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3. The effects of the revolution in Iran
The complete persepolis essay analysis
The complete persepolis ESSAY
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Introduction
In the book Persepolis, the narrator, author and main character, Marjane (Marji) Satrapi talks about her life growing up in Iran after the Islamic Revolution and during the Iranian-Iraqi war. The novel is separated into two books, Persepolis 1 and Persepolis 2. Both books are split into sections based on occurrences that happened in Satrapi’s life. Each section title represents something deeper than what the comic is literally saying. The titles of each sections are metaphors for what the section is about. Persepolis 1 is describing her childhood during the revolution and gives us a great understanding of what happened in Iran in the 1980s.
Section Titles
THE VEIL
The first section of the book is called “The Veil” which introduces 10 year old Marji who’s being introduced to the changes of a conservative regime taking over Iran. The veil represents the girls having to mask their identity and who they are. She is forced to wear a veil, which she does not understand and is also forced to go to a single gendered school after her co-ed, secular school was segregated. In that school she is having her personal and cultural identity masked and is also literally masked by having to hide his face. She is forced to mask her personality and was even reprimanded for her individual thoughts. In the first two frames of the first section (Figure 1), Satrapi illustrates herself and her classmates and when you glance at the frames without reading the text all of the girls look the same. They seem to not have any personal identity, you cannot tell one from another.
Marji is not the only one being oppressed by the veil. There were women holding demonstrations against the veil because of its ability to mask t...
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...HEROES
The 3000 political prisoners that were incarcerated by the Shah for communist revolutionary acts, were released including two family friends who told stories of the awful torture that he received by Iranians who were “trained by the CIA” and of the deaths of his companions. Marji and Laly, the daughter of one the prisoners, saw them as heroes. She feels shame because her own father is not a “hero” of the revolution (Figure 5).
Conclusion
The way that Satrapi phrased each of the section titles, foreshadows what is going on in that section. She uses common words to explain what will happen in the sections and then gives it more depth in each frame of the comic afterward. The section titles allude to a deeper meaning that what is at first thought and I find that very creative.
Works Cited
Satrapi, Marjane. Persepolis. New York, NY: Pantheon, 2003. Print.
In Marjane Satrapi’s memoir, Persepolis, the characteristics and qualities of revolution are portrayed through rhetorical devices such as visual text, similes, and pathos. Satrapi’s use of rhetorical devices enhances and supports her expression of the revolution in Iran. Persepolis was Marjane Satrapi’s way of allowing people to see how the revolution in Iran affected her family's lifestyle and her upbringing. This memoir also allows the readers to analyze how war changes the way of the people and government in a country.
In Marjane Satrapi’s graphic novel Persepolis, Satrapi states that her goal in writing the book was to dispel many of the hasty generalizations made by the western world about Iran, a principal sentiment being that the country is little more than a nation founded by fundamentalists and home to terrorists and extremists. To combat the misconception, Satrapi enlists the assistance examples of barriers and dissent towards the new conservative regime in Iran from her adolescence. By employing events from her childhood in Iran Satrapi rattles the foundation of the myths and false beliefs assumed by the occident. Satrapi writes that the initial waves of conservative fundamentalism in Iran were met with unified national dissent. To support this claim she employs both personal and familial examples of dissent felt towards the emerging reactionary regime. Satrapi successfully challenges the stereotypes, but limits as to the extent to which she succeeds in doing so could be brought up. A limit one might place on the historical accuracy of her writing is that it cannot truly be taken as historically accurate as a first-person narrative from a child’s perspective, which although persuasive, is biased.
Persepolis is a inspirational story written by Marjane Satrapi in the perspective of a young girl’s life during a powerful, historical moment in Iran. The Islamic Revolution was a life-changing moment that impacted her view on the world around her and her innocence shaping her into the woman she is today. Not many people understand what it feels like to feel pain, hurt and abandonment as a child from major and minor things. The author writes this story and decides for it to be a graphic novel to allow the not only young readers, but also for those who do not understand what happens everyday in the world they live in. Satrapi uses all rhetorical stances, ethos, pathos, and logos to show problems, purpose and emotions.
Persepolis is a coming of age story written by Marjane Satrapi in 20001. Depicting a young girl growing up during the religious revolts in Iran. Throughout the story the main character loses her innocence. The author uses the appeals of genre, ethos, pathos, and logos, historical context, and illustration to depict the loss of innocence in the main character.
In America, many have come to recognize Iran as a terrorist nation, but in reality, many Americans stereotype Iranians because they misunderstand the country and how it got to that point. In Marjane Satrapi’s graphic novel Persepolis, she gives her readers an inside look of Iran by writing about her childhood during the Iranian Revolution and the changes in her life during that time. The frames in Satrapi’s graphic novel draw similarities and differences between advertisements and the Iranian culture. After analyzing the Satrapi’s graphic novel to advertisements we will look at the similarities and differences of how graphic novels and advertisements use words and images to establish the visual rhetoric.
In Persepolis, Marjane Satrapi’s childhood experiences allow her to demonstrate the cultural changes that occurred in post-revolutionary Iran, as well as those perpetrated by western culture. In Persepolis, western culture plays a major role in the author’s attempt to dispel the
In recent times there is the common belief that Iran is filled with fundamentalists, fanatics, and terrorists, however in the graphic narrative Persepolis the author Marjane Satrapi tells the tale of the common folk in Iran those who do not agree with the fundamentalist beliefs, the extreme ideals of the fanatics, nor the terrorists of the region. She shares her story of rebels in Iran who fight against the government, whether through rebellious behavior or outright rule-breaking. Though she is unable to avoid the fundamentalists, fanatics, and terrorists as they were and still are in Iran. They controlled most of the public under repressive laws and appeared to be all of Iran to the rest of the world. Besides this, Satrapi’s story all about showing the people’s Iran, while sharing the terrors of an
It is hard to tell the story of a “typical” youth and it is hard to write a story that
When the Islamic Revolution begins, Satrapi utilizes comedy to highlight different aspects of Marjane’s naive personality in relation to the serious conflicts in Iran. Moreover, Satrapi incorporates comedy into her character’s provincial personality to emphasize the limited
The words written in the text of the novel is in capital letters that portrayed that someone is yelling and frustrated. This was due to the fact that Satrapi became angry about the Iranian Revolution and seeing death happen every day. She did not want to live in a society that killed people if they had different opinions than the government. The novel was written in black and white and this showed no self-identity because people were not allowed to be different. The graphic novel was shown for people to not judge whether the race of their skin.
Marji is depicted internally when she says refers to herself by saying “this is me.” Readers are able to use their imagination and the context of the scene to completely fulfill the face of the character in the panels. Satrapis illustrations do not incorporate much detail so this allows readers to fill in the story with their imagination. The cartooning in Persepolis 2 is simplistic and to the point. There is little distraction on the page and her layout of the panels is neat and read left to right. When looking at her work it is made clear that it is the reader’s job to fill in the illustration. Why would Satrapi do this? She presents her illustrations like this because doing so allows the reader to believe the characters more and get encompassed by the story. Moving forward, looking closely at the veils in the panel above, one can see that it is so much more than just an accessory appearing on the page. The veil attracts the audience to her features and expression allowing one to access her internal traits. The power of illustration and what you allow to show or keep to yourself is
The religion of Islam was imposed upon Iranians, whether they liked it or not. Marjane and her classmates “...didn’t like to wear the veil, especially since we didn’t understand why we had to”(Satrapi 3). The young girls were against wearing the veil because they were not practicing
In addition, when Hooman post flyers to recruit actors for his play in calculated locations in Tehran, the Komiteh, Iran’s police force, manage to tear down or paint over all the posters. These systematic efforts by Iran’s police apparatus to immediately quell any form of expression that the youth have shows the constant sense of mental siege and hostility that Iran’s youth faces. Finally, when Hooman and Leila both spend a weekend together in a cabin in the woods, they had to pretend that they were married because it would have been unlawful for an unmarried couple to be alone together. These Iranian laws that target the young people leave them marginalized to the point where every idea, action and or expression is heavily regulated and at times subdued by the state. This sense of marginalization is key in Iran because all Iranian youth regardless of ethnic or religious background, which was seen in the novel through Leila who was an Armenian Christian, is disenfranchised by the state to keep dissension and free thought
Marjane Satrapi’s Persepolis introduces the Islamic veil as an attempt by the Iranian government to control women. Islamic radicals promised safety and security for those who abided by their rules. Rebels who refused to wear the headscarf were threatened with beating, rape or death. These modern women who fought against religious oppression met the minimal requirements of the government rules to safely live in the hostile environment. Through being forced to wear the veil, the control of the Islamic government drives its people to a rebellion.
Young Marjane Satrapi displays the characteristics that any child might have. She is simple, innocent, and easily influenced. For example, when her parents are demonstrating against the king, Marjane Satrapi says, “As for me, I love the king, he was chosen by God” (Satrapi 19). Her teacher tells her this, and she believes her teacher because Marjane Satrapi is a child and, in all innocence, will believe anything because her teacher, in her eyes, knows everything. Situations such as this show the influence of authority on her as a child because the teacher is an authority who tells Satrapi a misleading fact and Satrapi believes her, or is influenced by her.... ...