are not too complicated. The illustrations created by Sheila McGraw make this story understandable for children. However, to my mind, only parents can understand the real meaning of the words in this story. Children are certainly the greatest blessing any parent can ever get. Even if children can make their parents going crazy, parents will understand everything and provide with the necessary support any time.
The author chooses an interesting way to present the events in the story. The boy grew. He grew and he grew and he grew& Well, that mother, she got older. She got older and older and older. (Love You Forever) It is a simple truth that parents cannot be young all the time. Children have nothing to do but observe how their parents grow older and cannot spend all the time together.
When the main character of the story, the son, comes to his mother and sees that his mother is sick and cannot continue singing the song, he supports her and finishes the song. What can make the mother happier? Maybe, it is the next gesture of the son. When he comes back his own home, he sings the same song to his newborn daughter. To my mind, it is the climax of the story that makes the readers cry a bit.
Lots of children do not want to appreciate a chance and spend more time with their parents. The author of this book, Robert Munsch, does not have a chance to share his love and care with his own children. This is why he shares all this with his readers.
It does not matter whether you are a teenager or a 40-year old man, after you read this amazing story, you cannot but pick up the phone and say to your parents how much you love them. This is what Love You Forever tells us about, and this is what we should do every day be grateful to our parents for their love and care.
Works Cited
Munsch, Robert N. and McGraw Sheila. Love Your Forever. Firefly Books, 2003.
Shmuel Yosef Agnon, known as S. Y. Agnon, was a popular Hebrew fiction writer. He significantly influenced the development of Hebrew literature by means of the frequent usage of literary techniques. One of his known romantic stories is A Simple Story. He shares his viewpoints on the lives of Jewish people, offering insight into their prejudices, traditions, and culture.
A Simple Story centers on the life of an orphan named Blume Nacht. Blume has gone to live and work for her cousins after her mothers death. Agnon uses two excellent literary techniques to describe the characters and their thoughts. He employs both the stream of consciousness technique and internal monologue. These techniques assist in helping the reader to comprehend the atmosphere of the story and enter the characters minds.
The story starts with Blumes mother death. After her mothers death, Blume needs to go to her cousins, the Hurvitzes, to find support and understanding. However, the only support that she encounters there is housekeeping. So, Blume lived with her cousins, cut off from the rest of the world.
The girls from poor families who worked for the Hurvitzes did not seek her company. (Agnon 8) With time, Hirshl, the son of Mrs. Hurvitz, falls in love with Blume. However, his mother does not approve of his choice of a poor girl. She thinks her son can do much better. As a result, she finds a wife for him named Mina Ziemlich. He is forced to obey his mothers wishes.
The ideas of love, loneliness, desire, and madness become the central themes in this story. To perfectly represent these themes, the author concentrates on such techniques as internal monologues and streams of consciousness. The internal monologue is a literary technique that aims at presenting the characters inner life, his/her emotions, and feelings.
This technique is used most often to describe Hirshls thoughts. Through his monologues, the writer illuminates his feelings: misunderstandings with his relatives, love to Blume, and marriage with Mina. As a result, the toll this takes on Hirshl makes him go crazy.
Once again Hirshl had trouble sleeping. After not missing a single night of sleep since his arrival in the sanatorium, he suddenly could not catch a wink of it. And as bad as his insomnia had been in the first place, its reappearance following a long absence drove him to the verge of despair. (Agnon 192)
Another literary technique used by the author is the stream of consciousness. This aims to describe the characters life by means of sentence fragments and flashbacks. This technique familiarizes the reader with each character. With the help of such technique, the reader gets the opportunity to relate the characters and comprehend them and their behavior better.
For example, Mrs. Hurvitz was pleasantly surprised that Blume had indeed been taught all the things that a woman ought to know. (Agnon 7) However, she did not want to pay Blume for housework underlining the fact that She is one of us, isnt she? (Agnon 7) and, it was unacceptable that a girl like Blume would be a wife for her son. In this case, the use of the technique helps to clear up the true intentions of Mrs. Hurvitz and underlines her selfish nature.
The effect that Agnon has on the literary techniques is considerable. Such combination of literature techniques was a new one for those times, and this approach makes the reader get involved into the story, analyze situations from different perspectives, and enter characters mind and feelings.
The Monkeys Paw is a short story by W. W. Jacobs, first published in 1902. It deals with the themes of horror, the unknown, fate, and grief. This page contains The Monkeys Paw literary analysis.
Introduction
It is a common belief that when wishes are made with genuine intentions, they are likely to come true and impact positively on our lives. The monkeys paw is a short story which was written by Jacobs in 1902, the story involves a family set-up.
On one evening, Mr. and Mrs. White in the company of their son Herbert are relaxing in the parlor. Mrs. White is knitting while Mr. White and Herbert are playing Chess, however Herbert is winning continuously. Sergeant major Morris who is a long time friend visits the family and they share drinks and engage in a conversation.
Sergeant major Morris begins to tell the family about the monkeys paw origin, and how he possessed it and that it has the ability to grant wishes. The sergeant throws the monkey paw in to the fire; however Mr. White retrieves it, and insists that he would want to possess the paw since the sergeant did not require its services. However, the sergeant warns Mr. White against blaming him for the consequences that will follow if he uses the monkey paw to grant his wishes.
The Monkeys Paw Critical Analysis Themes
The author concentrates on the need to be careful concerning wishes, this is because every action has a consequence. Herbert encourages his father to wish for 200 pounds, not long after Herbert leaves for work the following day, his family receives news of his death, after being involved in an accident. Ironically, the company Herbert worked for offers to cater for the funeral expenses, they offer a sum of 200 pounds, the same amount Mr. White had previously wished for.
The theme is applied once again, when Mrs. White begs her husband to make a second wish, which would bring back their son back to life; however Mr. White is convinced that this is a bad idea, following the consequences of his first wish. Nevertheless, he proceeds with his wifes wish, their son comes back to life, but Mr. White is afraid that their son may come back a different person. Therefore he uses the paw to wish for his sons death.
Irony is evident throughout this story; the author makes the story interesting to the reader by twisting facts. It is obvious that the reader expects that wishes can be granted especially when the intentions are genuine; however the monkey paw wishes are different and have severe consequences.
As a result, it is evident that there is nothing for free in this story; a price has to be paid, regardless of the level of sincerity. The flow of events in this story is systematic, the setup starts with a humble happy family, and ends with a devastated family.
The author has also utilized metaphors in the story, for instance the fact that the wishes granted by the monkey paw had severe consequences, this means that the deal was too good to be true, therefore Mr. White and his family should have thought through the matter seriously, before making any decisions. Tension is also evident, when Sergeant Morris throws the monkeys paw in to fire, which symbolizes the Sergeants fear and hatred of the paw.
Suspense is evident when Mr. White hears footsteps followed by the knock, readers are tense, and this is because they are unsure of the results. The monkeys paw is symbolic; in this case it is seen as a savior, however it is mysterious in nature and unpredictable. The author creates excitement to this story by adding suspense and mystery; therefore the readers cannot predict the ending of the story, which makes the story interesting.
The Monkeys Paw: Conclusion
The monkeys paw is an interesting story, which creates suspicion for the readers; the flow of events is systematic which creates quality of the contents of the story. The main lesson learnt from the story is that everything comes at a price, and when the deal is too good, the recipient should think through before making any hasty decisions. However, it is disappointing to learn that Mr. White used all the three wishes with genuine intentions but all the consequences were regrettable.
Anne Frank: The Diary of a Young Girl is a controversial book that many students and parents would like to see removed from their school curriculum. Some schools have actually removed it already. They have argued that the content in the book is inappropriate for the age level of students. It is argued that the book is too sexually explicit and that it is depressing; therefore it should be removed from required high school reading.
The truth is that the reasons for banning the book can also be the reasons for keeping the book in the curriculum. Banning the book could have a negative impact on learning. There are several reasons to retain the book as required reading in school. Anne Frank: The Diary of a Young Girl reminds children of real life historical events; it helps answer questions they may have, while encouraging deductive reasoning and problem solving, it also encourages the students to think for themselves.
Anne Frank: The Diary of a Young Girl is a non-fiction account of Anne Franks personal strength and courage as she was hiding from Nazi soldiers. The diary accounts for two years of Annes life, beginning at age thirteen. Annes age is one reason to require the continued reading of her diary in school. It is important for students to know what struggles a similar child went through, especially as a child of the same age.
Children need to know that life is not easy for everyone, but there is a way to continue with life, regardless of adversity. This book is a reminder that war is real; it is depressing, but the events really happened. People must remember the past in order to appreciate the present and avoid the possibility of making the same damaging mistakes in the future. This book reminds the reader about the Nazi occupation and World War II.
Anne created her own written account of the reality she personally saw; she documented what was happening to everyday people. The diary was to be a revelation of the truth. As Annes motivator, the Dutch Minister for Education told the civilians to keep personal records of the events they experienced. There was a fear that the truth would be hidden or lost forever. Anne saw the importance of recorded history.
Recorded histories can teach future generations about the past, and can also help teach the reality of the human condition. After the Dutch Minister for Education completed his speech Anne revised her earlier writings. She made them easy to read and added extra details that she felt would be important. She also removed anything she felt was too personal for public viewing. After Annes death, her writing skills even surprised her father. After reading her entries he said that her words were accurate and very vivid.
This book is an eye-witness account of what the Jewish people endured in that time period. It is also a look into the maturing life of a young woman. While reading, students can compare their lives to the life of Anne. Anne was a normal girl, growing up in adverse times, doing the best she could to survive.
While recording her account, she thought of others; she wanted the world to know what really happened. If people do not learn from their past they are doomed to repeat it. The book is an account of real events. It is graphic and has sexual content, but it would be ridiculous to ban reality.
Anne Frank: The Diary of a Young Girl was written with the intent to answer questions. Anne suspected that in the end the truth would be lost, hidden, or altered. She did her part in recording the details of her true story. The book answers some important questions about the war. The first person point of view allows the reader to use deductive reasoning and encourages them to use problem solving skills.
In this book the reader is given the facts as Anne sees them. She relates an idea of what the time period was like. Students can use these tools to form a conclusion. They can also determine how society can learn and grow from the information given. One of the biggest reasons for required reading, such as Anne Frank, is the ability it has to expand the mind. Thinking and reasoning allow the mind to further explore the real world.
Enough time has passed, that some students do not realize what the World War II era was like. This book is a reminder of what war was like. It is easy to forget the suffering of others, especially if it is not personal. Annes words reflect the reality of her actual life, a life lived in adversity. Emotions are a wonderful learning tool. People tend to remember what touches them personally. It would be hard to dismiss the unnecessary pain of a thirteen year old girl.
Literature is a good reminder of the past, and an indicator of how events are perceived over time. Anne Frank: The Diary of a Young Girl gives a reminder of the realities of war; the reality of war is something that should not be forgotten.
War should feel real. In todays technological world there is a desensitization of the reality of war; Annes account allows a student to see the real life view from the eyes of another child. Children need someone to relate to, a reason to hold on to their personal strengths. It is easy to become complaisant.
This book allows children to think and ask questions about why these events of war happened. Students can learn how some people respond to life; they can have some insight into the cruelty of some people, and the strength of others. This book reminds students to fight for themselves as well as others. Everyone is important; it is difficult to learn that lesson sometimes. People can grow from the struggles of others.
Required reading teaches students to think for themselves. Discussing reading assignments in class can also help the students see various points of view. Everyone views literature differently. Certain quotes and situations will stand out for different students. The characters in a book can help the students relate. Perception is subjective and variable. When students actively communicate they can see how others think differently.
They will understand that everyone has their own opinion, right or wrong. Learning how people think strengthens the individual thought process. Anne Frank: The Diary of a Young Girl introduces real life events, and helps encourage deductive reasoning and problem solving, while encouraging students to think for themselves.
The story, Teddy, by J.D Salinger begins when Teddy, the main character in the story, appears to disagree with his father Mr. McArde who is a daytime radio serial actor. The parents then differed on how to punish the ten -year old boy. However, the boys intelligence is noted at this moment when he religiously turns his attention to floating orange peels beside the ocean liner, saying he saw the floating peels because he had a personal understanding regarding the message portrayed by the lifeless oranges.
Teddys floating orange peels bring back to mind Seymours glass Bananafish. The everyday imaginary things used suggest an invisible tension within the physical world. There is a vibrant figurative expression in the storyline. For instance, the lifeless peels observed freely floating on water symbolizes inner human life, the life beyond flesh and blood. This life is portrayed as an intangible force binding objects and places to lives beyond. Teddy is essentially observant at his tender age. He is also God fearing.
The story covers a series of scenarios, but its ending is one of the most chilling aspects. The two stories end with loaded messages on mortality and fragility of human life. They remind readers of the death of humans and emphasize the existence of life beyond the grave. Things take place in more or less real-time, as metaphors are used as a way of describing humanity. The theme revolves around characters with precocious and protagonist traits; they see the world differently from others.
In the literature piece, two youths, Seymor and Teddy are portrayed to echo each other. Their behavior walks in the line between genius and madness: Teddy and his friend harbor what seems to be a death wish. Teddy cannot be blamed. The boy appears to have all things going for him. He has wealthy and well-informed parents, who take him around Europe. Teddy also has a vivacious sister, in addition to his skillful mind full of knowledge, and a mind that thirsts for more knowledge.
Teddy seems not to despair, but in case he has, he cannot be compared to Seymours. It is surprising that Teddy is insanely scared of death-especially his own. He puts down, It will either happen today or on February 14, 1958. This statement reflects on a spiritual preparedness concerning his demise. His interest in the oranges, besides his fearless reaction at the ocean liners window, also portrays the boys strong spirit against loss of lives.
When he meets Nicholson, Teddy tells him about his premonitions regarding death. He argues that death is not a big ordeal, that everyone must change bodies a thousand times. The idea of changing bodies originates from the Buddhist faith. The religious belief reminds of Salingers faith. He was a devoted believer in Eastern traditions, particularly Buddhism.
Despite Teddys believes concerning death, nothing in the story states that he died. In the final sentence, Salinger makes a statement that remains in our minds. He writes & a young girls scream was heard. It seems that something wrong happened, but we are not told who was crying, and why she was crying. The author uses suspense to promote readers ability to make opinions on the story based on plot development.