The Question I was exploring was “How has the writer used symbolism to represent what she actually describes in her story?” This question was difficult to answer because symbolism is not extensively applied in the story. My understanding of the work that am writing about changed in the context of the true meaning that the author sought to illustrate in her writing. I understood that the author used symbols in the context of culture to make the reader understand the cultural setting of the story. The hardest part in my writing process was to determine the type of symbols used in the story. The essay strength is its ability to review one of the difficult techniques that Alice Walker has used to narrate the story.
1961? Why Wilmington?” The uses of rhetorical questions make the reader subconsciously think and question her topics. Her questions make the reader feel more like a part of the story. Although, the stories written in this style are less popular than Hampl’s style, this style of writing is a clever technique employed throughout Didion’s essay. Didion also employs other clever truth bending techniques in her writings.
Response Paper on Andrienne Rich’s Prospective Immigrants Please Note When I was making research to select a poet to write about, I was looking for something different. When I saw Andrienne Rich’s poem Prospective Immigrants Please Note It seemed to me perfectly different as I want. It is not about love, family or someone. I thought that poem is well worth writing about it. The first thing I did is to make a research obut poet on the internet to find out if the poem makes a reference to poet’s life or not.
This demonstrates her writing style as, like her life, she creates obstacles for the reader to overcome in order to get to the end of the poem. By doing this, Plath makes the poem more dramatic and shows more emotion as she makes the reader pause and consider what the speaker has said in more detail before moving on to the next clause or line. In conclusion, I feel that Sylvia Plath’s writing style is very personal. In
She concludes with “some of the ears caught this scrap of voice. Some of the ears were pressed to the ground.” I think in a sense she is indirectly addressing the audience with this detail. Saying some of her audience will hang on to the words of the colonel, and others will keep their ears pressed to the ground in hopes of new news. In this journal we are asked to discuss how the poems connect to the idea of the witness. To keep it from being viewed socially, not personally or politically, which is why I feel Forché has left out
She went on saying she wanted to make our country free. I felt like the poem gave a lot of tones, feelings, and moods of the two characters in the poem. The poem showed eagerness, fear, and sorrow. I thought it was very ironic that in the poem the church ended up not being the safest place to be, but the location of the march was. I would have thought it would be the other way around.
By initiating the first-person narrative in the title, the speaker sets herself apart from the antagonistic white man. This separation continues throughout the piece, as she continues to use the “I’ and “my” pronouns when referring to space we would normally consider communal, including land. Also of note is her decision to place the word “between” in lowercase, which goes against normal grammatical conventions. The word “between” signifies space separating two entities. The choice to have the reader stop to ponder this separateness after the capitalized “War” and before the capitalized “Races” calls attention to the deep division that inherently exists in the society of this poem.
This word was part of the language used back then. Some people see this word and conclude it’s an inappropriate word. In result, people like Moore are trying to switch the N word to “slave”. I think Mark Twain used this word to make the reader more indulged in the book. This may be an inappropriate word in some cases in today’s society, but it helps the novel’s plot and characters come to life.
Name: Elfreda Agyemang-Duah Index Number: 10243654 Course Code & Title: ENGL 608 American Literature Topic: Images of Women in Emily Dickinson’s Poetry Course Instructor: Prof. A.A. Sackey Introduction The representation of women in literature has been a major subject in literary circles. This basically stems from the way in which women are portrayed in literary works. In the western world, women writers from the time they were allowed onto the literary scene have challenged the way in which women are represented in male literature. They championed this cause believing the images of women in male authored works were all stereotypical and as such did not fully capture the images of women. In correcting this image, women are writing themselves and their stories.
Judgment and Creativity This semester, notably the second half of it, has brought about a lot of thinking about judgment and how it correlates with creativity. There were examples from a number of readings (Cat's Eye, My Name is Asher Lev, Great Stories, and Snake and Other Poems) that specifically caught my attention as a reader and captured how culture's judgment affects personal creativity among certain characters. Being judged not only allows us to identify creativity, but also can steer us away from it. The relationship between the two ideas shapes the stories that contain them, and is really what these texts are trying to reveal to their readers. Cat's Eye by Margaret Atwood contains judgment that comes from many different characters, switching back and forth from Elaine, the main character, to others that are around her and influence her.