Charlotte Hancock Metaphors

Through the use of extended metaphor, Mary Oliver is allowed to express both the mentality and physicality when writing a poem, which is able to show the differences and similarities by comparison. The extended metaphor works to compare the process of writing poetry to that of building a house,

Charlotte, a teenager making her way through high school, undergoes a coming of age transformation through the teachings of her Mrs. Hancock and her mother in “The Metaphor” by Budge Wilson. As with most stories like these, Charlotte has a major conflict that determines how she will grow up. For the protagonist, the conflict is not so much between her teacher and mother, but more so the lessons they bestow upon Charlotte. Through her use of literary techniques, the author is able to craft this dynamic between the two schools of thought. The symbolism, diction, tone and metaphors that Wilson uses shows which discipline, flamboyant and exciting or controlling and passive-aggressive, she chooses to live by.

Charlotte rejects her mother’s ideology from a young age, and has the perspective to see past the illusions of perfection her mother creates, and Miss. Hancock gives her the weapons to fight her mother. In seventh grade, Miss. Hancock teaches Charlotte about the metaphor, sparking the creativity within Charlotte her mother shunned. The metaphor becomes a symbol throughout the short story, but it also develops into something deeper. The metaphor becomes an allegory of Charlotte 's rebellion against her mother’s influence, and her future. Writing is an outlet, an opportunity for Charlotte to express and understand herself. The form of expression was a gift from Miss. Hancock, who arms her with the power of creativity. “‘My home,’ I said aloud, ‘is a box It is cool and quiet and empty and uninteresting. Nobody lives in the box,” Charlotte says in seventh grade. She has a complex understanding of herself, and is able to articulate her frustrations through metaphors. After graduating out of Miss. Hancock’s seventh grade class, the story picks up introducing the reader to Charlotte as a

The narration of the mother lecturing her daughter with commanding diction leads to the theme of women conforming to domesticity and if they don’t conform then they will lead a life of promiscuity that will affect the way people perceive them. Women in the past believed that a woman’s role was that of a domesticated housewife. The narration of the third point of view in this story and the commanding diction of it places an importance in the reinforcement of this idea, that if a woman doesn’t follow social norms, she will eventually turn to a “slut” one that her family will be ashamed of. She must set the table for lunch and for breakfast that is “how to behave in the presence of men who don’t know [her] very well, and that it the way they won’t recognize immediately the slut that [the mother has] warned her against becoming.”(Kincaid 485) through her commanding diction, the mother is telling her daughter how to set a table, how to cook, she

Kincaid doesn’t bother with throwing everything into quotations and the entirety of the story is essentially one sentence joined by semicolons. This style gives the work an overall matter of fact tone. The nagging voice is immediately evident in “Wash the clothes on Monday and put them on a stone heap; wash the color clothes on Tuesday and put them on a clothesline to dry…” (Fader/Rabinowitz pg. 66). The reader can also get a sense of the cultural expectations of the main character through the domestic imagery throughout the text. The girl is expected to uphold certain roles within her home and is instructed as to how to behave and not draw attention to herself. Her mother assumed that her daughter’s behavior was inappropriate and any protest she offered to defend herself was shot down. Kincaid drives her point home effectively when in the very last line: “...you mean to say that after all you are really going to be the kind of woman who the baker won’t let near the bread?” (Fader/Rabinowitz pg. 67). The reader can see the mother’s surprise towards her daughter’s innocent question. The girl was unable to learn how to be adult and conduct herself properly, even after all of her mother’s speeches and

A freezing winter breeze prowls into the skin of a pubescent twelve year old, leaving his breath visible to his naked eye. All amidst butterflies maneuver in his stomach. Using few words and variations of figurative languages like the example above from “Oranges” by Gary Soto, authors alike can construct a powerful and vivid image of their novels. When people speak literally, their words lack the imagination that literary devices crate. In turn, readers lose the ability to capture the tone that the writer or the author’s characters are trying to convey. Figurative language is the gateway to an author's mind and allows others to interpret the novelist’s way of thinking. Although everyone thinks differently, figurative language is a “language” that everyone can understand. Utilizing the different symbols in “Oranges”, Gary soto harnesses figurative language to strengthen his poem and expresses the feelings of a young boy in love, as he adventures through his first date.

In the short story “The Metaphor” by Budge Wilson, Charlotte changes throughout the story tremendously, Charlotte is caring, mature and intelligent. Charlotte loves Miss Hancock when she was back in Junior High, everything changes in senior high. Miss Hancock calls Charlotte over, “your metaphors [are] unusually good, unusually interesting. For someone your age, you have quite a complex vocabulary, truly a promising way of expressing yourself”(P.G 68). Miss Hancock is impressed on how smart Charlotte is at creating metaphors. Charlotte loves Miss Hancock when she was in junior high, “We were fond of Miss Hancock, in fact almost to a person we loved her”(P.G 66). Everyone loves Miss Hancock when she was nice and less strict even Charlotte. Charlotte

(219) This reveals that Miss Hancock impacts Charlotte’s life by giving

In colonial America, the role of women as a writer was widely criticized by the public. In the poem “The Author to Her Book”, the author, Anna Bradstreet, uses metaphors and connotations to create a critical attitude toward her previous bookwork. By doing so, she was able to convey that regardless of failure, she develops a motherly love for her work. The use of metaphor to create a critical attitude toward her previous bookwork was demonstrated in lines 1-3 where she states, “Thou ill-formed offspring of my feeble brain. Who after birth did’st by my side remain.

Another useful tool in analyzing a poem is to identify poetic devices, meter, and a rhyme scheme. Through her deft use of extended metaphor, Bradstreet weaves an intricate web of parallels between parent and author and between child and book--both relationships of creator to creation. This use of metaphor allows the reader to relate emotionally to Bradstreet’s situation. In line seven, we see the uses of litotes, “At thy return my blushing was not small,” to express the depth of her embarrassment. She also uses metonymy in line eight to express her pain more clearly, “My rambling brat (in print) should mother call.” The simile used in line nine stresses her objection to the published work, “I cast thee by as one unfit for light.” Then in line 19, the poetic device of consonance is used which provides emphasis on her warning, “In this array ‘mongst vulgars may’st thou roam.” In this poem, through the use of personification and apostrophe Bradstreet conveys her feelings and emotions. Anne Bradstreet ensures her poem’s success by linking the triumph and tragedy of authorship with the pain and pleasure of creating and nurturing human life. The meter used is

From the beginning, the house and clothing functions as the daughter has to have cleanliness because people are always watching and will judge her reputation and social class. Kincaid states, “this is how to hem a dress when you see the hem coming down and so to prevent yourself from looking like the slut I know you are so bent on becoming” (17). In this line, the mother gives a clear understanding of why the clothes must be properly taken care of because, no matter what, people seem to be watching the appearance of clothes worn, looked and they will treat someone the way they think that someone should be treated if they are dressed indecent. The mother speaks to her daughter with a commanding tone and never says “please” when giving

Charlotte, despite reading love letters from Montraville and participation in long conversations with him in secret, wished not to sacrifice her morals completely and abandon her family to follow him to America. However when Charlotte declares to La Rue that under no circumstances would she abandon her parents, the mentor goes into a speech where “eloquent harangue was given with such volubility, that Charlotte could not find an opportunity to interrupt her. . . and then found her ideas so confused, that she knew not what to say” (46-47). La Rue’s social skills managed to alter Charlotte’s steadfast convictions about staying with her family into pure confusion. Although La Rue speaks very charismatically, the message and her intent behind what she says goes against the accepted morality of choosing one’s family over a strange

Finally, the reader is introduced to the character around whom the story is centered, the accursed murderess, Mrs. Wright. She is depicted to be a person of great life and vitality in her younger years, yet her life as Mrs. Wright is portrayed as one of grim sameness, maintaining a humorless daily grind, devoid of life as one regards it in a normal social sense. Although it is clear to the reader that Mrs. Wright is indeed the culprit, she is portrayed sympathetically because of that very lack of normalcy in her daily routine. Where she was once a girl of fun and laughter, it is clear that over the years she has been forced into a reclusive shell by a marriage to a man who has been singularly oppressive. It is equally clear that she finally was brought to her personal breaking point, dealing with her situation in a manner that was at once final and yet inconclusive, depending on the outcome of the legal investigation. It is notable that regardless of the outcome, Mrs. Wright had finally realized a state of peace within herself, a state which had been denied her for the duration of her relationship with the deceased.

Charlotte headed back into the living room from the kitchen. She was very happy because it was her birthday next week. The little girl was turning 7, and her parents were out shopping for her presents. However,