Comparing Relationships In Oranges And Black Swan Green

In Black Swan Green by David Mitchell, the idea of “beauty is” is presented and developed by an old woman named Madame Crommelynck. It is developed throughout different conversations, and while the central idea can be determined, its presentation is stretched out among paragraphs. The mood of the whole conversation between Jason and Madame Crommelynck is very critical, hostile almost. She criticizes him on his poetry when it comes to beauty, saying things such as “beautiful words ruin your poetry” (Mitchell, 147). She also thinks that a big part of beauty is truth. She states that his best poem is hangman

The Poem “Oranges” By Gary Soto has so much meaning and thought put into it, you can basically tell how much heart Soto put into the Poem. The Author Uses Mostly Imagery to Strengthen the Poem Such as Constructed Response: Alfonso In “Broken Chain” has some similarities with the boy in “Oranges”. Such as they both have someone they fall in love with. Both have things they can trade in for money.

This book is made up of two cycles of poems, each confronting the same subject: the characterization of a black man in white America. In this book, I plan to focus mainly on the first cycle and touch briefly on the second. The first cycle includes four different sections. In section one of cycle one, Eady writes about Susan Smith and Charles Stuart, two murderers who blamed their crimes on nonexistent black attackers. The first poem is called “How I Got Born” (Eady 5), in this poem the fictional young African American man is conjured up. In the upper right-hand corner of the page, Eady writes a note that explains who and what the speaker is: “The speaker is the young black man Susan Smith claimed kidnapped her children” (Eady 5). In the first few lines of the poem he says, “Susan Smith willed me alive/ At the moment/ Her babies sank into the lake” (l. 1-40). So right away he gives us a pretty straightforward explanation for what this poem is about and what this section will be about. In the next few poems, the narrator discusses his “existence” and reason for being created. Eady uses a lot of metaphors, similes and imagery in his poems, and he does a phenomenal job with imagery.

This essay will be going through the different types of love, and the power that they wield. Throughout the novel, different characters hold different powers of love. First, Clara’s love towards Ferula and Pedro Segundo will be discussed. And second, Esteban’s obsessiveness with Clara will be looked at closer. The bonds of love are stronger in relationships that aren’t acceptable compared to relationships that are acceptable in society.

In The Brief Wondrous Life of Oscar Wao, the reader gets a sense of what the expectations are of Dominican men and women. Junot Díaz uses Oscar in contrast to the other male characters to present the expectations of the Dominican male. On the other hand, Díaz presents the women in the text, especially Belicia, La Inca, Lola, and Jenni, as strong characters in their own rights, but the male characters, with the exception of Oscar, have a desire to display their masculinity to maintain power over these women. It would be unfair to say that the women bring the abuse unto themselves, but rather it is their culture that makes the abuse acceptable and almost to a certain extent—expected.

In this case, Anston Hunter's upbringing caused him to be a selfish person more so than a person who wasn't born into wealth and this selfishness impacted his love life. Anston met a female named Paula and he appeared to be in love with her through the way the nararrator told the love story. However, at the end of it all, it seemed as if Anston was actually never in love with Paula but instead felt a need of empowerment and control over her. Money changed the way that Anston could express his emotions by making him an apathetic, insensitive, and selfish person, “He need say no more, commit their destinies to no practical enigma. Why should he, when he might hold her so, biding his own time, for another year—forever?”

Continuing in the theme of conformity; if the boys are united by their heteronomy, Cuellar’s castration, in contrast, is the source of his ostracism. His unfortunate accident is a wound that ‘time opens instead of closes’, and as the story progresses, Vargas Llosa juxtaposes the boys socially inclusive youthful pastimes of football and studying mentioned earlier in the novel with his comparatively solitary penchant for the ocean and surfing “a puro pecho o con colchón” (94) in chapter five. In this passage, his distance from the others is symbolised by the isolation of the sea; the narrator says the water “se lo tragó” (95) and later, the boys state that “se perdió” (96). Clearly, Cuellar’s failure to partake in the testosterone fuelled rituals of sexual maturity in the city has seen him shunned from the rest of the boys and resigned to hanging out with “rosquetes, cafichos y pichicateros” (96) instead – the modern, metropolitan outcasts. Evidently, Cuellar is incapacitated by this highly heteronormative lifestyle, as the inherent masculinity of the city is a fixed identity that will perpetually exclude him, or anyone else who cannot fulfil Peruvian societies idea of gender appropriate behaviour.

In “Oranges” Gary Soto shows that the boy is already dating the girl while in “Seventh Grade” they show he is not dating the girl but he still does like her. We can tell because in stanza 9 lines 3 and 4 he states, “I took my girl's hand in mine for two blocks.” I can then infer they are dating. In “Seventh Grade” the narrator says,”She smiled and said, ”Hi Victor.” He smiled back and said, “Yea that's me.” his brown face blushed.” You can tell he was blushing because he likes the girl a lot. I also think he wouldn't be blushing if he already knew the girl liked him. He would seem calmer talking to her. On the other hand, the author shows a similar theme in both stories. They are both related to, trying to get somewhere in life.

Lope de Vega’s play touches upon several key components and ideas that were brought up in many of the other stories read throughout the semester. This included the role of gender and how men and women are viewed differently in the Spaniard town of Fuenteovejuna. Another topic included the importance of family, love, and relationships and their connection on loyalty, trust, and personal beliefs. The last major influence found in other literature and in Fuenteovejuna, were the political and religious references made throughout the play. Even though Lope de Vega didn’t make these views obvious, the reader could still pick up on their connotation and the references made towards these specific ideas. With all of this in mind, each of these

In the poem “Nikki-Rosa,” Giovanni uses metaphors, a critical tone and a first person perspective to demonstrate that wealth doesn't necessarily equate to happiness. The author explores her impoverished childhood, all the while explaining that she never really was “poor” due to the unity of her family. Such an instance would be the metaphor, “Black love is Black wealth…” (Giovanni). Giovanni uses this metaphor to compare love to prosperity, thus saying that she finds great value in her family despite being poor.

The beginning of the story, the author starts out by describing the mother’s feelings toward the children. “She had bonny children, but she felt as if they had been thrusted upon her, and she could not love them.” A child can tell when a mother does not love them, and they will do anything to gain that love. In this case the boy knows about the unspoken phrase in the house; “There is not enough money”.

Jason works as a janitor at his former high school. Jason, the youngest of five boys, was born into a strict Jehovah’s Witness household. Not only is his mother bipolar, but his father is emotionally distant. Due his mother’s emotional instability, much of his childhood was filled with mental and physical abuse, from his mother harassing him about his weight, gender identity, agnosticism, and sexual orientation, to her becoming physically violent towards her son because he did not follow the ideal Jehovah’s Witness lifestyle. Not only does he feel ashamed of his homosexuality and questioning gender orientation because of his past religion, Jason has sought out inappropriate but platonic relationships

Taken place in a Southern family, Jason represents the Old South as he is utterly repulsed by the promiscuity of Caddy when he was a child (Shmoop Editorial Team). As he is an insensitive boy, he snitches on Caddy’s wrongdoings. However, Jason’s animosity only grows as his life progresses within the novel, well aware of the broken southern traditions Caddy displays. Once Caddy’s virginity is broken, complications seem to erupt rapidly. Jason blames everything on Caddy and his hatred of her only

Main Characters Jason Taylor is the pre-teen protagonist of the novel. He is described to have several alter egos throughout the book, “Hangman,” who causes his stammer, “Unborn Twin,” his conscience, and “Eliot Bolivar,” the pseudonym Jason uses for his poetry. Although Jason’s goal in life is perceived to fit in with his classmates, he does not lose his moral ground. His character is portrayed as innocent in the beginning, however, the novel finished with Jason being more mature and experienced. Tom Yew, a member of the Royal Navy, is portrayed as a local hero and is idolized by Jason and his classmates.

Adolescence is construed differently throughout cultures; however, it collectively exists as a mindset of innocence and is mainly described with brevity. The fleeting time in which an individual can be labeled as a child is usually regarded with blissful nostalgia as many yearn to return to the days of youth. Conversely, a life situation can expedite the stint of childhood as some are forced to bear adult responsibilities much earlier than most individuals. Komunyakka exposes a situation similar to the latter in the literary work “Blackberries” when a poor young boy is forced to provide for himself. Many readers are cognizant of the divide in socioeconomic status throughout the poem, but upon closer analysis one will also recognize that the literary work synonymously epitomizes the transition from adolescence to adulthood.