David Sedaris

Andrea Roman tells her story, “We’re Not…,” to demonstrate how Bolivian culture has influenced her life. In her essay she informs the reader about the many things her mom, a native Bolivian, would scold her for. These atrocious acts included: borrowing sweaters, doing homework on Sundays and wanting to attend sleepovers. None of these things would be judged as wrong in America, they are American customs or traditions that Roman tried to follow. Roman followed these, unknowingly disrespecting her family’s Bolivian values. David Sedaris wrote “Remembering My Childhood on the Continent of Africa” to share his dissatisfaction of growing up in America after he heard about Hugh’s adventures of growing up on the continent of Africa. In his essay he shared the many adventures Hugh, his boyfriend, experienced while living his exciting life in Africa. In America many of Hugh’s adventures would have been harshly judged and considered as wrong. Hugh does many things that Sedaris can only dream of doing. David Sedaris’ “Remembering my Childhood on the Continent of Africa” and Andrea Roman’s “We’re Not…” are told with a similar style but the audience receives different messages from each of them.

In his story "Me Talk Pretty One Day," David Sedaris (1999) tells of returning to school at a late age, enduring harsh criticism from his instructor, and adapting to a new culture. Not willing to give up, he used the way he was treated as a fuel to keep himself going. This is an inspiring story of turning weakness into strength, as the author pursues his dreams despite the hurdles of age, personality conflicts, and learning a new language.

In his essay, Me Talk Pretty One Day, David Sedaris uses humor and satire, to chronicle his time as a student in a French language class while living in France. Sedaris creatively expresses his external and internal struggles as a student in his later years, bringing real-life examples of how he overcame his obstacles to obtain his educational goals. Through careful research and critical analysis, this essay effectively proves that despite adversity, self-doubt, and preconceived notions of what “college-age” is, acquiring a higher education is possible.

Joyce Carol Oates’ “Life After High School” is a story of masked identity, which the one of the main characters, Zachary, experiences. Society’s views on sexuality and what was perceived as “right” or “wrong” influence how each character develops, but as the story progresses, the characters evolve and “shed” their masks. The descriptions Oates uses for each character’s persona are crucial in order to sway the reader’s perceptions on the evolution of the character. In Zachary’s case, he hides his true sexuality. This is shown through the use of diction, imagery and symbolism.

Through the use of diction and exaggeration, Staples is able to create this intelligent and humorous persona for the listeners. Staples first starts by describing a white woman as a “victim” (543). He purposely starts his essay by appearing as a criminal sharing his stories of trouble. As the reader progresses through his essay, one can see that he continually becomes more complex and through with his word choice. This transition shows that audience that he never was a criminal, but a rather intelligent college student. Likewise, Staples uses this shift to show the audience that initial perceptions of people like him are generally wrong. He paints himself as a criminal, only to reveal his true self, like what most white people would do. This conveys his message because Staples showcases that black people are almost instantly seen as bad and scary, when they could be better than the person making the discriminating notes. Staples mentions how he and other blacks are quickly judged by everyone else. In one instance, upon entering a jewelry store, he is met by an “enormous red Doberman pinscher” (544). This use of exaggeration creates a humorous persona to Staples. The purposely description of the dog as enormous shows just how unnecessary the prejudice against African Americans really is. The humorous persona that Staples has conveys the message that people are too assimilated with the negative

This story also shows evidence of a young boy trying to find his way throughout life with the skin he was in. Society, at that time, made it extremely difficult for Sedaris to be himself and to feel comfortable expressing his sexuality. Homosexuality was not accepted by any means during the time of Sedaris' youth, which made it difficult for him to express himself as a normal

The thesis of this essay is as follows, “Certain events are parallel, but compared with Hugh’s, my childhood was unspeakably dull. When I was seven years old, my family moved to North Carolina. We had a collie and a house cat. When he was seven years old, Hugh’s family moved to the Congo. They had a monkey and two horses named Charlie and Satan. I threw stones at stop signs. Hugh threw stones at crocodiles” (Sedaris 181). This clearly informs the reader that the author is envious of Hugh’s childhood since his was extremely boring. Additionally, the thesis is stated and not implied because the author openly asserts that, “When I’m told such stories,

David Sedaris ' purpose in writing this essay is to force his audience to in turn look at and analyze themselves just as he did in his own narrative, and recognize

“Me Talk Pretty One Day,” by David Sedaris is a clever reminiscent essay that revealed three important lessons. First and foremost, life needs people who can exhibit perseverance in any situation like David Sedaris and other classmates proved throughout their challenging French class. This essay demonstrated that education is meant for everyone regardless of their age. David was forty years when he decided to go to college, which for some may seem old. Ultimately, I realized that a teacher played a key role in ensuring that Sedaris and his classmates became fluent French speakers. During our assignment, I identified with the author’s claim, “the end justifies the means” (Sedaris, 2002). David Sedaris wrote this essay in attempt to show that in any process, the results matter more than the challenges experienced. The teacher was harsh throughout his development, but the most important thing is that the class managed to learn the French language at the end. I continue to believe in my early claim because the author tried to demonstrate that success comes for those who endure the obstacles that may come their way.

In John Updike’s coming of age story “A&P,” the protagonist Sammy sees what he believes to be an unfair act to three teenage girls in bikini in the grocery store. He makes an immature decision and quits in front of his manager that decided to address the girls about their clothing choice in front of the entire grocery store, instead of talking to them in private. Unfortunately, the teenage girls do not notice Sammy’s heroic act, and he is left alone in the parking lot to face the repercussions of his childish actions. John Updike chooses to write in first-person, so the reader gets to know the narrator’s real character. In his short story “A&P,” John Updike demonstrates that Sammy is an immature character immaturity from his disrespectful personality, judgmental attitude, and misogynist beliefs.

This story speaks of a young teenage woman who, amid the civil rights’ movement and sexual revolution of the 1960s, is rebelling against the conservative morals and values of the 1950s and exploring her individuality and sexuality with a sense of egotism and inexperience that eventually gets her into harm’s way. Looking back, the Civil Rights movement may have been the most emotionally charged movement of the 1960s (Anderson). No other movement in United States history defines a change in culture better than the movement of the 1960s. Issues such as women’s rights, war, civil rights and the sexual revolution greatly influenced the American youth. Conservative family morals and values that predominated the 1950s were beginning to be questioned. Oates

In the essay “Me Talk Pretty One Day”, David Sedaris, American humorist and writer, recounts the hysterical/hilarious story about his experience while learning French in France at the age of 41. Sedaris develops his story providing a detailed narrative of what it is to be a foreign student in a French school taught by a very impatient and not so encouraging French teacher. Using comic exaggeration, Sedaris makes his essay not only quirky and bold; but interestingly appealing because it is an entertaining portrayal of his learnings. 4TH sentence: From his hilarious, somewhat painful, everyday experiences learning a new language, the intended audience of this essay is anyone who have learned, or is learning, a foreign language and can relate to the struggles and difficulties that go along with this experience. ADD THESIS STATEMENT HERE?

English 122 is my second course since returning to college after quitting almost 10 years ago. At an adult student, there are many realities that I must confront in my desire to successfully complete ENG 122 as well as my college education in Graphic Arts at Southern New Hampshire University. Many of these realities are the same as those faced by David Sedaris in his autobiography, Me Talk Pretty One Day. As I analyze the autobiography, I will look at the good, bad, and ugly realities of learning French at a foreign school as told by the author and recognize them for what are: accounts of a bad experience that ended in success.

In John Patrick Shanley’s play, “Doubt: A Parable”, and Paula Vogel’s play, “How I Learned to Drive”, both have strong themes of sexuality in the forms of sexual predation and pedophilia. Although these two stories are considerably different, the message is the same. “Doubt” is a play that concerns a mystery over whether or not a boy (Donald) has been raped by a priest, and “How I learned to Drive” is a play about a woman (Li’l Bit) who reminisces about the sexual molestation and the emotional manipulation she had to endure at the hands of her uncle. Although these plays both have main theme of sexuality, they each have vastly different settings, desires, and outcomes. In this essay, I will compare and contrast the theme of sexuality in both of these plays.

Imagine a vast concert hall filled with people. The audience excitedly clamor in anticipation for the main star of this event. The event they paid so much money for, cleared up time in their schedule for, spent time getting to the event for. As the lights dim, the spotlight shines on the center stage. Then an average person emerges on the stage with a thousand eyes’ on him. He only has with a microphone in his hand. Just a typical person, with a normal gait and normal sense of fashion. However, after speaking a few words in the microphone, the crowd bursts into a cacophony of laughter. No matter how ordinary or extraordinary the person, entertainment through humor is universal. Utilizing humor, an extensive language of amusement, to open perspectives and challenge what is conceived right or wrong can be impactful- if done correctly. Dave Sedaris accomplishes that goal when he uses humor to illustrate his dilemma because of his identity. Despite being an accomplished successful comedian, author, radio show host, certain people look down at him as just a homosexual freak. Rather than gravely addressing his opposition, Sedaris utilizes a jovial yet relatable anecdote called “Chicken in a Henhouse”. Incorporating ideas from Ardian Bardon’s “The Philosophy of Humor”, specifically, the three theories of humor: superiority theory, incongruity theory and relief theory, Sedaris argues that the American public stereotypes homosexuals as pedophiles and ,as a result, they feel