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Contribution of romance in literature
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The poem “Famous Blue Raincoat” by Leonard Cohen features the line “You’d been to the station to meet every train but you came home without Lili Marlene” (15). This line is a reference to “Lili Marlene” which is the title and main character in the famous English and German war song sung by soldiers in World War I. The song “Lili Marlene” was sung to bring positivity to the soldiers and lifts their spirits in hard times, because of the mysterious girl “Lili Marlene” which they fantasize about as a way of coping during long stints away from home. Leonard Cohen uses this intertext to add complexity to the brother figure’s character. The most significant way Leonard Cohen does this is by giving the brother figure the feeling of love which he has for the narrator’s girl Jane, comparing her to “Lili Marlene” which adds romantic rivalry between “brother” and narrator. …show more content…
The use of both German and English versions of “Lili Marlene” allows character development within Jane and offers an inside look on her personality being both in love the narrator and “brother” as well as not being able to commit fully to a relationship with each of the characters. By giving Jane this split personality it lets us establish the background information that the “brother” was in love with Jane but she was not able to commit to him and therefore caused mixed feelings between the “brother” and the
...ini and Ross-Bryant appear almost polarized in their opinion of the nature of Roethke's feelings for Jane: Parini contends that Roethke mourns for us all; Ross-Bryant feels that Roethke's grief is intensely personal. Other than the nature of than Roethke's feelings for Jane, these four critics find little to disagree about in "Elegy for Jane."
Most of the time there is a moment in life where one realizes they have lost all innocence and gained some compassion. “Marigolds” shows how one young girl transferred from a child to young adult through her life experiences. Throughout this story another young, but at the same time old in her prime, lady’s experiences are revealed: the author’s. In this short story, “Marigolds,” Eugenia Collier’s subconscious is unmasked through symbolism, diction, and Lizabeth’s actions.
We learn that Jane is a young girl who is a victim of emotional and
...from one another and as a result, grew up with different values and senses for what was truly important in life and what was truly necessary to survive. Jane emerged from a strict, abusive upbringing, into a well-rounded, strong-minded, responsible, and dedicated adult who triumphed in the end. Lily suffered a fate that she almost seemed destined for. Lily shares her name with a common flower. This fact may contain an aspect of symbolism in that like a dying flower, Lily’s character gradually begins to “wilt” as
Unlike Aunt Abby, James offers a more sincere regard for Frado. He buys her a puppy and often protects her from his mother’s brutal thrashings. He even intends to bring her home with him to live. He does not possess the indifference of his father or the cowardice of his sister, Jane. Being one of the few characters who emits a genuine aura of concern James i...
There have been various analyses based on these three stories and the characters involved: “The Yellow Wallpaper,” “The Birthmark,” and “The Goose Girl”. This paper will focus on analysis based on figurative language used either consciously or unconsciously, the passivity of the characters, motivations, role played in the story, and the agendas used by the various authors. The point of this analysis is to show how various authors have used short stories to give the world a diverse message that can be spun in many different directions. “The Yellow Wallpaper” is a short story by Charlotte Perkins Gilman who specialized in poetry, short stories and social reform. Jane in “The Yellow Wallpaper” is a passive character that shows her passivity in a quite distinct manner.
Frederick Winterbourne, for example, comes to a realization of his internal struggle between conventionality and instinct not in and of himself, but because of Miss Daisy Miller. Winterbourne meets the young Miss Miller in Vevay, Switzerland, while v...
The opening of the poem commences when he uses the repetitive question “Do I want to remember? (Line 1).” That is used at the beginning of each stanza, emphasizing that the memories still hurt and the poet expresses that he is disturbed about these remembrances that shadow him and cannot be forgotten. He then, provides detailed description of how he cannot forget what happened. In general, the poem is organized question and answer. First, he begins to ask himself if he wants to remember when the ghetto was a peaceful place before they were invaded making reference to the Germans when the holocaust was in its early arising. The author mentions that children were cold and mothers were looking for food which makes the reader
The misfortunes Jane was given early in life didn’t alter her passionate thinking. As a child she ...
Katherine Paterson’s vivid use of imagery and symbolism brings alive the theme of overcoming the complexities of sibling rivalry in order to reclaim one’s life in “Jacob Have I Loved”. A stunning update of the classic Bible story of Jacob and Esau, Paterson recasts the brothers with sisters coming of age on the isolated island of Rass during World War II. The elder twin by mere minutes, Louise Bradshaw, finds her life immediately overshadowed by the dramatic birth of her twin sister, Caroline (Paterson 16). Caroline’s near-death experience gains the focus of not only their mother and father, but also their cantankerous grandmother (Paterson18-20). This trend continues when the residents of the small island are quickly enchanted by Caroline’s stunning voice and angelic looks (Paterson 20, 22-24). Meanwhile Louise’s tomboy behavior, independent thinking and strong demeanor does not endear her to the community (Paterson 29-31) and she struggles to keep her best friend Call and a mysterious stranger named the Captain from Caroline’s ever-growing influence (Paterson113-114). Never able to reclaim the spotlight, Louise struggles as she realizes the woman she should be is not necessarily not only what others, but especially herself, expected. Denied repeatedly by her family and friends in favor of Caroline, Louise finally finds herself once her sister leaves, taking with her what was Louise’s seemingly one chance at freedom.
Mrs Reed keeps Jane only because of a promise she made to her husband on his deathbed. This abuse and neglect from her relatives forces Jane to be resentful and full of hatred. Later on Jane begins to stand up for herself. Once Jane begins to rebel to the abuse done by John and Mrs Reed, it is as if an uncontrollable beast had been unleashed inside of her.
The repression of Jane ties into her lack of exposure to emotional and intellectual stimulus. Jane’s feminine emotions towards her environment aid in her restraint. Representing the dominance of masculinity over the restrained female, Jane observes the female figure, who looks as if she is behind bars, in the pattern of the wallpaper (1156). The woman who unsuccessfully attempts to climb out of the pattern symbolizes Jane’s frivolity in trying to alter feminine societal roles (1158). Significantly, the maternal instincts of Jane remain enslaved due to her surroundings. The nursery, containing windows “barred for little children,” represents the suppression of Jane’s motherly duties (1150). Jane is unable to take care of her own baby. The garden which Jane can view through her barred windows, stands for her fertility which she is incapable of obtaining (1149). Intentionally, Jane’s intellectual prowess remains held back. Beginning to “write for a while” in a journal against the wishes of those around her, represents the suppression of Jane’s attempt at creative stimulus (1149). The yellow wallpaper hinders Jane’s recovery in that it confuses her whenever she attempts to decipher its’ meaning (1151).
Jane started out with no family, causing her to yearn for someone to accept her as their family, treating her with love and respect. At a young age, Jane lost her parents, leaving her with her aunt and cousins. They treated her poorly, acting as if she was incompetent and considering her more of a servant than a family member. Then, they sent her off to school, forgetting about her entirely. Eventually, Jane acquired the family she had always dreamt of. She never felt quite right with other people accepting her, that is, until Mr. Rochester came into her life. She did not feel as though she had found her true family until she had met him. "All these relics gave...Thornfield Hall the aspect of a home of the past: a shrine to memory.” (92). When they get married, her dreams are achieved, as she finally got the family she had always wanted.
Given the background of Victorian motherhood, the nourishment, teachings, and support from the mother are never really present in Jane’s life. Placing other women in her life are able to fill the void where her mother would have been, but never fill the void as a mother really would.
While at Lowood, a state - run orphanage and educational facility, Jane’s first friend, Helen Burns, teaches her the importance of friendship along with other skills that will help Jane grow and emotionally mature in the future. She serves as a role model for Jane. Helen’s intelligence, commitment to her studies, and social graces all lead Jane to discover desirable attributes in Helen. Helen is treated quite poorly, however, “her ability to remain graceful and calm even in the face of (what Jane believes to be) unwarranted punishment makes the greatest impression on the younger girl” (Dunnington). Brontë uses this character as a way to exemplify the type of love that Jane deserves. This relationship allows Jane to understand the importance of having a true friend. Given Jane’s history at Gateshead, finding someone like Helen is monumental in her development as a person. Helen gives through honest friendship, a love that is