Azar Nafisi, the narrator of Reading Lolita in Tehran: A Memoir in Books (2003), is a self-centered, self- righteousness character who, according to her claim, has very little contact with other Iranian people in general. (p. 11, 74, 186, 169) Being “very American” (p. 175), in several incidents she finds herself in a great distance of what others acknowledge as custom, ordinary or natural. (p. 32, 98, ..) Bear that in mind, she also admits that “events in [her] mind have become confused” (p. 89) Yet, do these shortcomings mean that Nafisi is an unreliable narrator? Should the fact that there is a lot she does not know about events or can only relate from hearsay, put one on guard against her judgments? In the first pages of the text, the narrator functions primarily to establish a representational frame within. At first, like a camera she presents an overall perspective, which is elucidating life in the Islamic Republic of Iran. An attitude that will always hover above the scenes to come that invites the reader to see the entire scenes and outlines under its shadow. Afterwards, the camera’s perspective changes as it introduces the close up image through two photographs. In these photographs, the reader is made acquainted with seven young woman who, in accompany with their teacher; Nafisi, form a literary group to discuss literature. These photographs, however, perform another significant task; they are complementary in the narrative discourse. While the narrator addresses the reader repeatedly and directly; she almost desperately asks them to be a part of the scene. The two photographs, being effectively graphic, almost instinctively engage the reader with the text. In this manner, taking the reader, the narrator esta... ... middle of paper ... ...ngs [are] leaning against the wall”, “the vases [are] on the floor”, “the fireplace [is] in the corner”, “the love seat [is] against one wall” and “the peach couch [is facing] the window”. Therefore, at the end of the description, one, inevitably, feels a sense of familiarity with the living room as well as the narrator. As the narrator changes perspective, the audience respectively adopts the narrator’s point of view and sees and experiences events as she sees and experiences them. The same attitude, repeats in introducing the girls via the photos, as the narrator does not find it adequate to merely name the girls, she points out to their specific place within the photo. As if the reader is holding the photo, she indicate “the one to the far right is Manna”, Yassi is “the one in yellow, bending forward and bursting with laughter”, “I am the one in brown”. (p. 4)
Galchen creates the character of her narrator to be very similar to that of the young narrator in “Araby” in a modern setting. In their youth, each narrator becomes infatuated and obsessed with someone who does not realize. The narrator of “Araby” falls in love with his friend Mangan’s sister, as seen in that he states that “when she came out on the doorstep [his] heart leaped” (123). He forms an obsession with her, as evidenced by the fact that he “had never spoken to her . . . and yet her name was like a summons to all [his] foolish blood” and in that “her image accompanied [him] even in places the most hostile to romance” (123).
Literature is the key to our world or language. Many writers have emerged from this subject such as Homer who wrote The Odyssey and Euripidies who wrote about the evil Medea. Also mentioned in this paper are the Thousand and One Arabian Nights which is a collection of folktales and stories that are compiled into one. Each of these works of literature has a woman character that has many similarities in solving their problems. In The Odyssey the woman character that will be in comparison is Penelope which is Odysseus’s wife. In the story of Medea, Medea is of course the character we will be discussing and Shaharazad is the woman character from the Thousand and One Arabian Nights that will also be in comparison. Each of these women find themselves in a particularly “sticky situation.” However, Penelope, Medea, and Shahrazad are three strong women whose perseverance and cleverness help them to attain their goals.
Fatima Mernissi is a superb writer who introduces the reader into a harem through the mind of a nine-year-old girl. In this autobiographical novel young Mernissi talks uncensored about the contradictions of life in a harem, surrounded by the extraordinary women in her family who are restrained from leaving the family courtyard. These women’s is a struggle of complete lack of freedom. They are not allowed to leave the courtyard except on very few occasions, and escorted by men (Mernissi 39). Their lack of mobility is also accentuated by lack of other freedoms such as education and financial freedom, although they have a voice in the decision making of the crucial changes in the harem life.
The windowless room symbolizes the almost perfect Eadith identity; living in this identity, s/he feels safe and that is why s/he likes the room. The children represent h/er other identities; being forced to hide under Eadith identity, they feel uncomfortable and that is why they insist on getting out of there. This is the problem of fragmented identity.
The young girl sprawls on comfortably as a way of the illustrating her rebellion, as this is not the appropriate position to have one’s portrait taken. Also, the girl seems to be from a well of family since her dress is a fashion-forward, her shawl and bow matches with her socks. Her hair is neatly placed in clean and neat shoes that that seems to be new as they have buckles that sparkle. Conversely, the little girl has insignificant concern for all this primness where her unselfconscious pose presents a novel image regarding childhood (Jones
In ‘unreliable narration’ the narrator’s account is at odds with the implied reader's surmises about the story’s real intentions. The story und...
The emotive language used throughout her memories, show direct contrast to her present situation, as well as her reasons for leaving home. The use of personification, in text such as ‘ the sea roared like an angry beast’, provide emphasis of emotive language, used in describing the estrangement felt. The language is so eloquent, conjuring such engagingly vivid images, of Ziba’s emotions, particularly as she feels the ups and downs of the unforgiving ocean. Through figurative and evaluative language, Ziba is able to depict her past and present feelings and memories. The strong connection between sensory experiences and memory is sophisticated and crisp, making the text straightforward and resonant. The author uses simile’s such as, ‘thoughts of home washed over Ziba like the surge of sea washing over the deck’, linking past and present, creating feelings of loneliness, whilst reflecting on her once peaceful home. The effective use of noun groups - laughter of children, cool mountain air, rich spices of the evening meal - alongside side a number of sensory verbs - thought, felt and smelled - assist and connect the reader to Ziba’s thoughts. Furthermore, the use of repetition in the first and last page of the text, places emphasis on the unstable state of their emotions, the uncertainty of what’s to
“A Wall of Fire Rising”, short story written by Edwidge Danticat, presents one man’s desire for the freedom and also, the gap between reality and fantasy which is created by the desire. Two different perspectives of evaluating the life bring the conflict between the Guy and Lili who are parents to the little guy. Throughout the story, the Guy implies that he wants to do something that people will remind of him, but Lili who is opposing to the Guy, tries to settle the Guy down and keep up with the normal life that they are belong to. The Guy is aggressive, adventurous and reckless while Lili is realistic and responsible. The wall of fire is the metaphorical expression of the boundary where divides two different types of people. One is for the people who accept their position and try to do the best out of it, and the other for the people who are not satisfied with the circumstances and desires to turn the table. Through this essay, I am going to reveal how the contradiction in an unwise idealist’s attitude and his speech, and also how it drove the whole family into a horrible tragedy as well.
The composer has aimed this text for general reading by all people over the age of ten. However as this publication is the young reader’s edition, it is targeted at young readers. People who may wish to read the book may be able to attain it through mediums such as book stores and libraries etc. Although this publication of the novel is the young reader’s edition, there is a publication aimed at adults.
Despite the crowded composition, the central figure demands all of the viewers attention The young woman is being escorted by an older gentleman, whose face we cannot see, but whose white hair gives away his age. Her face is turned to the left and back, casting a shadow as if she is looking at something. What catches her gaze, we don’t know, nor does it really matter. Her side glace and slight smile invites the viewer to take in the spectacle.
Also, the paper will discuss how ignoring oneself and one’s desires is self-destructive, as seen throughout the story as the woman’s condition worsens while she is in isolation, in the room with the yellow wallpaper, and at the same time as her thoughts are being oppressed by her husband and brother. In the story, the narrator is forced to tell her story through a secret correspondence with the reader since her husband forbids her to write and would “meet [her] with heavy opposition” should he find her doing so (390). The woman’s secret correspondence with the reader is yet another example of the limited viewpoint, for no one else is ever around to comment or give their thoughts on what is occurring. The limited perspective the reader sees through her narration plays an essential role in helping the reader understand the theme by showing the woman’s place in the world. At the time the story was written, women were looked down upon as being subservient beings compared to men....
Azar Nafisi wrote, Reading Lolita in Tehran: a Memoir in Books, a book about her life as a teacher in Iran. Nafisi decided to teach an all- female class in her home. Nafisi quotes one of her students who explains why she had to lie to her father about taking the class,
...the story he is inviting the reader to condemn the mistreatment of women and lack of freedom in the family particularly under the institution of marriage. The attitude of the author gives the story a condemning tone. The tone is appropriate for the theme which is a strained relations in the family and specifically in marriage relations.
Throughout “Araby”, the main character experiences a dynamic character shift as he recognizes that his idealized vision of his love, as well as the bazaar Araby, is not as grandiose as he once thought. The main character is infatuated with the sister of his friend Mangan; as “every morning [he] lay on the floor in the front parlour watching her door…when she came on the doorstep [his] heart leaped” (Joyce 108). Although the main character had never spoken to her before, “her name was like a summons to all [his] foolish blood” (Joyce 108). In a sense, the image of Mangan’s sister was the light to his fantasy. She seemed to serve as a person who would lift him up out of the darkness of the life that he lived. This infatuation knew no bounds as “her image accompanied [him] even in places the most hostile to romance…her name sprang to [his] lips at moments in strange prayers and praises which [he] did not understand” (Joyce 109). The first encounter the narrator ex...
The inventions that the authors had for their writing were met by showing the misogyny in Egypt and encouraging the revolution that was occurring. Through the authors’ setting, the techniques used throughout their writing, and the similar goals that they set in their journey, both authors were able to produce written work in which one could draw many connections. Works Cited El Saadawi, a.k.a. Nawal. Woman at Point Zero.