Whirligig by Paul Fleischman is a story full of life lessons, challenges and solutions but just as important are the consequences of these actions affecting not only the person but people around them. Theses themes are what we all go through as teenegers. There are many tools in the story which tries to convey these themes but the ones that stood out are symbolism and omniscient narrator. The symbolism of chess and whirligigs plays a significant role in overcoming challenges and finding solutions where as the omniscient narrator gives another level of insight into Brent's thoughts and actions and how it relates to teenagers.
The author uses an omniscient narrator to show Brent's thoughts and actions as a teenager, to show what they face and how teenagers can relate to him. This was shown when Brent first
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At the start of the novel Brent claims that he is a king as a way of having power. “They are the pawns. You are a king. You have a king absolute power within you” This shows that Brent tries to tell himself that he is a king and have power over his own life. We know that Brent lacks in power of his own life and more like a pawn which is the weakest piece in the game. Coming to the end of the novel Brent says “ Brent felt like a rook, riding north on 1-95, making another end to end chess move along the country's perimeter.” This shows that Brent is coming to the end of his journey, discovering his identity. In a chess game the rook is a important piece during the end of a game as they make big moves, just like brent moving across America. Brent is now who he wants to be and can not be influenced to please by the people around him. Brent has changed a lot from the self conscious tantrum thrower who only thought about himself. Now Brent is enjoying becoming his own person and taking responsibilities for his
In the high criminal neighborhood where the other Wes lived, people who live there need a positive role model or a mentor to lead them to a better future. Usually the older family members are the person they can look up to. The other Wes’s mother was not there when the other Wes felt perplexed about his future and needed her to support and give him advises. Even though the other Wes’s mother moved around and tried to keep the other Wes from bad influences in the neighborhood, still, the other Wes dropped out of school and ended up in the prison. While the author Wes went to the private school every day with his friend Justin; the other Wes tried to skip school with his friend Woody. Moore says, “Wes had no intention of going to school. He was supposed to meet Woody later – they were going to skip school with some friends, stay at Wes’s house, and have a cookout” (59). This example shows that at the time the other Wes was not interested in school. Because Mary was busy at work, trying to support her son’s education, she had no time and energy to look after the other Wes. For this reason, she did not know how the other Wes was doing at school and had no idea that he was escaping school. She missed the opportunities to intervene in her son’s life and put him on the right track. Moreover, when the author was in the military school, the other Wes was dealing drugs to people in the streets and was already the father of a child. The incident that made the other Wes drop out of school was when he had a conflict with a guy. The other Wes was dating with the girl without knowing that she had a boyfriend. One night, her boyfriend found out her relationship with the other Wes and had a fight with him. During the fight, the other Wes chased the guy and shot him. The guy was injured and the other Wes was arrested
In Richard Connell’s “The Most Dangerous Game”, he uses several literary devices to keep the reader interested. During Rainsfords journey to and through the island of General Zaroff he partakes in an adventurous journey filled with mystery, suspense, and dilemma. These devices are used to keep the reader interested throughout the story.
The play of "King Lear" is about a search for personal identity. In the historical period in which this play is set, the social structure was set in order of things closest to Heaven. Therefore, on Earth, the king was at the top, followed by his noblemen and going all the way down to the basest of objects such as rocks and dirt. This structure was set up by the people, and by going by the premise that anything that is man made is imperfect, this system cannot exist for long without conflict.
...and be prepared to bow our heads to injustice or demand "equal power" (238) and fight for our rights to the best of our abilities. Baldwin looks at his relationship with his father remorsefully and wishes his father was alive to guide him. Unlike his father, Baldwin decides to take on life as it comes and not run away from the world. He chooses a tough path, of keeping his "heart free of hatred and despair" (238) because he realizes that hatred will only isolate him from the people around him. Baldwin is unsure of how successful he will be and what the future holds for him, but he does hope of not having a secluded future like his father.
The pointedness of the play is created through a distinct plot path. The observer is lead through the story, seeing first how greatly Amanda Wingfield influences her children. Secondly, the play-goer notes how Tom Wingfield desperately struggles and writhes emotionally in his role of provider- he wants more than just to be at home, taking care of his all-too-reminiscent mother and emotionally stunted sister. Tom wants to get out from under his mother’s wing; his distinct ambitions prevent him from being comfortable with his station in life. Lastly, Laura struggles inside herself; doing battle against her shyness, Laura begins to unfurl a bit with Jim, but collapses once again after Jim announces his engagement and leaves her, again. Each character struggles and thrashes against their places in life, but none of them achieve true freedom. This plot attests to the fact that true change and freedom can only come through the saving power of God Almighty and Jesus Christ, and by letting go of the past.
Therefore, Oliver’s incorporation of imagery, setting, and mood to control the perspective of her own poem, as well as to further build the contrast she establishes through the speaker, serves a critical role in creating the lesson of the work. Oliver’s poem essentially gives the poet an ultimatum; either he can go to the “cave behind all that / jubilation” (10-11) produced by a waterfall to “drip with despair” (14) without disturbing the world with his misery, or, instead, he can mimic the thrush who sings its poetry from a “green branch” (15) on which the “passing foil of the water” (16) gently brushes its feathers. The contrast between these two images is quite pronounced, and the intention of such description is to persuade the audience by setting their mood towards the two poets to match that of the speaker. The most apparent difference between these two depictions is the gracelessness of the first versus the gracefulness of the second. Within the poem’s content, the setting has been skillfully intertwined with both imagery and mood to create an understanding of the two poets, whose surroundings characterize them. The poet stands alone in a cave “to cry aloud for [his] / mistakes” while the thrush shares its beautiful and lovely music with the world (1-2). As such, the overall function of these three elements within the poem is to portray the
enable us to understand the moral of the poem. Which is work hard and you will receive you goals and never give up.
Bartleby- The Scrivener In Herman Melville’s “Bartleby the Scrivener”, the author uses several themes to convey his ideas. The three most important themes are alienation, man’s desire to have a free conscience, and man’s desire to avoid conflict. Melville uses the actions of an eccentric scrivener named Bartleby, and the responses of his cohorts, to show these underlying themes to the reader. The first theme, alienation, is displayed best by Bartleby’s actions. He has a divider put up so that the other scriveners cannot see him, while all of them have desks out in the open so they are full view of each other, as well as the narrator. This caused discourse with all of the others in the office. This is proven when Turkey exclaims, “ I think I’ll just step behind his screen and black his eyes for him.”(p.2411) The other scriveners also felt alienated by the actions of the narrator. His lack of resolve when dealing with Bartleby angered them because they knew that if they would have taken the same actions, they would have been dismissed much more rapidly. The narrator admits to this when he said, “ With any other man I should have flown outright into a dreadful passion, scorned all further words, and thrust him ignominiously from my presence.” (2409) The next theme is man’s desire to avoid conflict. The narrator avoids conflict on several occasions. The first time Bartleby refused to proofread a paper, the narrator simply had someone else do it instead of confronting him and re...
Fulfilling the roles of both mother and breadwinner creates an assortment of reactions for the narrator. In the poem’s opening lines, she commences her day in the harried role as a mother, and with “too much to do,” (2) expresses her struggle with balancing priorities. After saying goodbye to her children she rushes out the door, transitioning from both, one role to the next, as well as, one emotion to another. As the day continues, when reflecting on
The adults and the children share the fact that they both play games, but a difference also exists between them. The children enact their entertainment, knowing that the games could get violent, but in the end, when the games are over, all the players are able to return home. On the other hand, the adults play their adult games, hurting anyone who does not play by the given rules, and not everyone is fortunate enough to return home. The children pretend to be violent at times, but the adults actually are violent. As the children move through the novel, they use these games to develop from their innocence to a level of experience by actualizing the realities of their games through the lives of the adults.
Brent Staples is fearful because he is constantly threatened, both physically and emotionally. Staples has justified reason to feel afraid, as he resides in a world where hate and judgement fill the minds of those around him. Due to the prejudice
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.
1. The narrator was from a dramatic, objective point of view. The narrator sees all that is going on but does not know all, such as the lottery choosing who will be stoned. The narrator only provides the information that is currently going on, they do not draw conclusions or interpretations. It is written more like a show that you watch where you can only see what is currently happening, but you can see what is currently happening for everyone.
... his own limitations and the futility of his attempts to grasp the ultimate truth, he decides to terminate his endless questioning and reasoning, and fearlessly takes the step into the action. The weight of these emotions pushes Hamlet to the edge of his limits, and soon leads him to the point of contemplating death.
...in all the chaos in. King Hamlet’s soul is left to rest in peace because Hamlet receives the military funeral he deserves and honor remains in the family name. The villain brother no longer remains in power and the story of evil acts are out in the open. The truth rains over lies.