There exists, in each and every individual, a desire to belong to something greater than one’s self. While there is much in life that one must discover on their own, the security ensured through the bonds of acceptance provides many with a means of identification. Such classification is exemplified in the poem “The Century Quilt” by Marilyn Nelson Wenick, where familial bonds are examined through the means of a family coverlet. Through the utilization of literary techniques, the author effectively develops the complex meaning of the century quilt. One of the literary techniques most prominently featured throughout the passage would be that of imagery. The author takes great care to interweave sentences comparing the traits …show more content…
When relating the history of her grandmother, Meema, for example, the author first depicts Meema’s sisters as “yellow” and Meema’s grandfather and his family as “white.” When the two families meet, the author has few words for their interactions, stating that their only form of recognition was “nodding at [them] as they met.” The lack of acknowledgment the narrator depicts in this scene, particularly between those of differing skin pigmentations, would indicate a racial divide permeating the society in which …show more content…
In the depiction of the century quilt, the author touches upon how each quilt square “holds a sweet gum leaf,” before furthering the description by relating the leaves as having fingers that would “caress [me] into silence.” Such description of the quilt’s embroidery further reiterates the quilt’s metaphorical representation of familial bonds. When constructing a family tree, the grouping is divvied up into differentiating sides known as branches, upon which each individual can be considered a leaf. Though each leaf is relatively small in relation to the tree as a whole, it is the entirety of the leaves that provide a tree with a structure and shape. In this same vein, the characterization of each quilt square in possession of a leaf parallels each leaf to a member of the lineage. However, the author chooses particular words to describe the quilt squares and the leaves, noting that the squares are not the leaves themselves, but merely holders of them. This particularity in language indicates that while each square belongs to an individual, the leaf itself is not a part of that being—merely a placeholder. The leaves prove to be the common entity bonding the differing squares together, and their function is analogous to that of a common ancestor; though family members differs in origin and history, they are united under the visage of a particular individual. As was mentioned earlier, the
“ The horizon was the color of milk. Cold and fresh. Poured out among the bodies” (Zusak 175). The device is used in the evidence of the quote by using descriptives words that create a mental image. The text gives the reader that opportunity to use their senses when reading the story. “Somehow, between the sadness and loss, Max Vandenburg, who was now a teenager with hard hands, blackened eyes, and a sore tooth, was also a little disappointed” (Zusak 188). This quote demonstrates how the author uses descriptive words to create a mental image which gives the text more of an appeal to the reader's sense such as vision. “She could see his face now, in the tired light. His mouth was open and his skin was the color of eggshells. Whisker coated his jaw and chin, and his ears were hard and flat. He had a small but misshapen nose” (Zusak 201). The quotes allows the reader to visualize what the characters facial features looked like through the use of descriptive words. Imagery helps bring the story to life and to make the text more exciting. The reader's senses can be used to determine the observations that the author is making about its characters. The literary device changes the text by letting the reader interact with the text by using their observation skills. The author is using imagery by creating images that engages the reader to know exactly what's going on in the story which allows them to
In Alice Walker’s story “Everyday Use,” symbolism, allegory, and myth stand out when thinking about the characters, setting, and conflict in the story. The conflict is between the mother and her two daughters (Maggie and Dee). There is also the conflict between the family’s heritage (symbolized by the quilt, bench, and butter chum) and their different ways of life. Dee chose a new African name, moved to the city, and adopted a new way of life while Maggie and her mother have stay behind. The quilt (the most important symbol) represents the family’s heritage in that it is made of scraps of clothing worn by generations of family members. The quilt has been sewn by family hands and used on family beds. It has seen history and is history. Maggie and her mother see that that history is alive but Dee thinks it is as dead as her name. Dee does not see that name as part of her heritage. By analyzing these symbols, a number of possibilities for a theme can be seen. Walker could be suggesting that to understand the African-American heritage, readers have to include the present as well as the past. However, the theme could be that poverty and a lack of sophistication and education cannot be equated with ignorance. Lastly, she could be telling her readers that dignity or self-respect rise from and are virtually connected to one’s entire heritage- not just a selected part of it.
...mple of imagery is when Richard’s friends run up to him with his article in their hands and a baffled look on their faces. This shows that Richard is a very talented writer for his age and that Richard is a very ambitious person because his school never taught him to write the way he does. This also shows that Richard took it upon himself to become a talented author and wants to be a writer when he grows up.
Wangero decided to take the quilts from Maggie’s room. The quilts were woven by Grandma Dee and Big Dee. The patterns of the quilts had great meaning, “one was in the Lone Star pattern. The other was Walk Around the Mountain”(Walker 292). The fabrics of the quilts were also important. They were made from Grandma Dee’s dresses, and had a patch from their great grandmother’s civil war uniform. Mama and Maggie, not only valued their fabrics, they believed they were meant to be used, just like the churn top and dasher. Wangero wanted to the display the quilts in her house. Mama wanted these quilts to be used everyday, and did not want them hung on a wall. Mama did not give in, she did not let Wangero have the quilts. Mama tried to explain it was because Wangero no longer valued their heritage. When Wangero does not get her way, she said, “You ought to try to make something of yourself… It’s really a new day for us. But the way you and Mama still live you’d never know” (Walker 294). Wangero believed that Mama and Maggie were living in the past, that they needed to move on. Wangero did not understand how much Mama and Maggie cared about their heritage. Wangero will face the consequences of distance from her family, as they will never see eye to eye on their heritage.
...e, history, and blood. The specific commingling that emerges, however, has common roots in its very diversity. Throughout her tale Menchaca's allegiance is clearly to her race, and while the bias comes through, the history she traces is never the less compelling. The strongest achievement of this book is that it fundamentally shifts the gaze of its reader by reifying race and celebrating its complexity.
The poem “Heritage”, written by Linda Hogan, tells the story of each trait she inherited and the lessons she learned from key members of her family. When analyzing poetry, there are many literary elements that the reader can observe. These elements can range from diction, syntax and rhyme schemes. In Hogan’s poem, there are three literary elements that stand out the most. These are figurative language, tone and diction. By using figurative language, Hogan can better communicate her ideas towards the audience. The use of tone allows the reader to understand the character’s feelings. Lastly, her choice of diction determines how the reader views the story. The author’s use of these three elements allows the audience to connect to the poem because
In "Everyday Use" by Alice Walker, two sisters want the handmade quilt that is a symbol of the family heritage. Alice Expresses what her feeling are about her heritage through this story. It means everything to her. Something such as a quilt that was hand made makes it special. Only dedication and years of work can represent a quilt.
Imagery is when the author presents a mental image through descriptive words. One prime example of imagery that the author uses is in paragraph 3; where she tells of a moment between a man and a woman. In this narration she states the time, year, outfit of each character described, and what the female character was doing. These details might come across as irrelevant, or unnecessary, but this is Didions way of showing what the blueprint of notebook it. Using imagery reinforces the foundation of the essay, and what the essay’s mission was.
Most families have some piece of jewelry, furniture, or other symbolic collectible that is passed through many generations. These things often remind a person of a beloved grandparent or great-grandparent and are seen as priceless. In Alice Walker's "Everyday Use," the family heirloom, a couple of hand sewn quilts, represents the family members' emotions concerning their heritage.
Taylor and Lou Ann demonstrate a symbiotic relationship between the roles and characteristics in a family. Edna Poppy and Virgie Mae replaces the missing physical and emotional traits in a stable household. The examples tie into the fact that not all families in this book match “the norms” and expectations, but are equally valued, blood or
mother-daughter bond affects the way heritage in the story. In Jennifer Martins report The Quilt
Like most peoples families there is a dynamic of people involved, although all from the same environment and teachings, it is ultimately an accumulation of personal experiences that shape us and defines how we perceive our existence. “Everyday Use” is a story of conflict of right and wrong and also family values. Walkers’ narrator, “Mama”, struggles with her disrespectful daughter ‘Dee”. Though “Mama” was quoted to have worked hard like a man to send her to school gratitude is never mentioned. “Clearly, Dee privileges language over silence, as she demonstrates in her determination to be educated and in the importance she places on her name” (Tuten). Since “Dee” had been out of the house and to school in the city she had lost touch with where she came from and had little respect for the family heritage. Maggie having been burned in a house fire had learned to love the shelter that only a family can provide. Being burned makes you like no one else, everywhere you go you feel eyes looking. Since she had not been out of the house and had the time to learn the value of family she regarded the quilts as a part of her heritage.
The quilts were pieced together by Mama, Grandma Dee, and Big Dee symbolizing a long line of relatives. The quilts made from scraps of dresses worn by Grandma Dee, Grandpa Jarrell’s Paisley shirts, and Great Grandpa Ezra’s Civil War uniform represented the family heritage and values, and had been promised to Mama to Maggie when she married. However, Dee does not understand the love put into the making of the quilts, neither does she understand the significance of the quilts as part of her family heritage. It is evident she does not understand the significance of the quilt, having been offered one when went away to college declaring them “as old-fashioned” and “out of style”. She does not care about the value of the quilts to her family, rather she sees it as a work of art, valuable as an African heritage but not as a family heirloom. She wants the quilts because they are handmade, not stitched with around the borders. She tells Mama, “Maggie can’t appreciate these quilts!... She’d probably be backward enough to put them to everyday use… But, they’re priceless!.. Maggie would put them on her the bed and in five years they’d be in rags. Less than that!” (317). The quilt signifies the family pride and history, which is important to Mama. She makes the decision to give the quilt to Maggie who will appreciate it more than Dee, to whom she says, “God knows I been saving ‘em for long enough with
exactly what's going on and begins to resent Wangero even more. The quilts themselves are symbols in the story, interpreted in different ways, by the narrator, the author, the reader, and Wangero. Again, Walker uses the narrator's simplicity to her advantage. While Wangero sees the quilts as a symbol of her heritage, the narrator. sees them only literally, as blankets to be used, not saved for. cultural posterity.
To begin with a quilt is defined as a “coverlet made of scrapes and fragments stitched together to forming a pattern” (Webster). The quilt in “Everyday Use” was made by Grandma Dee, Big Dee, and Mama from scraps of dresses and shirts and part of Grandpa’s Civil War uniform. It is filled with memories and was hand stitched by the family. Mama suggests that Dee take other ones, but Dee rejects the offer because they were “stitched by machine”(Walker, p.114) and the old ones were done by hand. Mama says that she had promised them to Maggie. Dee then replies that Maggie would “be backward enough to put them to everyday use” (Walker,p.114). Mama says she hope Maggie will use them every day. This begins what is means to use and misuse heritage.