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How to write a textual analysis essay
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In Stuart Dybek’s short story “We Didn’t” he portrays a vivid picture of a teenage boy at the peak of his first sexual encounter. The story seems to be built around what doesn’t happen for the narrator and his girlfriend but it also tells us things that do happen at failed attempts to have sex. He uses tension between the said and unsaid to build tension through unsatisfied desires. The tension is elevated through the step by step memories leading up to the encounter. Stuart Dybek alludes to the reader that something did not happen to the narrator. The narrator starts his monologue by saying, “We didn’t in the light; we didn’t in the darkness…We didn’t in your room…or in the backseat of my father’s rusted Rambler…” (43). We do not find out until the second paragraph that what may not happen for the narrator …show more content…
Dybek doesn’t clearly state what the two characters didn’t do but he is clear about everything they do do like, “…the pinch that springs a bra strap; behind the lilac bushes…where you first touched me through my jeans…we’d been kissing all day-all summer-kisses tasting of different shades of lip gloss…(43).” Dybek draws the reader in by creating a tension in the story that keeps the reader and the narrator wondering when or if the “act” is going to happen. The tension in the story illustrates to the reader the struggle the narrator is having by almost but not quite being able to have sex with his girlfriend. The step by step encounters create even more tension when the narrator and his girlfriend attempt to have sex at the beach because at this point both the reader and the narrator are convinced what’s going to happen there. The narrator yearns for something he cannot obtain. Dybek uses “We didn’t”, at the beginning of the story, after every described scene, to initiate the tension between his narrator’s unfulfilled desires. The narrator
Genocide is the killing of an immense amount of people that belong to specific group, race, or religion. From April 7th to July 15th, 1994, in Rwanda, Africa. An estimated 500,000–1,000,000 Tutsi people were murdered. From 1941 to 1945 all across Europe people who were not of true “Aryan” descent were systematically killed, especially the people of the Jewish religion. Two books that cover each event specifically are Night by Elie Wiesel and From an Ordinary by Paul Rusesabagina. In Night the author describes his first hand account of the Holocaust and how he barely survived through it. In From an Ordinary the author retells his story of how he hid 1,268 Hutu and Tutsi refugees in his hotel. In Elie Wiesel’s Night and Paul Rusesabagina's From
Paula Vogel’s play, How I Learned to Drive, artistically tackles the disturbing issue of incestual pedophilia. The play’s protagonist Li’l Bit narrates the action as she goes through her memory of specific events. Much like stream of consciousness, her narration does not lead chronologically to scenes in her past. Rather it jumps back and forth between the present and different points in her life. She tells of her memories of youth and her sexual and emotional relationship with her Uncle Peck. Rather than simply telling about her experiences, though, Li’l Bit shares her memories through vignettes which show the audience her role in the affair within the context of learning to drive (Greene 425).
The desire to learn about family and its history can lead a man to great monuments of nature. Scott Momaday is Kiowa in the blood, but doesn’t know the impact of his ancestry, what they had to endure, and how they adapted to the obstacles thrown at them. Scott Momaday decides to travel 1,500 miles to “see in reality” what his family went through. He writes this story with a mixture of folklore, myth, history and personal reflections. Scott Momaday uses nature as a main component of his story, incorporating different voices and his memory to bring personal vision into the story with different time frames to give the ultimate experience of the Kiowa and his family.
Ishmael Beah’s memoir A Long Way Gone should stay in Sterling High School’s English 4 curriculum because it teaches the reader that recovering from a horrible situation is possible, also Beah’s complex literal devices he uses to express his situation opens it up to the mind of a more experienced reader.
In the novel “The Catcher in the Rye”, Holden is deals with one of the largest obstacles one would ever face in one’s lifetime. He must deal with the concept of development and the idea that he’s growing up, that he’s no longer a child and must accept maturity. This internal struggle is evident in multiple aspects of this novel, particularly highlighted when Holden visits the museum and the carousel at the conclusion of the novel.
In his novel, The Catcher in the Rye, J. D. Salinger uses connotative diction along with the red hunting cap to characterize the protagonist, Holden Caulfield, as a uniquely defensive introvert. For instance, In chapter three, Holden’s red cap that he wears in private to express his individuality, is addressed for the first time when Ackley enters the room with demeaning statements in regard to the hat, which is meant for hunting. This triggers Holden to retort, “Like hell it is,” (page 22) which is his defensive instinct, compelling him to verbalize his anger as a form of protection. As a follow-up statement, he cleverly says,“This is a people shooting hat. . .” (page 22) connotatively revealing much more about Holden as
Concerning issues learned in class, the film corners in on three particular topics that accurately convey the textual evidence we were presented with. The first is dealing with gender differences and sexual motivation, the different reasons men and women have sex. Communication and sex is also portrayed, who does one talk to about sex. And finally, the film hints at an open double standard declaring it does still exist.
A Wrinkle in Time, Star Wars and The Hunger Games are similar and different in their approach to the Hero’s Journey. Many parts of the Hero’s Journey such as the call to adventure, crossing the threshold, tests/allies/enemies, and the ordeal have many differences as well as similarities.
I had only to close my eyes to hear the rumbling of the wagons in the dark, and to be again overcome by that obliterating strangeness. The feelings of that night were so near that I could reach out and touch them with my hand… Whatever we had missed, we possessed together the precious, the incommunicable past. (170)
There are always pieces of literature that we will not forget in our life times. We are told that we should not have to rely on the arts to tell us what to do. If there is one memorable reading from academic career, it would be “The Catcher in the Rye” by J. D. Salinger.The role of the unreliable narrator who would lead and guide readers throughout the story was a major theme and you were not always sure what their truth was and what really happened. A lot of times these same ideas can be applied in a world such as ours, where there is not even proof of the future, only the past exists. Even if it is tainted with misunderstandings and delusions, if the people themselves believe in it, the past is the truth to them. Then there is this idea of what is good and bad and it is not that simple because no one can live in the world honestly. In all aspects we make our own truth.
Her name is Quisha, and she is pregnant with a baby. A boy she hopes. She doesn’t want to give it away, she doesn’t believe in that kind of stuff. However, her parents did not know yet. They are so poor they are not able to afford another child. The boy who knocked her up in the first place, Dwyane, is immensely worried about Quisha and how irate her parent will be is they find out.
"They turn casually to look at you, distracted, and get a mild distracted surprise, you're gone. Their blank look tells you that the girl they were fucking is not there anymore. You seem to have disappeared.(pg.263)" In Minot's story Lust you are play by play given the sequential events of a fifteen year old girls sex life. As portrayed by her thoughts after sex in this passage the girl is overly casual about the act of sex and years ahead of her time in her awareness of her actions. Minot's unique way of revealing to the reader the wild excursions done by this young promiscuous adolescent proves that she devalues the sacred act of sex. Furthermore, the manner in which the author illustrates to the reader these acts symbolizes the likeness of a list. Whether it's a list of things to do on the weekend or perhaps items of groceries which need to be picked up, her lust for each one of the boys in the story is about as well thought out and meaningful as each item which has carelessly and spontaneously been thrown on to a sheet of paper as is done in making a list. This symbolistic writing style is used to show how meaningless these relationships were but the deeper meaning of why she acted the way she did is revealed throughout the story. Minot cleverly displayed these catalysts in between the listings of her relationships.
The actions that a person can get away with are determined by their social status. When the Younger family is going to move to the home, they are visited by Carl Lindner who is trying to dissuade them moving to the home. He says to them “ I am sure you people must be aware of some of the incidents which have happened in various parts of the city when colored people have moved into certain areas” (Hansberry 552). They, being colored people in the 1950s of a lower class, are having their right to choose where they live overlooked because of where they stand on the social pyramid. The actions of individual characters are also hindered by social standing. One such character is Walter Younger who wishes to own a liquor store, but during this time
In the novel the Catcher in The Rye by Salinger, J.D. Holden attends a prep school by the name of Pencey Prep. Pencey was not an enjoyable experience for him, although there are many prep schools around the United States that seem to be extremely resourceful for students going to college and in the long run in life, Holden just didn’t seem to fit. He believed that Pencey is fake, and that all they try and do is make the school look like something that it’s not. He stated that
For my Literature Circle assignment I read the novel entitled The Catcher in the Rye, written by J.D. Salinger.Taking place in the 1950's, The Catcher in the Rye is one of the most popular American books of all time, though, its hero is not really a hero at all. Main character Holden Caufield, is a 17 year old, disproved and misunderstood, classic "screw-up", who does poorly in school, loses his team's equipment, and takes an impulsive trip to New York. Distraught by the death of his 11 year old brother Allie, Holden wanders around his birthplace of New York, reconnecting with old friends and making new enemies. The main conflict of this novel is Holden transitioning into an adult and trying to cope with his brother’s death. One main theme displayed all throughout this novel would be depression. For the duration of this novel, Holden spends his time alone, and even if he is in the company of other people, you hear his thoughts of being depressed. Most of this depression is derived from his brother’s death, but there are many other things accountable for his mental issues. Although much of this novel was just Holden’s opinions and thoughts, I found this novel to be very interesting and thought provoking.