Monster In Gryphon, By Charles Baxter

In the story,Victor embarrassed himself because when the teacher asked him what is a person he respond Teresa. "Teresa," responded Victor. Some girls giggled because they knew he liked Teresa. This shows that Victor answered the teacher of what she asked him. This why the girls giggled because Victor was in love with Teresa which made him feel embarrassed when he heard them. In French Class Victor embarrassed himself in front of everyone. In French Class which is when Victor embarrassed himself because, his teacher asked the class who knew french and Victor raised his hand. Victor tried to impress Teresa so he raised his hand. Victor responded

One of the first memory moments is about him and his dad practicing at the park. They then were talking about football and then Tommy’s father said “Everyone wanted to play offence…” He was talking about how all of his friends and pretty much everyone else who wants to play offence instead of defence. But Tommy and his dad play defence I feel like that brings a connection from Tommy’s dad to Tommy. It adds a person vs. person conflict. Tommy is sad since, he and his father won't have that connection ever again because he is gone.

“Fear and euphoria are dominant forces, and fear is many multiples the size of euphoria” - Alan Greenspan. New York author, Alan Greenspan, here is explaining that the threat fear presents is really no different than the state of intensity caused by euphoria. In Andrew J. Hoffman’s anthology, Monsters, there is substantial evidence that both fear and euphoria are inflicted upon men, by female monsters. The two threats men typically face against women are temptation and emasculation. Thus, in mythology and folklore, female monsters exemplify the impulse of desire (sexually) for men, and male weakness. These are creature that are lusted after and yet, still feared because of their power. Men find female monsters both fearsome and euphoric and will always threaten their dominance and control.

In the short story entitled “Gryphon” by author Charles Baxter, the author begins to formulate a storyline about a young boy named Tommy and his experience with his new substitute teacher, Miss Ferenczi. Miss Ferenczi being a new substitute teacher in Five Oaks, Michigan provides Tommy’s class with a unique atmosphere. Ferenczi’s personality and teaching methods are particular features newly encountered by Tommy. Moreover, Miss Ferenzi’s is presented as a strange individual amongst Tommy’s class because of her attire and the two lines present across her face. Tommy and other classmates begin to alter their perspective on Miss Ferenczi’s as her character begins to unravel. Further, characters such as Miss Ferenczi and Tommy begin to change behavior through the continuation of the story. For instance, Tommy starts to develop his imagination and Miss Ferenczi begins her ascension as a fictional storyteller. As the story progresses, each character experiences continuous changes such as Tommy’s development of a sense of imagination and Miss Ferenczi’s implantation of fictional storytelling.

Once attending college, the man is betrayed by his professor, Dr. Bledsoe. “‘Tell anyone you like,’ he said. ‘I don’t care. I wouldn’t raise my little finger to stop you because I do not owe anyone a thing, son’”(Ellison 153). In the same way, Dr. Bledsoe creates betrayal because the narrator looks up to him and the professor wants nothing to do with the narrator. Moreover, he a gets in predicament at well known bar called Golden days, which lead Dr. Bledsoe to ask the man to leave the college. Evermore, Dr. Bledsoe grants the narrator the opportunity to attend school by handing the man seven letters of employment recommendations to Harlem. Besides, this act of kindness from Bledsoe is just to appease the narrator from returning to the college. Additionally, Dr. Bledsoe presents, “A former student of ours (I say former because he shall never, under any circumstances, be enrolled as a student here again) who has been expelled for a most serious defection from our strictest rules of deportment” (Ellison 168). Ironically, the principal Mr. Norton promises not to dislodge the man from the school, but this was just so the narrator would return to the school to prove that nobody would speak up on his behalf. Essentially, Dr. Bledsoe gives the narrator the impression that he has a future at Harlom and the all-black college, but to no prevail because of the betrayal of Bledsoe.

Trudi is the town’s librarian and informant. She knew everything that happened in the small town and takes it upon herself to remind others of the truths they would rather forget, “She knew everything. As soon as it happened. Before it happened” (20). Trudi fell from her mother’s arms as a child and most people in the small town believed that the fall caused her “stunted growth”. The accident ruined her mother’s saneness and was eventually admitted into an asylum and thus Trudi was raised by her father. Trudi is a representation of a simple person who refuses to set back by what people think about her or her physical appearance. Her appearance has been used to give numerous warnings to children against doing things considered wrong, “… fragments of warnings, they had come together to form the essence of one woman” (27). Maybe her appearance led her to leave a lonely life. Trudi did not have a wedding, husband or children which translate to a lonely personal life. This could be the reason why she was occupied in the town’s gossip to fill the void that lack of love and affection left. However, the major highlight was the encounter by the river. Hegi used this scene to show how Trudi’s life was in general, in that; one episode of “love” could make her feel different about herself.

William Faulkner writes “A Rose for Emily”, which is a tale about the peculiar events in a small town in Mississippi. The protagonist, Emily Grierson, is an eccentric lady that encounters tragedies throughout her life. Unexpectedly, she meets Homer Barron whom she considers the love of her life. In this tragic love story, Faulkner reveals the true identities of these individuals. The main character, Emily Grierson, in the story “A Rose for Emily”, is portrayed as a dynamic character, an anti-hero in the story, and a mysterious citizen in the small town of Jefferson.

The idioms of everyday American speech in a middle-class domestic situation are used in showing the events and relationships of the Berlin family. In contrast to the conversations of Becca and Stan, usually presented as straight dialogue, the discussions among the three sisters are conventionally presented, often with “she said” and other interpolations to give explicitly the emotional level of the sister’s disagreements. Madga, the Polish student who acts as Becca’s guide to the death camp site speaks fluent English but at times awkward English “Oh, they are much in appreciation” she says when given a pair of jeans. Contrast between the formal, traditional language of the fairy tale and childish, informal chatter is shown when the children comment or question as Gemma proceeds with her Briar Rose fairy tale story telling. Her contrast revisiting of just this one fairy tale shows the reader that while her conscious memory has buries the details of her past horrors, she cannot help returning to the fairy tale allegory. Contrast is also shown between the warm, happy imagery of life in the Berlin house and the bleak, harsh details of the holocaust.

Miss Ferenczi’s tutelage represents a breath of fresh air and a new experience for her students. Everything about her is foreign to the students yet not inaccessible. Hope and truth are connected within Miss Ferenzci; her style of dress, lunch choices, and forthright speech are prime examples. Miss Ferenczi has found her own truth, herself, as evidenced by her nonconformist attitude, elaborate dress, delightful stories, and a touch of humility. She exemplifies that all adults are not like those the children are accustomed in their community. Miss Ferenczi’s symbolism of truth is foreshadowed by Tommy when he notices his substitute’s peculiar marionette lines reminding him of Pinocchio. Pinocchio is a wooden boy who wants to be real and is a liar. Miss Ferenczi may be a real, in the flesh, person, but she is very surreal to Tommy and his classmates; they’ve never seen anything like her. Also, Miss Ferenczi bends the truth and tells stories of myths in order to provoke the students’ sense of thought, imagination, and wonder. The truths the children seek are far beyond spelling and arithmetic, but constitute the character the students will eventually mesh with and emit.

In the story Tom tries to sexualy assault Marie, which shows that he has perverted

One of the first characters Tzili encounters in the novel is an old prostitute named Katrina. Katrina takes Tzili in due to the fact that Tzili informs her that she is Maria’s daughter. In the beginning Katrina is caring and protective of Tzili. Even though Katrina may have had a suspicion that Tzili is Jewish, she still provides her with food and shelter. Overtime Katrina becomes verbally and physically abusive towards Tzili, throwing things at Tzili when Tzili does not immediately get her what she wants. When Katrina demands Tzili to entertain one of her customers, Tzili realizes that it is time for her to leave and find a new place to stay.

The study I chose was the Monster Study, it was a study that took place at the University of Iowa in 1939 by two female researchers named Wendell Johnson and Mary Tudor. They conducted an experiment on stuttering. This experiment was done on 22 orphan children in Davenport, Iowa. The children were separated into two groups, the first group received positive speech therapy where the children were praised for how good their speech was. In the second group the children were taught bad speech therapy and the children were belittled for every time they did not speak the right way. At the end of the experiment the normal-speaking children from group two that was belittled developed negative psychological effects, and

The narrator was Scout Finch, a five year old girl who lived with her father, brother and Calpurina, the black nanny. Scout narrated the story from a first person point of view using an informal tone with Southern dialect. Readers had the opportunity to visualize the events from a child-like perspective. According to Richard Sullivan “the unaffected young narrator uses adult language to render the matter she deals with, but the point of view is cunningly restricted to that of a perceptive, independent child, who doesn’t always understand fully of what’s happening, but who conveys completely, by implication, the weight and burden of society. There is wit and grace in the telling” (Sullivan, 1960, p.29).

Throughout the story, “A Rose for Emily” the narrator tells the story from an unnamed narrator's perspective while sharing the town's feelings. This makes the reader feel immersed in the town they are reading about

“A Rose for Emily” is a Southern Gothic short story written by William Faulkner. The main character, Miss Emily Grierson, has a story and personality that can be analyzed from many different viewpoints. Focusing more on the psychological perspective, Miss Emily is very erratic and idiosyncratic in behavior. She isolates herself in her home and locks up her house to prevent anyone from coming in. Her home hides many secrets, but the one that stands out the most is the corpse of Homer Barron, Miss Emily’s lover. For years, Miss Emily has lived and slept with the corpse, which was unknown for many years by all the townspeople. After this is discovered, Miss Emily’s mental health and stability became the main topic of interest to both the townspeople and the readers of this story.