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Traditional and modern family restation
Traditional families
Traditional families
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Did you know that fewer than 50% of children live with the “traditional” family of two married parents. In both Confetti Girl and Tortilla Sun the main character lives with one single parent. In Confetti Girl, the narrator has a single father who is very invested in literature, so much that the narrator doesn't think he loves her. In Tortilla Sun Izzy’s mom has to leave for the Summer, making it so Izzy has to stay with her grandma which she doesn't want to do. In the stories Confetti Girl and Tortilla Sun the characters have a disagreement and these differences in point of view create tension between the characters in each story. In Confetti Girl, the tension is caused because the narrator's single father seemingly loves literature more than …show more content…
First of all, tension is shown in Tortilla Sun in paragraph 9. As the text states, “Mom leaned back against the counter and sucked in a great gulp of air. ‘It's strange actually. I wasn't expecting it, but then at the last minute the funding came through.’ She folded her arms across her waist. ‘I'm going to Costa Rica to finish my research.’” This paragraph shows tension because Izzy’s mom is doing something against Izzy’s interest which ultimately causes Izzy to be angry at her mother. Secondly, tension is shown in Tortilla Sun in paragraph 34. As the text says, “Opportunity? For me? Or for you?”(34) This quote shows tension because Izzy is obviously mad at her mother for putting her own interests before hers and this in turn causes tension. The last way Tortilla Sun shows tension in paragraph 35. As it says in the text, “I stormed off into my room and threw myself onto my bed. I ached inside. Like the feeling you get watching a lost balloon float far into the sky until it becomes an invisible nothing.”(35) This quote shows tension because Izzy is feeling hopeless and that feeling was caused by her mother. Her mother feels bad for making Izzy feel this way but Izzy is still angry. In conclusion, in Tortilla Sun, there is much tension because Izzy’s parent acts in a way that neglects her
The author uses different points of view to create tension in the story. The mom acts in a way that neglects the daughters interests. This makes them both feel less connected and leaves the daughter feeling hopeless. In paragraph 9, “‘It’s strange actually. I wasn’t expecting it, but then at the last minute the funding came through.’ She folded her arms across her waist. ‘I’m going to Costa Rica to finish my research.” This made the narrator/daughter angry and flustered with her mom’s actions. She has trouble remaining connected with her parent because they both want different things which leaves on character feeling betrayed. “Opportunity? For me? Or for you?” (34). Both of their actions and responses create tension in this story. Their communication lacks and this results in pressure on both
Conflict between the main characters in fictional stories can be so thick, you need a razor-sharp knife to cut it; that is definitely the case in the two literary texts I recently analyzed titled “Confetti Girl” by Diana Lopez and “Tortilla Sun” by Jennifer Cervantes. In the first text, tensions mount when a social butterfly of a teenage girl and her oblivious father lock horns over the subject of homework. In the second passage, drama runs high when a lonely child and her career-driven mother battle over the concept of spending the summer apart. Unfortunately, by the end of both excerpts, the relationships of these characters seem damaged beyond repair due to their differing points of view - the children end up locked behind their barrier-like
In the story "Confetti Girl" the narrators attitude is resentful of her father's efforts to impose his interests on her. This shows that the girl doesn't care about father's interests and now she thinks her father only cares about is books and vocabulary words. According to "Confetti Girl" paragraph 26 it states, "Nothing's more important than his books and vocabulary word. He might say I matter,
In this story, a young girl named Izzy lives alone with her mother. One day, the mother surprises her by explaining that she is going to Costa Rica to do some research, and that Izzy is going to her grandmother’s house while she is away. Izzy is against the idea of moving to New Mexico to live with her grandmother, and this causes tension between her mother and her. The author shows this when she writes, “‘Honey, you can make friends at your new school in the fall. Besides, this is a wonderful opportunity for you.’ [Izzy then replies,] ‘ Opportunity? For me? Or for you?’” (Cervantes). This quote shows how different points of view cause tension to form. The mother in this story’s point of view is that Izzy moving in with her grandmother in New Mexico will be a good opportunity for her, and Izzy disagrees. Izzy believes that this new trip is not a good opportunity for her, but rather for her mother. This causes them them to fight, which leads to tension forming. Tension can be seen forming in this excerpt from Jennifer Cervantes’s story “Tortilla Sun” because of the narrator and the parent’s different point of
In certain cases that may relate to the two passages; there may be tension between parent and child due to contrasting opinions. In “Tortilla Sun” the different points of view was how the mother and daughter would spend their summers. Izzy did not want to spend it at her grandmother’s, but her mother could not care for her and needed to finish her studies. This created conflict between the two. In “Confetti Girl” the narrator tries to overlook the flaws in her father and have a good time, but he messes it up by focusing on her homework. The narrator is upset at her father and this creates tension in the moment. Parents are still people in the end, so should they put their wants and needs first, or make sure their children are always
She states that there is “No time for a sestina for the working mother,” however, the poem is, in actuality, a sestina about a working mother. Seemingly, this irony illustrates the competitive feelings involved in juggling the commitments of motherhood and outside employment. Additionally, she uses references of “as if shot from a cannon” (7) and “It has tamped her down tight and lit her out the door” (22), as well as the multiple uses of flight. Garrison appears to use these images to demonstrate both the hectic pace of this lifestyle, the push the narrator feels moving from mom to employee, as well as, the guilt she experiences. Finally, she presents opposing images of sunshine and shadows, anxiety and happiness, and talking and listening to express the various sentiments involved in her
The mother and daughter have a very distant relationship because her mother is ill and not capable to be there, the mother wishes she could be but is physically unable. “I only remember my mother walking one time. She walked me to kindergarten." (Fein). The daughter’s point of view of her mother changes by having a child herself. In the short story the son has a mother that is willing to be helpful and there for him, but he does not take the time to care and listen to his mother, and the mother begins to get fed up with how Alfred behaves. "Be quiet don't speak to me, you've disgraced me again and again."(Callaghan). Another difference is the maturity level the son is a teenager that left school and is a trouble maker. The daughter is an adult who is reflecting back on her childhood by the feeling of being cheated in life, but sees in the end her mother was the one who was truly being cheated. “I may never understand why some of us are cheated in life. I only know, from this perspective, that I am not the one who was.” (Fein). The differences in the essay and short story show how the children do not realize how much their mothers care and love
...ltimately makes the young girl feel that she will break underneath all the pressure she is placed upon by her peers. Inevitably it seems that Judith Ortiz Cofer used similes in order to connect both the act of maturing to a much more somber factor which have reinforced the tenor of the poem.
Literature of the Americas has many stories and they all have comparisons, but they also have many differences. “Day of the Butterfly” by Alice Monro and “Crossroads: A Sad Vaudeville” by Carlos Solórzano have characters that share some traits and ways, but like all characters they have things that are different. The old woman from “A Sad Vaudeville” is a dynamic protagonist who finds herself meeting the perfect man for her, but has a dilemma when he is in denial because she is not the ideal girl of his dreams; she’s old. Myra from “Day of the Butterfly” is a static antagonist who does not have the same care free attitude as most of the children her own age. She is rather shy and does not fit in or socialize much with people her own age. She does not derive from a very wealthy family. She is responsible for her brother Jimmy which holds her back from having more age appropriate experiences.
As she sat at her work table she, “was drawn away,” by the screeching sirens outside her window. In this example, the author uses the word “was” as an indicator of her recollection of the events of that evening. The way they quickly grasped her attention reveals how focused she was on these specific occurrences surrounding her. We also notice how she is reflecting on the bad things that happen in society, yet we find ways to overcome them in order to continue to live our lives. In the following paragraphs, we see the judgment she has towards people who fail to consume themselves within the events happening around them. More specifically, we see her judgment towards the young man across the street who is so dedicatedly working on his table and in fact she wonders why he takes, “all those pains to make it beautiful?” She fails to understand his outlook on life by presenting us with a rhetorical question that she herself could not answer in the very moment. She fails to understand why and how a person can cherish life so deeply when his surroundings consist of nothing but chaos. As we continue to read through her essay we come across a moment that changes her perspective on the idea that people can quite possibly live a life that is consumed in something they love rather than the fear of
The author clearly shows how his childhood effected his adulthood, making in a living example of what he is writing about allowing the audience to more easily trust what he is writing about. Instead of using factually evidence from other dysfunctional family incidences, the author decides to make it more personal, by using his own life and comparing family ideas of the past to the present.
By doing this, the child would save her parent’s from years of heartache and regret but would ultimately lead to the end of her own existence. Although if she chooses not to tell her parent’s the whole family will face inevitable sadness, hatred and despair. One example of conflict shows the thought process and the strain the child is experiencing, “I want to go up to them and say Stop…but I don’t do it. I want to live.” (Olds). This is a strong example of internal conflict, which is described as “the psychological struggle within the mind of a literary or dramatic character, the resolution of which creates the plot 's suspense” ("Internal Conflict"). The poet chose to use internal conflict to show and emphasize the emotional distress and emotional fight she is experiencing with deciding her parent’s and her own
These lines demonstrate the stage of adulthood and the daily challenges that a person is faced with. The allusions in the poem enrich the meaning of the poem and force the reader to become more familiar with all of the meaning hidden behind the words. For example, she uses words such as innocence, imprisonment and captive to capture the feelings experienced in each of the stages. The form of the poem is open because there are no specific instances where the lines are similar. The words in each stanza are divided into each of the three growth stages or personal experiences.
In a typical family, there are parents that expected to hear things when their teenager is rebelling against them: slamming the door, shouting at each other, and protests on what they could do or what they should not do. Their little baby is growing up, testing their wings of adulthood; they are not the small child that wanted their mommy to read a book to them or to kiss their hurts away and most probably, they are thinking that anything that their parents told them are certainly could not be right. The poem talks about a conflict between the author and her son when he was in his adolescence. In the first stanza, a misunderstanding about a math problem turns into a family argument that shows the classic rift between the generation of the parent and the teenager. Despite the misunderstandings between the parent and child, there is a loving bond between them. The imagery, contrasting tones, connotative diction, and symbolism in the poem reflect these two sides of the relationship.
Together, is seems as if tension dominates resolution. Resolution can be established at a minor degree, but tension and opposition of ideas plays an initial and grand role in the entertainment of the poem.