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Essays on symbolism in literature
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Recommended: Essays on symbolism in literature
Savannah Faber
Mrs. Smith
AP Literature
24 September 2017
How to Read Literature Like a Professor talks about analyzing many kinds of literature. Thomas C. Foster, explains techniques on how to identify if, and when, a literary text has alternate meanings. Learning to read as if you had the demanding eyes of a professor is a vital skill in developing a deeper understanding of an author’s use of language. Authors utilize many tools to show alternate meanings in their literature; this is called symbolism: the use of symbols to represent ideas or qualities. Foster explains this literary device, symbolism, through definition, disabilities and earth and its seasons and weather.
The earth: weather, seasons, geography, when reading you would
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Disabilities can include physical marks, deformities, and diseases. All disabilities have their own generic meaning. For example, Foster states, “Richard, as morally and spiritually twisted as his back, is one of the most repugnant figures in all time” although it sounds demeaning, to use a disability against one person, it is a great way to show a character’s personality through their being. Employing symbolism in this way is not often noticed in many works. Scars are another disability used in literature to draw interest toward a character. Foster asks the question, how many times is a hero different than everybody else, how many times is that a physical difference. Heroes in literature have these disabilities because it draws attention to them, it makes them stand out, sometimes even relatable to the reader. “Why does Harry Potter have a scar, where is it, how did he get it, and what does it resemble?” the reader asks themselves all of these questions, in turn making them read more so they can find out the answers. Every scar a character has, holds a story of what makes them particularly unique. Foster provides many examples of how physical disabilities are more than what they appear to be to the naked eye, throughout the chapters on deformities. He well argues how they are symbolic and make the reader …show more content…
It was when it showed up, and even now this virus that can mutate in infinite ways to thwart any treatment eludes our efforts to corral it. Symbolic? Most definitely.” As Foster brings up how AIDS is symbolic he mentions that it has been an epidemic that occupies writers’ time. Every aspect of AIDS, from how fast it spreads to how long it can stay dormant, is symbolic in literature. This specific disease is not only symbolic of tragedy and despair, but of courage and resilience and even compassion. It is a plot and a theme and much more. A writer does not give a character a disability because he/she hates that character or for no reason at all, it is to allude to their perseverance (or lack thereof), to represent their
The two essays “On Being a Cripple” by Nancy Mairs and “A Plague of Tics” by David Sedaris are excellent pieces of work that share many similarities. This paper would reflect on these similarities particularly in terms of the author, message and the targeted audience. On an everyday basis, people view those with disabilities in a different light and make them conscious at every step. This may be done without a conscious realisation but then it is probably human nature to observe and notice things that deviate from the normal in a society. In a way people are conditioned to look negatively at those individuals who are different in the conventional
One of the most interesting characteristics of Flannery O’Conners writing is her penchant for creating characters with physical or mental disabilities. Though critics sometimes unkindly labeled her a maker of grotesques, this talent for creating flawed characters served her well. In fact, though termed grotesque, O’Conners use of vivid visual imagery when describing people and their shortcomings is the technique that makes her work most realistic. O’Conner herself once remarked that “anything that comes out of the South is going to be called grotesque by the Northern reader, unless it is grotesque, in which case it will be called realistic.”
Moreover, within the text, the significance of symbolism is apparent as there are indications of the presence of different handicaps. Notably, those with above average physical attributes and above average intelligence are required by law to wear handicaps. Thus, the application and enforcement of handicaps are metaphors for sameness, because individuals with advantageous traits are limited and refrained from using their bodies and brains to their maximum abilities, for that is considered to be unfair to those who does not possess the same level of capability. Several main examples of handicaps includes “...47 pounds of birdshot… ear radios… spectacles intended to make [one] not only half blind but to [provide] whanging headaches”. Therefore, the intensity of the handicaps is a sign of the government’s seriousness in the field of administering disabilities onto their own citizens. Unfortunately, in order to maintain the sickly “equality”, the people are stripped off of their freedom. When announcers are unable to speak properly, and ballerinas are unable to dance properly, and musicians unable to perform properly, and people are unable to formulate thoughts properly — it is not a matter of equality, but a matter how low society
Disability, a physical or mental condition that limits a person’s movement, senses, or activities. Lisa I. Iezzonis’ reading “Stand Out” depicts a rather stimulating framework of how the disability is seen and treated. The relationship between health, illness, and narrative in this reading marks the idea of discrimination of disability through her own life events by separation of identity, people. The author employs repeated phrases, metaphors and perspectives to display this. The form of literature is written and told in the form of the first-person perspective short story but in storytelling form.
In the skillful novel, "How To Read Literature Like A Professor" by Thomas C. Foster, there is neither a protagonist nor antagonist. As a whole, the novel gives insights on how to pick up signs of symbolism, irony, and many other hidden details that are buried within the words of literature. Foster refers to many classis novels by classic authors to demonstrate the use of logic in writing. The novel is extremely educational, leaving many insightful questions and interpretations to the reader's opinion.
In How to Read Literature Like a Professor, Thomas C. Foster states that there’s “... a certain set of patterns, codes, and rules that we can learn to use when we’re reading a piece of writing” (Foster 3). These patterns can be used to identify the true meaning of literature in a variety of ways. In Edgar Allen Poe’s short story, “The Cask of Amontillado,” several ideas can be represented with Foster’s claims. In “The Cask of Amontillado,” connections can be made to Foster’s second chapter, “Nice to Eat With You: Acts of Communion,” and his eighteenth chapter, “Is he Serious? And Other Ironies.”
The author writes, "People–crippled or not–wince at the world "cripple", as they do not at "handicapped" or "disabled." (Perhaps I want them to wince. I want them to see me as a tough customer, one whom the fates/gods/viruses have not been kind, but who can face the brutal truth of her existence squarely. As a cripple, I swagger." (194) This quote shows the author's strength and sense of humor. These are the two things which allow her to honestly face the truth of her situation as well as how other people react to it. She does not want pity from people who see her limping down the street with her cane, nor does she want them to shy away as though she is some ...
Thomas C. Foster’s novel How to Read Literature Like a Professor, helps the reader understand the beginnings of a quest by breaking down the task into five steps. A quest will always consist of 1) a quester, 2) a place to go, 3) a stated reason to go there, 4) challenges and trials en route, and 5) a real reason to go there. A quester, the protagonist, typically is not aware that they are partaking in a quest. Step two and three are thought of together usually because the protagonist is told to go somewhere to do something. However, the stated reason to go to their destination is not the real reason they go there. As Foster explains, “In fact, more often than not, the quester fails at
The only real way to truly understand a story is to understand all aspects of a story and their meanings. The same goes for movies, as they are all just stories being acted out. In Thomas Foster's book, “How to Read Literature Like a Professor”, Foster explains in detail the numerous ingredients of a story. He discusses almost everything that can be found in any given piece of literature. The devices discussed in Foster's book can be found in most movies as well, including in Quentin Tarantino’s cult classic, “Pulp Fiction”. This movie is a complicated tale that follows numerous characters involved in intertwining stories. Tarantino utilizes many devices to make “Pulp Fiction” into an excellent film. In this essay, I will demonstrate how several literary devices described in Foster's book are put to use in Tarantino’s film, “Pulp Fiction”, including quests, archetypes, food, and violence.
Symbolism is an important technique in literature that adds depth to a story by taking objects, events, actions, or characters that may seem average on the surface, but when thoroughly analyzed, help create a deeper meaning in the story. Symbolism is a key concept in Nathanial Hawthorne’s, “The Birthmark,” a story of a brilliant scientist and his beautiful yet flawed wife, and in Edwidge Danticat’s, “A Wall of Fire Rising,” a story of a poor family living in Haiti, but both short stories use the technique very differently; one more explicitly and the other more subtlety. First, let’s discuss symbolism in “The Birthmark,” which is extremely obvious as characters often refer to certain objects explicitly as symbols through their speech, actions, and
Stillinger, Jack, Deidre Lynch, Stephen Greenblatt, and M H. Abrams. The Norton Anthology of English Literature: Volume D. New York, N.Y: W.W. Norton & Co, 2006. Print.
An example of a literary representation of disability is in the play Richard III by William Shakespeare through a disabled character, Richard. A real life depiction is from Francis Bacon, a renaissance statesman and philosopher, who wrote Of Deformity in which he discusses what he thinks deformed people are like, even though he does not have a disability. These two works can be compared in relation to their perspectives of disability. Ultimately, the
It could be said that in modern industrial society, Disability is still widely regarded as tragic individual failing, in which its “victims” require care, sympathy and medical diagnosis. Whilst medical science has served to improve and enhance the quality of life for many it could be argued that it has also led to further segregation and separation of many individuals. This could be caused by its insistence on labelling one as “sick”, “abnormal” or “mental”. Consequently, what this act of labelling and diagnosing has done, is enforce the societal view that a disability is an abnormality that requires treatment and that any of its “victims” should do what is required to be able to function in society as an able bodied individual.
‘Handicap,’ left in its original meaning, meant precisely a disadvantage faced by someone within a competitive context (i.e. world) (Okrent). By the 1970s, some had suggested using the word ‘disability’ to replace ‘handicap.’ On the one hand, ‘handicap’ seemed like an intuitively correct choice because those with mental and / or physical differences are disadvantaged, often in terms of education, career choice and even social life. On the other hand, Okrent notes, disability rights movement activists fought curiously for the term ‘disability’ to describe those with mental or physical differences. Because ‘disability’ refers to being in some way defective, it was an odd choice for replacement.
Disability does not mean inability. This is a phrase Emmanuel’s mother told him and one he holds onto through his challenges. It is also a phrase I think is important for children to hear and comprehend which is why I choose Emmanuel’s Dream as an addition to my classroom collection. Today, learning disabilities are on the rise, and it is highly likely that at least one child in my class will be diagnosed with one. Despite having learning or physical disabilities, the courage and determination Emmanual shows throughout his story goes to show that a person can succeed even with a handicap.