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Creative writing on the holocaust
Holocaust essays
Holocaust essays
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Recommended: Creative writing on the holocaust
In WWII during the Holocaust and it’s demoralization and yet it’s spectacle leading to great literature. Two divergent pieces of Holocaust literature inform us about the similar purposes, yet unlike tones, both authors using writing tools to drive their tones. Jane Yolen’s novel, The Devil's Arithmetic, shows us how it felt and feels to be in those harsh conditions in a death camp, yet has a tone of pride, empowerment, and honor and sacrifices. Peter Fischl’s poem, “To the Little Polish Boy Standing with His Arms Up,” is a salute to the ones that lived in the ghetto, but making the bystanders feel regret for what they could have done. His tone of voice is utterly powerful and yet distinct. Both authors showing their universal thought, and by asking us to be informed and reverence for their sacrifices. …show more content…
Jane Yolen’s novel informs us by apprising about the Jewish traditions, yet leading us into the genocide and the innocence of the Jews.
“Fiction cannot recite the numbing numbers, but it can be that witness, that memory.” This shows that Yolen’s tone recites to the factual horror of the Holocaust, yet the honorable are honored. This shows that, that Jane Yolen puts in facts of personal experience in the structure. She is sympathetic and empowers the reader. Jane Yolen leads us to her quote. “The swallows still sing around smokestacks.” This shows that, while showing hope and compassion is still alive, the daunting of the Holocaust and its death camps are surrounded by the sacrifices. This shows that while putting in figurative language and the structure of the factual. Although her tone of voice to support her
novel. In Peter Fischl’s poem,“To the Little Polish Boy Standing with His Arms Up” is an honor to the ones in the ghetto. But to feel compassionate and remorse. “Ten billion miles high will be the monument to the whole universe can remember of you Little Polish Boy.” This shows that, showing his rant and attitude of aggressiveness, but while making them feel shame/guilt to the bystanders that did nothing, but to have recognition. This shows that, while there are crescendos, yet hyperbole, and repetition. It shows its structure and support of his tone of voice. To the divides who heard nothing. “The worlds who heard nothing.” This shows that, to his shift and attitude, led him to sensory but ramping with a rant. This shows that with there is a contradiction, pace/ramps, and receptive thoughts. Shows his point of view and his assistance of his tone of voice. All in all, WWII and the horror of the holocaust, yet leading to substantial literature. Is two different pieces of holocaust literature has it’s similar purposes yet different tones. Leads to its universal thoughts, and enlighten us and distinction of their sacrifices.
The Book Thief and The Devil’s Arithmetic both focus on the prejudice Hitler had on different types of people during World War II. Liesel and Hannah both lost someone they had dearly loved. Liesel lost Rudy and Hannah lost many members of her family. In a time of fearfulness, both had told stories to the people surrounding them. Although both were not seen as equal in the eyes of many during their time, I see them as courageous and brave heroes after what they underwent.
More than 12,000 children below the age of 15 proceeded through the Terezin Concentration Camp, known by its German name of Theresienstadt, between the years 1942 and 1944. Out of all, more than 90 percent deceased during the Holocaust. To add on, Jewish children wrote poetry about their horrific experiences they went through in Nazi concentration camps. Additionally, the poet’s word choice produces the narrator’s point of view. For example, in the poem The Butterfly, it states, “It went away I'm sure because it wished to kiss the world goodbye” (stanza 2). In other words, Pavel Friedmann, poet, uses first-person point of view, so the narrator can be the main person in the poem by saying things from his/her perspective. From this, we can infer that the poet’s word choice in a way puts the narrator into their feet, in order for him/her to have a feeling as if they’re the one confronting this harsh obstacle in life like the poet had to challenge with.
Six million Jews died during World War II by the Nazi army under Hitler who wanted to exterminate all Jews. In Night, Elie Wiesel, the author, recalls his horrifying journey through Auschwitz in the concentration camp. This memoir is based off of Elie’s first-hand experience in the camp as a fifteen year old boy from Sighet survives and lives to tell his story. The theme of this memoir is man's inhumanity to man. The cruel events that occurred to Elie and others during the Holocaust turned families and others against each other as they struggled to survive Hitler's and the Nazi Army’s inhumane treatment.
In Elie Wiesel’s Night, he recounts his horrifying experiences as a Jewish boy under Nazi control. His words are strong and his message clear. Wiesel uses themes such as hunger and death to vividly display his days during World War II. Wiesel’s main purpose is to describe to the reader the horrifying scenes and feelings he suffered through as a repressed Jew. His tone and diction are powerful for this subject and envelope the reader. Young readers today find the actions of Nazis almost unimaginable. This book more than sufficiently portrays the era in the words of a victim himself.
A story of a young boy and his father as they are stolen from their home in Transylvania and taken through the most brutal event in human history describes the setting. This boy not only survived the tragedy, but went on to produce literature, in order to better educate society on the truth of the Holocaust. In Night, the author, Elie Wiesel, uses imagery, diction, and foreshadowing to describe and define the inhumanity he experienced during the Holocaust.
The poem “Woodchucks” by Maxine Kumin, is about the narrator’s attempt to eradicate woodchucks from a garden. The figurative message of the poem is how a person can change from good to evil effortlessly. The metaphor of the Holocaust is intertwined in the poem and helps enhance the figurative message. The uniform format and the implication of Kumin’s word choices creates a framework that allows the reader to draw out deeper meanings that the literary devices create. Maxine Kumin’s use of an undeviating format, word choice, and allusion to the Holocaust reinforces the purpose of her poem.
Elie Wiesel’s memoir Night, is an account about his experience through concentration camps and death marches during WWII. In 1944, fifteen year old Wiesel was one of the many Jews forced onto cattle cars and sent to death and labor camps. Their personal rights were taken from them, as they were treated like animals. Millions of men, women, children, Jews, homosexuals, Gypsies, disabled people, and Slavic people had to face the horrors the Nazi’s had planned for them. Many people witnessed and lived through beatings, murders, and humiliations. Throughout the memoir, Wiesel demonstrates how oppression and dehumanization can affect one’s identity by describing the actions of the Nazis and how it changed the Jewish
Many themes exist in Night, Elie Wiesel’s nightmarish story of his Holocaust experience. From normal life in a small town to physical abuse in concentration camps, Night chronicles the journey of Wiesel’s teenage years. Neither Wiesel nor any of the Jews in Sighet could have imagined the horrors that would befall them as their lives changed under the Nazi regime. The Jews all lived peaceful, civilized lives before the German occupation. Eliezer Wiesel was concerned with mysticism and his father was “more involved with the welfare of others than with that of his own kin” (4).
In Night, Elie Wiesel descriptively portrays the Holocaust and the experiences he has in each part of his survival. From the ghettos to the Death March and liberation, Elie Wiesel shares his story of sadness and suffering. Specifically Wiesel speaks about his short experience in the Sighet ghetto, a historically accurate recount illustrating the poor living conditions, the Judenrat and Jewish life in the ghetto as well as the design and purpose of the two Sighet ghettos. Wiesel’s description of the Sighet ghettos demonstrates the similar characteristics between the Sighet ghetto and other ghettos in Germany and in German-annexed territories.
Mr. Wiesel had intended this book to describe a period of time in his life that had been dark and sorrowful. This novel is based on a survivor of the greatest Holocaust in history, Eliezer Wiesel and his journey of being a Jew in 1944. The journey had started in Sighet, Transylvania, where Elie spent his childhood. During the Second World War, Germans came to Elie and his family’s home town. They brought with them unnecessary evil and despair to mankind. Shortly after young Elie and thousands of other Jews were forced from their habitats and torn from their rights of being human. They were sent to different concentration camps. Elie and his family were sent to Auschwitz, a concentration and extermination camp. It would be the last time Elie sees his mother and little sister, Tzipora. The first sights of Auschwitz were terrifying. There were big flames coming from the burning of bodies and the crematoriums. The Jews had no idea of what to expect. They were not told what was about to happen to them. During the concentration camp, there was endless death and torture. The Jews were starved and were treated worse than cattle. The prisoners began to question their faith in God, wondering why God himself would
In Art Spiegelman’s Maus, the audience is led through a very emotional story of a Holocaust survivor’s life and the present day consequences that the event has placed on his relationship with the author, who is his son, and his wife. Throughout this novel, the audience constantly is reminded of how horrific the Holocaust was to the Jewish people. Nevertheless, the novel finds very effective ways to insert forms of humor in the inner story and outer story of Maus. Although the Holocaust has a heart wrenching effect on the novel as a whole, the effective use of humor allows for the story to become slightly less severe and a more tolerable read.
The delineation of human life is perceiving existence through resolute contrasts. The difference between day and night is defined by an absolute line of division. For the Jewish culture in the twentieth century, the dissimilarity between life and death is bisected by a definitive line - the Holocaust. Accounts of life during the genocide of the Jewish culture emerged from within the considerable array of Holocaust survivors, among of which are Elie Wiesel’s Night and Simon Wiesenthal’s The Sunflower. Both accounts of the Holocaust diverge in the main concepts in each work; Wiesel and Wiesenthal focus on different aspects of their survivals. Aside from the themes, various aspects, including perception, structure, organization, and flow of arguments in each work, also contrast from one another. Although both Night and The Sunflower are recollections of the persistence of life during the Holocaust, Elie Wiesel and Simon Wiesenthal focus on different aspects of their existence during the atrocity in their corresponding works.
Narrative is a rhetorical structure that distorts reality in order to reveal it. This is an eminently evident actuality in John Boyne’s The Boy in the Striped Pyjamas. Through this distortion, Boyne is able to evoke the reader’s empathy, portray the horror of the Holocaust to a younger audience and convey human’s capacity for inhumanity and indifference. This is achieved by Boyne, primarily through the exaggeration of innocence throughout the novel, the content presented to the audience, and the use of a child narrator. Thus, in The Boy in the Striped Pyjamas by John Boyne, narrative is presented as a composition that distorts in order to reveal.
Simply thinking of the Holocaust creates emotions of pity and anger. Cohen and Wiesel both draw those emotions and many more through their words in their literary pieces. In both portrayals, anger is directed toward the Nazis. In the concentration camps, Wiesel shows that German officers beat prisoners for no reason like Idek who "was seized with one of his fits of frenzy […] leapt on me like a wild animal, hitting me […] until I was covered with blood. […] Suddenly he calmed down. As if nothing had happened, he sent me back to work" (Wiesel 50). Likewise, indifference towards the German officers is transmitted towards the audience in Cohen's poem when she mentions, "how do I tell you about losing family and friends in a matter of minutes by moving thumbs in white gloves, belong to a Nazi a so-called human being?"(stanza 4). Additionally, both Cohen and Wiesel make the reader feel pity for them and all those who had to live under the inhumane circumstances of the concentration camps and those who did not make it out alive. In Night, a gruesome picture is drawn as the author says, "Babies! Yes, I saw it- saw it with my own eyes... those children in the flames"(Wiesel 30). Cohen aims to make his audience feel pity but also guilty by making a parallel comparison: "How do I tell you about human-created hunger, hopeless, no-end-in-sight, when, perhaps, you just had a good meal and feel full and warm inside?" (stanza 2).
Imagine waking up on a normal day, in your normal house, in your normal room. Imagine if you knew that that day, you would be taken away from your normal life, and forced to a life of death, sickness, and violence. Imagine seeing your parents taken away from you. Imagine watching your family walk into their certain death. Imagine being a survivor. Just think of the nightmares that linger in your mind. You are stuck with emotional pain gnawing at your sanity. These scenerios are just some of the horrific things that went on between 1933-1945, the time of the Holocaust. This tragic and terrifying event has been written about many times. However, this is about one particularly fascinating story called The Boy in the Striped Pajamas by John Boyne.