During the story “My Lucy Friend Who Smells Like Corn”, The author wrote this text in order to tell the reader about how poor lucy is and it is about what lower class did for fun.Throughout the story Lucy's actions make her seem like a shockingly gross little girl.In the story she does some disturbing things and she takes alot of dares from her friend for example she said”Have you ever eated dog food? I have. After crunching like ice, she opens her big mouth to prove it, only a pink tongue rolling around in there like a blind worm, and Janey looking in because she said Show me But me I like that Lucy, corn smell hair and aqua flip-flops just like mine that we bought at the K mart for only 79 cents same time”This is an example of a type of indirect
characterization which is Action. When Lucy ate dog food the author reveals that she has ate dog food before because she doesn't hesitate before eating the dog food.There are many ways the author is trying to tell us that lucy’s family is pour for example in her Overall this passage explains how poor Lucie's family is and what Lucy and the writers way of dressing,For example “The girls all wear each other’s clothes, except Olivia, who is stingy”All of Lucy's clothes are handmedowns so that shows that lucy’s family is not rich.
Concrete language is tangible and uses examples to help the reader understand the more abstract language in the text while also serving, in this particular test, to persuade the readers by evoking disgust and guilt, showing things through the eyes of those experiencing it. King uses personal examples,
Then, as you move through the passage you get a more serious mood and tone in the writing until the final paragraph where the perspective of the author’s backyard and washing line has changed altogether. The structure has no jumping back and forth in it; no going from the child’s perspective to the adult’s, the story is able to flow easily. The structure is almost in the form of stepping stones, where the change in perspective can go from one point of view to the other, child to adult.
Gloss attempts to draw the reader into the story with Lydia's diary entry, giving a taste of the slang used in the 1800s, boosting the reader's curiosity, and showing a little of Lydia's personality and schooling through the character's writing: "6 April Bought the black hinny Mule today, $18, also the spavint gray as my money is so short and I have hope he will put on wt, his eyes are clear w a smart look in them and his feet not tender. Believe I am now outfitted, shall start out at Day Break." (1)
Some may see the interaction between Mariam and Laila in A Thousand Splendid Suns as no more than a cup of tea, but after reading How to Read Literature Like a Professor, it is evident that it is much more powerful. In chapter 2 of his book, “Nice to Eat With You”, Foster addresses that in literature, a meal scene is not always just a meal scene. For
In the novel “Black Boy” by Richard Wright, Richard’s different character traits are revealed through multiple different instances of indirect characterization. Indirect characterization is a literary element commonly used in the novel. It is when the author reveals information about a character through that character's thoughts, words, actions, and how other characters respond to that character; such as what they think and say about him. Richard is put into many circumstances where the way he acts, the things he says and thinks, and the way others respond to him clearly show his character. Richard shows his pride when he refuses to fight Harrison for white men’s entertainment, principles when he doesn’t take advantage of Bess even though he has the opportunity, and ignorance when he sells KKK papers.
An example of indirect discourse can be seen in Chapter Nineteen when the narrator reports some of the thoughts of Tea Cake, Janie’s third husband, after he has taken ill with rabies and is not thinking clearly:
a passage from the letter she is writing to add a personal feel to the
For example, he explains to the reader that he would carry loaves of bread when sent on errands so that he could bargain with the local children for a reading or writing lesson. He admits "I was much better off in this regard than many of the poor white children in our neighborhood" (Douglass 101). This statement is ironic because Douglass himself was in a worse position, but instead, even as a 12-year-old Douglas acknowledges what little advantages he does have. Another example of irony is presented later in the essay, when Douglass is explaining his mental struggle, long after successfully learning how to read and write. He refers to his literacy as his "wretched condition" and even tells the reader "I would at times feel that learning to read had been a curse rather than a blessing" (Douglass 103). This statement is relevant because although Douglass 's fame in literary history, and that he is feeling burdened by this. This adds to the overall resolution of the essay because it adds a new element of mental discomfort instead of the physical and social discomfort associated with
By stating how other people behave or interact, the author offers a great chance for readers to interpret fairly for themselves what the reason for any conflict may be, or the nature of any essential contrast between the narrator and other adults in the story. In the story, there are many self-righteous opinions from people, which seem to be ironic to the readers; For example, her mother’s aggressive attitude of showing off her daughter, her piano teacher’s self-praise claiming him as “Beethoven.” All of the narrations including conversation clearly depict a different characteristic between the narrator and other people. For instance, a conversation occurs between the narrator and her mother when the mother criticizing a girl who seems similar to the author on TV which reveals dissimilar understanding for both of them to each other’s behavior. At first, the daughter speaks out for the girl by questioning her mother by saying “why picking on her […] She’s pretty good. Maybe she’s not the best, but she’s trying hard.” The daughter actually is defending for herself and reflecting that she feels uncomfortable with her mother’s disregard of her hard work. She wants to get her mother’s compliments instead of her criticisms. However, her mother response of, “just like you,” and, “not the best. Because you not trying.” Here, her mother doesn’t really answer her question, instead wants her put more effort on trying, neglecting how much she has tried before. However, in her mother’s perspective, she has never tried hard enough. By narratively stating the conversations she has encountered, readers perceive a strong implication of the reason for a future conflict between her and her mother.
In this paper, Im going to take a formalist approach to look at language, tone and structure of Suffer the Little Children by Stephen King. This story is not just about a particular teacher or a particular student; it is more about a disturbed ladys state of mind, and my work will give emphasis to the characterization the author uses through the text.
Flannery O'Connor uses all three methods of indirect characterization for the grandmother. Those methods include, actions, thoughts, and words. An example of the grandmother's actions that reveal that she didn't obey Bailey's request was when she brought the cat along with them (O'Connor 964). An example of the grandmother's thoughts is when she kept silent due to her embarrassment for giving Bailey the wrong directions, “...and just as she said it, a horrible thought came to her. The thought was so embarrassing that she turned red in the face and he...
Florence read to him every night when Walter was younger, this is where Walter got his love for reading. (“About Walter Dean Myers”) Herbert always made sure that Walter was taken care of and had the things he desperately needed growing up but besides that he and Walter weren’t very close. He was too embarrassed to be around Walter because Herbert himself couldn't read or write so he separated himself. (“A Father’s Open Book”) In a way this could discourage a child but in Walter’s mind this was another
perceive the novel in the rational of an eleven-year-old girl. One short, simple sentence is followed by another , relating each in an easy flow of thoughts. Gibbons allows this stream of thoughts to again emphasize the childish perception of life’s greatest tragedies. For example, Gibbons uses the simple diction and stream of consciousness as Ellen searches herself for the true person she is. Gibbons uses this to show the reader how Ellen is an average girl who enjoys all of the things normal children relish and to contrast the naive lucidity of the sentences to the depth of the conceptions which Ellen has such a simplistic way of explaining.
The example focus solely on Douglass and does not mention how his tone impacts the reader but instead focuses on how the tone clarifies Douglass message. In addition, the example narrows the focus on Douglass which makes his claim
Since the beginning of her life, Louisa isn't allowed to express herself because her father continually stresses the facts. Mr. Gradgrind suppresses Louisa's imagination and all she can do is wonder. One example of Louisa attempting to view the unknown occurs when she and Tom peep through a loophole in order to see a circus (8). This is the first time both Louisa and Tom have seen such a sight. When asked why they were there, Louisa curiously answers, "Wanted to see what it was like" (8), a response any normal child would have. Her "starved imagination" (8) is curious and needs some sort of avenue for release. As Louisa blossoms into a young lady, the young Miss Gradgrind enchants one particular suitor. Her father thought that it was time for Louisa to marry and had a suitable companion in mind. When Mr. Gradgrind asks Louisa if she would like to be Mrs. Bounderby, all Louisa can utter is, "You have been so careful of me, that I never had a child's dream. You have dealt so wisely with me, father, from my cradle to this hour, that I never had a child's belief or a child's fear" (63). Mr. Gradgrind interprets his daughter's words as a compliment to him and his strict belief in teaching only the facts. But Louisa means she has not experienced life and has never been given the chance. Her childhood has been murdered by her father's strict insistence on the perpetuation of facts only. Although Louisa realizes she has been enslaved by the theories of fact, she willingly enters yet another bondage to Mr. Bounderby allowing the process of her suppression to continue.