Estrella Character Analysis

Viramontes uses figurative language like similes and metaphors to show Estrella’s frustration with her lack of understanding of the world around her her teachers and her understanding of the tools. The author says, “…all that a jumbled steel inside the box… seemed as confusing and foreign as the alphabet she could not decipher.” (line 5-8). As Estrella looked inside the tool chest she was not able to identify what the tools were, which caused her to feel anger. Moreover, the author compares Estrella’s confusion of the tools in the tool chest to her understanding of the alphabet that confused her. This was significant since it showed that just like the secrets she thought were inside the tool chest, Estrella also felt her teachers were keeping secrets from her. The author says, “Estrella hated when things were kept from her. The teachers in the school did the same, never giving her the information she wanted. Estrella would ask over and over. So what is this, and point to the diagonal lines written in chalk on the

In the book, How the García girls lost their accent, by Julia Alvarez, who utilizes rhetorical devices in the passage chosen to develop the conflict that Yolanda is facing in the story by using imagery, simile, and anaphora in order to evince how Yolanda’s conflict with her husband John plays a role in her horrible breakdown and her journey to revive the love she had for her native language and culture.

She is being raised in a world where women are expected to suffer silently and to be at the mercy of their men. However, men were not expected to return this slave-like behavior for the women. This setting of the novel allows the reader to see exactly how treacherous life can be. This suffering is so present in Estrella’s family’s lives, yet she somehow is able to bring the family along no matter how difficult the situation may be. She is still trapped in between two very different worlds: "She tried to remember which side she was on and which side of the wire mesh she was safe in" (59). Her mother may be taken over by a world of suffering, but she is not so beaten that she cannot pass some of her fighting

Demetria Martínez’s Mother Tongue is divided into five sections and an epilogue. The first three parts of the text present Mary/ María’s, the narrator, recollection of the time when she was nineteen and met José Luis, a refuge from El Salvador, for the first time. The forth and fifth parts, chronologically, go back to her tragic experience when she was seven years old and then her trip to El Salvador with her son, the fruit of her romance with José Luis, twenty years after she met José Luis. And finally the epilogue consists a letter from José Luis to Mary/ María after her trip to El Salvador. The essay traces the development of Mother Tongue’s principal protagonists, María/ Mary. With a close reading of the text, I argue how the forth

The development of characters transpire as a result of significant events in their lives. Events such as learning a new skill have the ability to transform a character’s life. Estrella in Helena Maria Viramontes’ novel Under the Feet of Jesus flourishes into an individual who once got upset over skills she did not have and was upset at the process of learning, but now understands how vital education is. Estrella was infuriated by her lack of understanding about the Perfecto’s tools and the letters on the chalkboard. She was especially agitated when the educators would not give her the answer right away The selection of detail shows the connection between two things she overcame. The tone and figurative language shows more detail about Estrella’s transformation.

By selecting which details to include Viramontes is able to depict Estrella’s change from being a perplexed child who does not read to someone who reads and understands the need to learn. At the beginning of the excerpt asks the question, “So what is this?” (line 1) Then, she continues by explaining the red tool chest and Estrella's disorientation. In the passage she states, “Estrella hated when things were kept from her” (line 12) and the toolbox was an example of something that was kept from her, a secret.The toolbox held secrets and “funny shaped objects” (lines 6-7). All of which Estrella was unaware and uninformed about. Furthermore, in school Estrella is unable to learn essential skills, such as reading and writing, due to the fact that teachers

The narrator grows up through the memory of a women named Mai Ling. In the excerpt “Kuraj” by Silvia Di Natale, Mai Ling to whom is noticed as a mother figure. The excerpt how the people from this environment admires and values the action of being protected; therefore, the narrator felt that Mai Ling was he/shes protector. “I know that I dreamed about her and it was Mai Ling with her almond eyes in her pale face.” The narrator describes the appearance of Mai Ling by using the literary devi

In the book Breath, Eyes, Memory by Edwidge Danticat, Sophie’s ideal image of women has been heavily shaped by her Haitian upbringing and cultural norms. Her mother, Martine, and aunt, Atie have an even stronger connection with the Haitian ideals and norms which also influences Sophie. These women all have very set views on how women are “suppose” to live and behave based on these societal norms. Sophie wants to become the spirit Erzulie because she see’s it as the goal representation of Haitian femininity.

In essence, the novel “Under the Feet of Jesus” is well-developed. Author Viramontes used three literacy devices which were selection of detail, figurative language, and tone. Selection of detail gave the reader more understanding. Figurative language gave the story a little humor and interest. Lastly, tone was used to set the mood of the excerpt. Using those three literacy elements the reader can analyze Estrella as curious, sensitive, and

Throughout the poem, since the very beginning the author uses selection of detail in order to describe Estrella’s character as she simply has no care in the world for trying to make an effort towards learning. As one begins to read, we are informed that Estrella “hated when things were kept from her.” Estrella does not like things being kept from her because she cannot and does not understand what these things are. Estrella has a growing hatred towards the thing which she could not understand, in this case it was a simple red tool chest which belonged to Perfecto. As Estrella begins to look through Perfecto’s tool box, she is quite perplexed by “the funny-shaped objects, seemed as confusing and foreign as the alphabet she could to decipher.” Estrella’s encounter with the tool box makes her very

“Perpetua’s Passion” is one of the only few records of the life of a female martyr Vibia Perpetua. This record is very special because it contains Perpetua’s own narrative of her last days before her execution, along with an editor’s comments. Most of Perpetua’s narrative is about her experience after the capture, and her dreams, or visions, or the “revelations” of the divine to Perpetua. In this paper, I will discuss the presentation the symbols in her dreams, in order to exam the power balance of female and male presented in her voice, and reveal the struggle of Perpetua’s voice under the editor’s manipulation.

By selecting which details to include Viramontes is able to depict Estrella’s change from being a perplexed child who does not read to someone who reads and understands the need to learn. Key idea worth developing--how does she arrive at this insight? Viramontes begins the excerpt with the question “So what is this?” (line 1) Then, she explains the red tool chest and Estrella's disorientation. She states, “Estrella hated when things were kept from her” (line 12) and the toolbox was an example of something that was kept from her, a secret.The toolbox held secrets and “funny shaped objects” (lines 6-7). All of which Estrella was unaware and uninformed about. Furthermore, in school Estrella is unable to learn essential skills, such as reading and writing, due to the fact that teachers will not answer her questions. Additionally, some teachers care more about Estrella’s hygiene rather than her education, this lack of interest in her

In the excerpt from the novel Under the Feet of Jesus by Helena María Viramontes, the author utilizes rhetorical questions, similes, and dehumanization in order to develop Estrella as a character who feels frustrated with the way that her life has treated her so far, but when someone finally takes the time and effort to teach her something, she stops feeling like a useless waste of space, and starts feeling proud and happy. The passage opens with the rhetorical question, “So what is this?”, and the follow-up, not far behind, “So what is this about?” This sets the tone of the passage. The point of view character, Estrella, is clearly not happy with the toolbox when she finds it.

Saddened but also encouraged by her friends’ experiences, Esperanza wants to become a writer, and change her dreams into reality.

An in-depth study reveals mankind’s literal presentation of Mary to God for appraisal and judgment, rather than a simple depiction of her journey upward. The painting illustrates man’s—not God’s—physical act of lifting Mary up, creating a truly dynamic canvas. To do all of this, El Greco uses strong geometric divisions and hidden lines to take control of the viewer’s eyes, and sly manipulations of gravity and forces to create an image truly in motion. In the end, El Greco uses the painting’s overwhelming size and orientation to alter perspective and succeeds in tying the viewer’s fate into the scene itself.