Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Symbolism as a literary tool essay
Don’t take our word for it - see why 10 million students trust us with their essay needs.
In the short story, “Red Plaid Shirt”, the narrator dictates not to a regular character but to the reader directly, the story is told in the second person and the reader is the main character. As the main character, you go through ups, down, and many hardships. Diane Schoemperlen didn’t decide to write this story in the second person for no reason, but to emotionally connect the reader to the events of the story. However, this is not the only way she emotionally connects the reader to the story. In “Red Plaid Shirt”, Diane Schoemperlen writes the story following a total of three rules in order to maintain an emotional connection with the reader throughout the story. Firstly, there are many points in the story where the reader would expect background information, and it is not present, this would slow the pace of the story and describe someone who is definitely not you in the moment you are reading. Next, whenever Schoemperlen refers to the future or the characters goals, she is often very vague. Again, this would describe the life …show more content…
The story rarely stops to give you information on what is going on and the information it gives you is always very specific and in passing, this is done to focus the writing on more emotional things like memories. Right from the beginning “Red Plaid Shirt” places the reader right into the story with very little to go on, the title itself contains the first three words of the story and it just takes off from there. Your actions and appearance are only described very briefly, all you know of your appearance is from one sentence where you are told “Itchy but flattering against your pale skin, your black hair” (Schoemperlen 145), and this case it is in context of the red plaid shirt and tells you very little of the personality of the character. Later on, it briefly tells you this
As the writer gave freedom to her son, he tore a binder paper from the notebook, and he started writing about any story he wanted. Moreover, she was startled when she saw his story about The Boy In The Red Sox Shirt and Baggy Jeans. It was about a fourteen-year old girl, who
To improve one’s understanding of how the narrator changes, one must first be acquainted with the situation: Doodle is born with a heart condition. Therefore, he will not be competent to do what ordinary kids could be capable of. No one anticipated for him to live very long. The reality that Doodle will not be able to do normal activities makes his brother, the narrator, miserable. How or why? The narrator has always sought after a brother whom to play, run, and box with.
Having each story been written in a third-person narrative form, the reader knows the innermost feelings of the protagonists and watches the main characters change. The reader learns what Brown feels as he thinks to himself, “What a wretch I am to leave her on such an errand!” In “Where Are You Going,” the narrator supplies much of Connie’s feelings, such as in the first paragraph, “she knew she was pretty and that was everything.” However, in Young Goodman Brown, “point of view swings subtly between the narrator and the title character. As a result, readers are privy to Goodman Brown’s deepest, darkest thoughts, while also sharing an objective view of his behavior” (Themes and Construction: Young 2). Point of view of “Young Goodman Brown” contrasts with that of “Where Are You Going” because “This narrative voice stays closely aligned to Connie’s point of view” (Themes and Construction: Where 2). Despite the subtle contrast, both points of view allow the reader to see the changes in Brown and Connie; Brown loses his faith and Connie loses herself. Point of view also affects how the reader sees other chara...
Since people do not know the background of everyone, they attempt to fill in the gaps and end up creating their own story. In William Faulkner’s “A Rose for Emily” and Rivka Galchen’s “Usl at the Stadium,” the authors leave out important information of the characters’ lives, which allows society to come up with their own stories for the characters instead.
Last but not least, O’Connor confirms that even a short story is a multi-layer compound that on the surface may deter even the most enthusiastic reader, but when handled with more care, it conveys universal truths by means of straightforward or violent situations. She herself wished her message to appeal to the readers who, if careful enough, “(…)will come to see it as something more than an account of a family murdered on the way to Florida.”
Personal characteristics, appearance, or natural physical function seem to be the manner in which the black girls view most of the other characters in the story. From Mrs. Margolin, the troop leader, to other characters in the story, the description includes outer personal characteristics or appearance rather than inner qualities to be admired. The description of the camp counselor is an example. “Mrs. Margolin even looks like a mother duck--she had hair cropped to a small ball of a head, almost no neck, and huge, miraculous breast” (357). The description of her attire is equally non-complementary as references to Mrs. Margolin as “Big Fat Mamma. The historical south, as the narrator describes shows white individuals in their segregated locations and blacks in theirs, with only chance meetings as both races conducted daily routines such as shopping or moving about through the streets. Therefore, having the white Brownie troop being a part of the camping trip is like being invaders as Arnetta describes--“with their long, shampoo-commercial hair, straight as Spaghetti from the box” (358). Thus, hair as well as complexion added fuel to the flame of envy and hatred, which is alive in Arnetta’s mind. A physical function such as a sneeze, which causes mucus to drip from her nose caused the narrator to wear the name “Snot” since first
The main aspect of this story is how race should not be someone’s entire identity, and that there are other parts of people that create who they are. Personality has nothing to do with whether someone is black or white, and throughout the story the reader catches themselves making these assumptions and feeding in to these stereotypes. Both Roberta and Twyla find difficulties in determining whether or not Maggie was black or white, and their memories seem to be unreliable. Roberta remembers Maggie being black while Twyla
When faced with a traumatic experience, one’s true nature reveals itself. The trauma forces those suffering from it to cope. How one copes is directly linked to their personality. Some will push everything away, while others will hold whatever they can close. Both of these coping mechanisms can be observed in the two short stories “The Jilting of Granny Weatherall” by Katherine Anne Porter and “A Rose for Emily” by William Faulkner. In “The Jilting of Granny Weatherall” and “A Rose for Emily,” the two protagonists prominent characteristics distinctly affect the way the protagonists copes when faced with trauma and the outcome of the short stories endings. To begin, Granny Weatherall is a prideful control freak. While, in contrast, Miss Emily is delusional and stubborn.
In the commencement of the story, the narrator is shocked and in disbelief about the news of his brother’s incarceration, “It was not to be believed” (83). It had been over a year since he had seen his brother, but all he had was memories of him, “This would always be at a moment when I was remembering some specific thing Sonny had once said or done” (83). The narrator’s thoughts about Sonny triggered his anxiety that very day. It was difficult to bear the news of what his brother had become, yet at some point he could relate to Sonny on a personal level, “I hear my brother. And myself” (84). After the news had spurred, the narrator experienced extreme anxiety to the point of sweating. Jus...
Authors’ use of setting and point of view greatly affect a narrative because they form the readers’ image of the story. First person narration can cause questioning of the narrators reliability, but this bias view can help create more intimacy between the protagonist and the reader. A third person point of view is more objective and allows the author to create the voice of the narrative; the author shapes the story. Through whichever point of view, the author develops a setting. Setting provides tone for the story. A well-established setting can enhance the story’s overall meaning. The combination of setting and point of view in John Updike’s “A&P” helps develop the story’s emphasis on conformity versus nonconformity. Likewise, setting and
A blatant use of red to relate women with violence can be seen on page 32: "But on one bag there's blood, which has seeped through the white cloth, where the mouth must have been. It makes another mouth, a small red one. . . This smile of blood is what fixes the attention finally." The men who are hanging are meant to scare, as Atwood clearly states, yet meant to scare who?
He uses the values and expectations to try to define himself. All that comes from that was him having to fake it to make it, still not finding out who his is as a person. Later on in the story when the narrator chooses to join the Brotherhood, he doing this is because he thinks that he can fight his way to racial equality by doing this. Once he enters in to this he figures out that they just want to use him because he was black. While at the place where this battle royal was going to take place is where some of the most important men in town are "quite tipsy", belligerent and out of control. When he gets in the ballroom there is a naked girl dancing on the table at the front of the room. He wants her and at the same time wants her to go away, "to caress her and destroy her" is what is states in the story. The black boys who were to take part in the battle were humiliated, some passed out, others pleaded to go home. But the white men paid no attention. The white men end up attacking the girl, who is described as having the same terror and fear in her eyes as the black boys. Over all, the narrator comes to conclusion that the racial prejudice of others influences them to only see him as they want to see him, and this affects his ability to act because
In the story “Two Kinds”, the author, Amy Tan, intends to make reader think of the meaning behind the story. She doesn’t speak out as an analyzer to illustrate what is the real problem between her and her mother. Instead, she uses her own point of view as a narrator to state what she has experienced and what she feels in her mind all along the story. She has not judged what is right or wrong based on her opinion. Instead of giving instruction of how to solve a family issue, the author chooses to write a narrative diary containing her true feeling toward events during her childhood, which offers reader not only a clear account, but insight on how the narrator feels frustrated due to failing her mother’s expectations which leads to a large conflict between the narrator and her mother.
In “ A Rose for Emily”, William Faulkner tells the complex tale of a woman who is battered by time and unable to move through life after the loss of each significant male figure in her life. Unlike Disney Stories, there is no prince charming to rescue fallen princess, and her assumed misery becomes the subject of everyone in the town of Jefferson, Mississippi. As the townspeople gossip about her and develop various scenarios to account for her behaviors and the unknown details of her life, Emily Grierson serves as a scapegoat for the lower classes to validate their lives. In telling this story, Faulkner decides to take an unusual approach; he utilizes a narrator to convey the details of a first-person tale, by examining chronology, the role of the narrator and the interpretations of “A Rose for Emily”, it can be seen that this story is impossible to tell without a narrator.
Breaking down point of view in stories can be helpful in determining the central idea, as the two concepts typically support one another. An author such as O’Connor has the ability when writing narrative to use whichever point of view they feel best portrays the story they are telling in the way they would like readers to understand it. By including and excluding certain bits of information, the author can present the story the way they choose, with the option to leave as many or as few subtle or obvious details within the narration as they would like to reveal to