Expectations Of Characters In Shakespeares The Scarlet...

â€Å"Doodle was just about the craziest brother a boy ever had.† Page 1 paragraph 2 Doodle was an ordinary boy with something special that not everybody had- a heart condition. It prevented him from doing most things an average boy could. Doodle and his brother would spend most of their time at Old Woman Swamp or outdoors. They are always together in some way. The author of â€Å"The Scarlet Ibis† uses foreshadowing, similes, and imagery to show that others expectations of one can impact themselves and take a toll on their life. The first main character in the story is Doodle, also known as William Armstrong. When he was born, no one had faith in him of surviving, except his Aunt Nicey. He is born with a heart condition that interferes with†¦show more content†¦The major conflicts in the story are man vs. man, man vs. self, man vs. society. First, man vs. man because Doodle has conflicts with not living up to what Brother wants. Although Brother develops a bo nd with Doodle, his love and greed pushed Doodle to learn how to walk and doing more than what Doodle can. Doodle has already gone too far by learning how to walk, while the doctor says to be careful. On page 3, according to the doctor, the instructions are, â€Å"... he mustn’t get too excited, too hot, too cold, or too tired†¦ must be treated gently.† Disobeying these instructions can come with consequences. The doctor then goes on saying some movements could strain his weak heart and possibly kill him. Secondly, man vs. self. When Brother first proposed the idea of Doodle walking, Page 4 Doodle responds with, â€Å" I can’t walk, Brother,...Mama, the doctor-everybody,† He doesn’t have a desire to learn how to walk because he’s been influenced by everybody around him that he can’t. Lastly, man vs. society because society is what caused Brother to help Doodle. According to the narrator, he was embarrassed, Page 4 paragraph 4, à ¢â‚¬Å"When Doodle was five years old, I was embarrassed at having a brother †¦ couldn’t walk, so I set out to teach him.† These 3 conflicts help guide the theme and moral of the story. The author uses similes to show, others expectations of one can impact themselves. The narrator compares Doodle

The Life Of A Slave Girl By Harriet Jacobs - 1779 Words

The freedom to choose one’s own destiny should be an equal and unalienable right of every individual. Unfortunately, history is filled with societal groups as a whole as well as single individuals being prejudicially restricted of this freedom. Notwithstanding these obstacles, there are the individuals who through the triumph of the human spirit persevered to pave the path of freedom. The books Incidents in the Life of a Slave Girl, Narrative of the life of Fredrick Douglass, and stories from the anthology Spider Woman’s Web, recount the stories of individuals who succeeded in obtaining their right to human dignity. Their journey to freedom occurred while simultaneously having to fight prejudicial obstacles, laws, and punishments inflicted†¦show more content†¦Additionally, she had a kind owner who taught her how to read and write. Linda’s fortune changed when at the tender age of six her mother died and at the age of twelve her kind mistress died. Linda then fell into the ownership of the manipulatively obsessive Dr. Flint. It was through the juxtaposition of these extreme slavery conditions that Linda had the opportunity to understand that she really was human and it was worth trying to achieve freedom. Ironically, Linda’s intelligence and independent spirit only made her more attractive as an object to be controlled by her prejudiced and obsessive master, Dr. Flint. In a psychological power struggle with Dr. Flint, she covertly gives her emotions and trust over to another man, Mr. Sands, and bears Mr. Sands two children. Linda’s children are legally considered to be the slaves of Dr. Flint, but at the same time to her they represent living symbols of her ability to be defiant. Her children thus give her the motivation to attain her deepest human aspirations to become a free woman. Step by step she climbs the ladder to full freedom. For instance, she chose to run away and hide in her grandmother’s garret for seven years rather than spending one more day as a slave and an abused sex object. The garret barely afforded her with the space to lie down and was ill protected from the

The Mother Free Essays

Gwendolyn Brooks’ poem, â€Å"The Mother† is an introspective look into the internal struggle of a woman who has had an abortion. The poem is very powerful and conveys a vast array of feelings and sentiments on the subject such as regret, love, and disappointment in one’s self. The poem is largely successful due to it’s tone, which is achieved through the personification and choice of diction. We will write a custom essay sample on The Mother or any similar topic only for you Order Now To begin with, lines one and two state the general idea of the poem. Abortions will not let you forget. You remember the children you got that you did not get. The first stanza of the poem begins with the introduction to the mother and her plight. The first line introduces plainly the topic of the poem. Abortion, although discussed and debated daily, is considered to be a very personal and often private experience in one’s life. The second line confirms that this is a personal account of the â€Å"Mother. † The personification gives one more reason to feel empathy for the woman who is telling her story via the poem. Titling the work mother is an interesting tactic, as the topic of the poem is abortion. Perhaps this was done in order to create a tension and sadness between the mother and the abortions she is speaking of. There is also a great use of the word â€Å"you. † Brooks is writing to those who have had abortions or will have abortions and the things they must deal with. From this point Brooks writes of the joys and struggles of motherhood that the woman will never experience. For example â€Å"You will never neglect or beat them, or silence or buy with a sweet† (Brooks 6,7). In this segment Brooks uses enjambment to push the idea that there is no longer a â€Å"them. The action of thumb sucking, which most children experience, is referenced in a longing way. The mother feels sadness knowing she will never correct the action. In the line, † The damp small pulps with a little or with no hair, The singers and workers that never handled the air. † Brooks gives a strong image of the pre-baby form versus the adult form the child would have later in life. This is an interesting tactic, as it contrasts an inhuman and human form. Often fetuses are not referred to as â€Å"living† beings, and Brooks is bringing light to that conversation. The first stanza references so many actions that many mothers find mundane, but the mother who has never experienced them, treats them as treasured and severely missed moments. The second stanza focuses on the pain and loss of the woman. Brooks writes, â€Å"I have heard in the voices of the wind the voices of my dim killed children. † This is the first line to break the rhyme scheme within the poem. The mother character feels haunted by the silent cries of the multiple abortions she has had. Once again Brooks writes of the acts she will never witness, such as marriages, aches, and first breaths. From the perspective of mother, the reader witnesses the ache of regret. In the lines, I have said, Sweets, if I sinned, if I seized Your luck† there is an interesting idea planted. The word â€Å"If† implies a question in the mother. Perhaps the mother made her decision but society has made her feel the guilt? Although this idea seems largely discounted in the following stanza. In line â€Å"Believe that even in my deliberateness I was not deliberate. † We are given a taste of the state of mind the mother possessed when she had her abortion. What is being said is that although abortion was the result, it was done with best intentions. The reader is left to infer that perhaps the woman could not have provided, or might have been cast out, or any possibility that would have abortion be the prevailing answer. The following lines, â€Å"Though why should I whine, Whine that the crime was other than mine? –† tell us that the woman equates her behavior with murder. This poem does not read specifically pro-life or pro-choice, rather, it reads as sympathetic towards the hard decisions that the mother has made and her reflections on whether it was the best decision for her. Another example of the mother’s reflection is found within lines 28-31. Brooks writes, â€Å"Since anyhow you are dead. Or rather, or instead, You were never made. † In these lines the reader is confronted with the question, â€Å"When does life begin? † The mother in the poem seems to struggle with this idea. She attaches human feelings and behavior to the unborn, but in the poem often questions their viability. In the last stanza, Brooks leaves us with the sobering lines, â€Å"Believe me, I loved you all. Believe me, I knew you, though faintly, and I loved, I loved you, All. These lines clear up any confusion as to what the mother feels towards the unborn fetuses. Although she never knew them, and it was her decision not to have them, she still feels the emotional attachment that any mother might. These lines answer the question as to why the woman is referred to as mother. THe woman possesses the maternal sense of unconditional love that she has felt for the fetuses, referred and her longing to be with them. There is a strong power in the use of ending on the word, â€Å"All. † Although the mother has had multiple abortions, she equates it with the same longing and regret as just one. How to cite The Mother, Essay examples