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Bullying effects essay introduction
Bullying effects essay introduction
Influences on school bullying
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Lesson Learned “Today my child came home from school in tears” is the start of one father’s epiphany (1). W. D. Ehrhart’s poem “Sins of the Father” recounts a daughter being taunted at school and her father’s recollections of doing the same in his childhood. It explores the feelings of both the bully and the victim. This poem creates situational irony by reversing the outcome of a biblical principle: The sins of the father are visited upon the child and a well-known Bible verse: “The son shall not suffer for the iniquity (sins) of the father, nor the father suffer for the iniquity (sins) of the son.” The poem does this by first focusing on what happened to the daughter, then relating the father’s sins, and finally, exploring the outcome from each of these events. The poem starts with the daughter. She comes home from school crying after being taunted by classmates about her clothing. (This has its own irony. No parent expects to dress their child in a way that results in them being teased). The father lists his daughter’s desirable qualities: “A decent child, lovely, bright, considerate” (6). The daughter’s valuable attributes are not enough …show more content…
“Now there’s nothing I can do but stand outside my daughter’s door listening to her cry herself to sleep” (20-22). The father empathizes with his daughter at this point. She was made to feel “as if the fault was hers” and she is helpless to remedy it (4). Likewise, the father does not think he can help remedy the situation for her either, since he has been a tormentor in the past and feels at fault for her being teased. While most parents would go talk to the school or call the bullies’ parents, he does not. The father’s anger and desire to make someone pay for making his daughter cry has dissolved into guilt. The father may not have seen himself as a bully as a child; he was just having some fun. Enduring the effects of bullying on his daughter lay that lie to
Although Prize Giving highlights the superiority of the male Professor over the rest of the girls, there is a role reversal towards the end of the poem where the titian haired girl establishes power over him. Through her sexuality and musical talent, the girl asserts dominance in the final stanza and causes the professor to feel inferior for the first time, which comes as an uncomfortable shock to him (Harwood, pg.29). The poem of Father and Child which was published in Harwood’s 2nd Volume of poems continues to suggest a possible social change through the use of a child. Here, Harwood defeminises the child refusing to sentimentalise little girls by referring to the protagonist as a “wisp-haired judge” despite only being seven. The poem then links this to King Lear through the words “Old king” while reversing the relationship and position of power between father and daughter (Harwood, pg.111). These hints for change arise from the female children rather than the adults showing that although Harwood often represents women as subordinate to men, there is a possibility for change through the new
A deeply pious man, John considers the Bible a sublime source of moral code, guiding him through the challenges of his life. He proclaims to his kid son, for whom he has written this spiritual memoir, that the “Body of Christ, broken for you. Blood of Christ, shed for you” (81). While John manages to stay strong in the faith and nurture a healthy relationship with his son, his relationship with his own father did not follow the same blueprint. John’s father, also named John Ames, was a preacher and had a powerful effect on John’s upbringing. When John was a child, Father was a man of faith. He executed his role of spiritual advisor and father to John for most of his upbringing, but a shift in perspective disrupted that short-lived harmony. Father was always a man who longed for equanimity and peace. This longing was displayed in his dealings with his other son, Edward: the Prodigal son of their family unit, a man who fell away from faith while at school in Germany. John always felt that he “was the good son, so to speak, the one who never left his father's house” (238). Father always watched over John, examining for any sign of heterodoxy. He argued with John as if John were Edward, as if he were trying to get Edward back into the community. Eventually, John’s father's faith begins to falter. He reads the scholarly books
The poem, A Story, is written in the third person point of view. Thereby, allowing the audience to grasp onto the sentimental emotions of the father. The story begins with the depiction of the father as a “sad...man who is asked
When the poem is read aloud, the explicit rhyme and rhythm of the lines becomes extremely obvious. In fact, the bouncy rhythm is so uplifting, it occasionally makes the audiences feel like it is too predictable and straight-forward. An example would be “bright with chrysolite”, the word “chrysolite” feels like it is forcefully implemented for the sake of the rhyme. This is somewhat similar to a children’s tale. Most children’s tale as we know it, conveys messages straightforwardly and are easily understood by children, it also has an amiable tone and a merry mood that engages the children 's attention. Similarly, the rhyme and rhythm of this poem is very obvious and explicit, creating a delightful, casual mood that appeals to a young audience. Even though the legend dealt with deep insights about parenting that are intricate and puzzling, the father delivered it in such a gratifying, simple manner that made even the most dark and dreadful matters: like the description of precarious beasts and vicious monsters to sound like a blissful adventure of friendly animals. The sole purpose of this contradiction between the tone and message is to make this seemingly strong and serious topic more tolerable and captivating to the son of the father. Unsensible, impulsive youth is very similar to restless children, a long insipid lecture about deep insights is very difficult for them to buy into. In the same time, a harsh, threatening warning will only make them obey unwillingly, and creating a doubtful relationship will make them uncomfortable to communicate or appeal to their parents. Clearly, the percipient father recognized the ineffectiveness of these unsuitable parenting methods. Instead, he conveyed the message in a uncomplicated, friendly way that made his son to accept his teachings more comfortably. A
The poem starts out with the daughter 's visit to her father and demand for money; an old memory is haunting the daughter. feeding off her anger. The daughter calls the father "a ghost [who] stood in [her] dreams," indicating that he is dead and she is now reliving an unpleasant childhood memory as she stands in front of his
As a child, Hazel Motes is indoctrinated in religious fundamentalism by his grandfather, “a circuit preacher, a waspish old man… with Jesus hidden in his head like a stinger” (9). Time after time young Haze hears the searing sermon of his Bible-thumping grandfather who, in front of a crowd, would point to his grandson, “that mean sinful unthinking boy,” and pronounced him “redeemed”: “That boy had been redeemed and Jesus was not going to leave him ever…. Jesus would have him in the end!” (10). Understanding Jesus as the “soul-hungry” devourer, as “something awful,” the boy very early comes to the conclusion that “the way to avoid Jesus was to avoid sin” and, at the age of twelve, decides to follow the preacher’s calling like his grandfather. Furthermore, Haze’s mother, with “a cross-shaped face” reinforces the fundament- alist piety in her son by equating the boy’s germination sexuality with sin. Her chilling question “what you seen?,” to the shame-faced boy who just had a peek at a naked w...
I have elected to analyze seven poems spoken by a child to its parent. Despite a wide variety of sentiments, all share one theme: the deep and complicated love between child and parent.
Through diction, the tone of the poem is developed as one that is downtrodden and regretful, while at the same time informative for those who hear her story. Phrases such as, “you are going to do bad things to children…,” “you are going to suffer… ,” and “her pitiful beautiful untouched body…” depict the tone of the speaker as desperate for wanting to stop her parents. Olds wrote many poems that contained a speaker who is contemplating the past of both her life and her parent’s life. In the poem “The Victims,” the speaker is again trying to find acceptance in the divorce and avoidance of her father, “When Mother divorced you, we were glad/ … She kicked you out, suddenly, and her/ kids loved it… ” (Olds 990). Through the remorseful and gloomy tone, we see that the speaker in both poems struggles with a relationship between her parents, and is also struggling to understand the pain of her
The speaker reflects on the teenage girl’s childhood as she recalls the girl played with “dolls that did pee-pee” (2). This childish description allows the speaker to explain the innocence of the little girl. As a result, the reader immediately feels connected to this cute and innocent young girl. However, the speaker’s diction evolves as the girl grew into a teenager as she proclaims: “She was healthy, tested intelligent, / possessed strong arms and back, / abundant sexual drive and manual dexterity” (7-9). The speaker applies polished language to illustrate the teen. This causes the reader not only to see the girl as an adult, but also to begin to grasp the importance of her situation. The speaker expresses what the bullies told this girl as she explains: “She was advised to play coy, / exhorted to come on hearty” (12-13). The sophisticated diction shifts towards the girl’s oppressors and their cruel demands of her. Because of this, the reader is aware of the extent of the girl’s abuse. The speaker utilizes an intriguing simile as she announces: “Her good nature wore out / like a fan belt” (15-16). The maturity of the speaker’s word choice becomes evident as she uses a simile a young reader would not understand. This keeps the mature reader focused and allows him to fully understand the somberness of this poem. The speaker concludes the poem as she depicts the teenage girl’s appearance at her funeral: “In the casket displayed on satin she lay / with the undertaker’s cosmetics painted on” (19-20). The speaker elects not to describe the dead girl in an unclear and ingenuous manner. Rather, she is very clear and
It is the first time that Lizabeth hears a man cry. She could not believe herself because her father is “a strong man who could whisk a child upon his shoulders and go singing through the house.” As the centre of the family and a hero in her heart, Lizabeth’s dad is “sobbing like the tiniest child”She discovers that her parents are not as powerful or stable as she thought they were. The feeling of powerlessness and fear surges within her as she loses the perfect relying on her dad. She says, “the world had lost its boundary lines.” the “smoldering emotions” and “fear unleashed by my father’s tears” had “combined in one great impulse toward
In the second half of the poem, a new facet of the speaker's attitude is displayed. In line 17, she wants to improve the ugliness of her "child" by giving him new clothes; however, she is too poor to do so, having "nought save homespun cloth" with which to dress her child. In the final stanza, the speaker reveals poverty as her motive for allowing her book to be sent to a publisher (sending her "child" out into the world) in the first place. This makes her attitude seem to contradict her actions.
Edward Taylor’s Upon Wedlock, and Death of Children and Upon a Wasp Chilled with Cold are similar in their approach with the illustration of how beautiful and magnificent God’s creations are to humankind. However, each poem presents tragic misfortune, such as the death of his own children in Upon Wedlock, and Death of Children and the cold, enigmatic nature of human soul in Upon a Wasp Chilled with Cold. Taylor’s poems create an element of how cruel reality can be, as well as manifest an errant correlation between earthly life and spiritual salvation, which is how you react to the problems you face on earth determines the salvation that God has in store for you.
She only allows her to see her worth in having a clean home and a satisfied man. She never once tells the girl to follow her dreams or even talk about what they are. The mother only keeps on instructing her on even the simplest things like smiling : “...this is how you smile to someone you don 't like too much;this is how you smile at someone you don 't like at all;this is how you smile to someone you like completely...” this poem is filled with the phrases “this is how”. “ don’t do this”, and “ be sure to..” the speaker does not even give the girl a chance to speak her mind or form her own thoughts. The young girl was only able to get one sentence out the whole poem : “...but what if the baker won 't let me feel the bread?”
In Hayden’s poem “The Whippings,” the readers are given a more direct vision of what Hayden experienced at the hand of his foster mother. Hayden writes the poem in third person as he reminisces about how his mother “strikes and strikes the shrilly circling boy till the stick breaks,” and how “his tears are rainy weather to wound like memories” (The Whipping 1). He then ends the poem with by saying “… and the woman leans muttering against a tree, exhausted, purged—avenged in part for life long hidings she has to bear” (The Whipping 1). We see through the eyes of Hayden himself, that his foster mother would go far beyond a simple disciplinary punishment. Instead, she beat him in order to release her own frustrations for the demons in her life. Her actions filled Hayden’s childhood memories with pain and sorrow, and we see that through his own recollections in “The Whippings,” and “Those Winter Sundays” alike. In the poem “Those Winter Sundays,” Hayden’s choices in diction like the words “cracked,” and “ached” initiate the gloomy tone of the poem, and reflect the pain that derived from his relationship with his foster mother, which also could be a reason for the purposeful absence of Hayden’s foster mother in the poem (Howells 288-289). The reader also interprets that Hayden’s painful memories of being beaten and tormented as part of the unspecified “chronic angers” that haunt
Adam, a corporal officer, starts as man who works everyday to catch the ‘villains’ of society, but is not spending enough time with his family, especially his son. He favors his nine year old daughter over his fifteen year old son. Adam views his daughter as a sweet child, and his son as a stubborn teenager who is going through a rebellious stage. However, when his daughter is killed in an accident, his perspective of family changes. In his grief, he states that he wishes he had been a better father. His wife reminds him that he still is a father and he realizes that he still has a chance with his son, Dylan. After his Daughter’s death, he creates a resolution from scriptures that states how he will be a better father. Because of the resolution he creates, he opens up to and spends more time with his son. By th...