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The importance of literature review
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Literary authors often use symbols to emphasize their main idea and/or central theme. In his literary work, A Long Way Gone:Memoirs of a Boy Soldier, Ishamael Beah uses symbols to underscore his central theme of oppression and/or freedom. Beah’s repeated use of items such as music cassettes, the moon and troubling nightmares help to highlight his story’s powerful theme of oppression and the loss of freedom caused by war. The rap music cassettes Ishmael treasures throughout his journey symbolize the freedom he enjoyed as a child and reclaims after his escape from the war. “Junior, Talloi, and I listened to rap music, trying to memorize the lyrics so that we could avoid thinking about the [the war]…” (28). “As I was being undressed, the rap cassettes fell out of my pockets and …show more content…
“I became restless and was afraid to sleep for fear that my suppressed thoughts would appear in my dreams” (70). “One night I dreamt that I was shot in the head…I…couldn’t sleep for the rest of the night” (127). “I had a dream…a gunman…placed his gun on my forehead. I immediately woke up from my dream…I stayed up all night and couldn’t sleep for a week” (147). Ishmael’s nightmares are a strong reminder to the reader that the oppression of war has even robbed Ishmael of the simple freedom of sleep. Through the use of music cassettes, the moon and disturbing nightmares, the loss of freedom and oppression of the Sierra Leone civil war is accentuated. In his literary work, A Long Way Gone:Memoirs of a Boy Soldier, Ishamael Beah uses symbols to underscore his central theme of oppression and/or freedom. The use of literary symbol’s is a powerful tool employed very effectively by Beah to bring awareness to the problem of child soldier and the need to find a way to not only rehabilitate these children but to prevent this barbaric tactic from continuing to destroy generations to
The three narratives “Home Soil” by Irene Zabytko, “Song of Napalm” by Bruce Weigl, and “Dulce et Decorum Est” by Wilfred Owen all have the same feelings of war and memory, although not everyone experiences the same war. Zabytko, Weigl, and Owen used shifting beats, dramatic descriptions, and intense, painful images, to convince us that the horror of war far outweighs the devoted awareness of those who fantasize war and the memories that support it.
The book is based on actual events and is expressed through a personal point of view. Ishmael wrote a memoir that tells the story of a young boy who is torn from his peaceful life, and then forced into a frightening world of drugs and slavery. In writing about his experiences, he has made the decision to present his experiences in a particular way by missing out details and recounting others. This along with the language used and the order, in which the events are disclosed, all serve to create a particular interpretation and to guide the reader to respond in a particular way.
As a child, Ishmael Beah seemed like he was playful, curious, and adventurous. He had a family that loved him, and he had friends that supported him. Before the war, Ishmael had a childhood that was similar to most of the children in the United States. Unfortunately, the love and support Ishmael grew accustom to quickly vanished. His childhood and his innocence abruptly ended when he was forced to grow up due to the Sierra Leone Civil War. In 1991, Ishmael thought about survival rather than trivial things. Where was he going to go? What was he going to eat? Was he going to make it out of the war alive? The former questions were the thoughts that occupied Ishmaels mind. Despite his efforts, Ishmael became an unwilling participant in the war. At the age of thirteen, he became a
Ishmael was a normal 12 year old boy in a small village in Sierra Leone when his life took a dramatic turn and he was forced into a war. War has very serious side effects for all involved and definitely affected the way Ishmael views the world today. He endured and saw stuff that most people will never see in a lifetime let alone as a young child. Ishmael was shaped between the forced use of drugs, the long road to recovery and the loss of innocence of his
Various symbols are used in "The Lesson," by Toni Cade Bambara, to represent the social and economic inequality faced by the children in this story. The children, not that they asked for it, are dealt the bad hand by fate. It is up to them to decide what to do about it or even to do anything at all.
From this point on, the novel is a Socratic dialogue between the narrator and Ishmael, as they seek to uncover “how things came to be this way” in the world. Ishmael claims that the topic of his teachings is “captivity” (33-34). Having spent the majority of his life in some form of captivity, Ishmael has been able to evaluate the subject to learn that humanity is also living under a form of captivity.
Through vivid yet subtle symbols, the author weaves a complex web with which to showcase the narrator's oppressive upbringing. Two literary
An attention-grabbing story of a youngster’s voyage from end to end. In “A LONG WAY GONE,” Ishmael Beah, at present twenty six years old tells a fascinating story he had always kept from everyone. When he was twelve years of age, he escaped attacking the revolutionaries and roamed a land-living rendered distorted by violence. By thirteen, he’d been chosen up by the government military and Ishmael Beah at nature a gentle young boy, bring into being that he was accomplished of really dreadful deeds. Few days later on the rampage he is unrestricted by military and referred to a UNICEF rehabilitation centre, he wriggled to re-claim his humankind and to re-enter the biosphere of non-combatants, who seen him with terror and distrust . This is at preceding a story of revitalisation and hopefulness.
From many dark to happy times that were never ending. Ishmael Beah examines his life with different tones that enhanced the effect of the story through many intriguing events. From happy occasions to horrendous times of war, with the rebel attack on his home village, to losing his family and being forced to fight the rebels as an army soldier. Beah started out with suspenseful and terrifying tones when he was separated from family and friends when the war started and had to survive on his own. Then the tone changed to dark, life-threatening, and dismal when he reluctantly was in the army killing rebels and given drugs to cope and continue killing. In conclusion, the tone was pleased, satisfied, and peaceful when he was rehabilitated out of the army and went to New York City where he was adopted and could be a kid
Forced to become a child soldier, Beah experiences many horrific and life changing things. Among these, the drastic cultural changes that occurred as a result of the war. The increased western influence in the region only advanced the societal changes. In the memoir, Beah explains the significance of western culture and both the positive and negative effects it has on him and his peers. On one side, western values and items were beneficial to Beah and his peers in the sense that the cassettes Beah carried around with him saved his life on multiple occasions.
The book “The Drummer Boy of Shiloh” by the author Ray Bradbury is a book about young boys who have to join the war some who are forced and some who decided to join it.There is a main character who’s name is joby and he is being forced to join the war but he’s kinda scared so during the middle of the book he meets the general and the general talks to him about being scared of joining the battle.He tells him that he’s the left and right hand of the war and that nobody else’s job is as important as his.The genre of the book is a literature and it uses lots of symbols and symbols are things authors use to symbolise something.
Fisher, C.J., Byrne, A., Edwards, and Kahn, E. (1970) REM and NREM nightmares. In E. Hartman (ed), Sleep and Dreaming. Boston : Little Brown
When recalling dreams from the night before; there can sometimes be a connection to the present day, or a past event. An experience, or something seen, may stick with the brain; and remembering the event, the dream could replay in parts and pieces. These parts and pieces of dreams are most often disguised, and mixed in with the imagination of the brain, and re-creat...
In 2004–2005, the Penn Humanities Forum will focus on the topic of “Sleep and Dreams.” Proposals are invited from researchers in all humanistic fields concerned with representations of sleep, metaphors used to describe sleep, and sleep as a metaphor in itself. In addition, we solicit applications from those who study dreams, visions, and nightmares in art or in life, and the approaches taken to their interpretation. We also welcome proposals about the effects of dreaming on the dreamer, and the resulting emotions, behaviors, and actions taken or foregone in response to dreams. In this Forum on Sleep and Dreams, we will see how the diversity of academic disciplines can help answer important questions about sleep and dreaming—questions that may touch the basis of human intellect.
Of this type I experienced and wrote down 352 cases in the period between January 20, 1898, and December 26, 1912. In these lucid dreams the reintegration of the psychic functions is so complete that the sleeper remembers day-life and his own condition, reaches a state of perfect awareness, and is able to direct his attention, and to attempt different acts of free volition. Yet the sleep, as I am able confidently to state, is undisturbed, deep and refreshing. I obtained my first glimpse of this lucidity during sleep in June, 1897, in the following way. I dreamt that I was floating through a landscape with bare trees, knowing that it was April, and I remarked that the perspective of the branches and twigs changed quite naturally. Then I made the reflection, during sleep, that my fancy would never be able to invent or to make an image as intricate as the prospective movement of little twigs seen in floating