Francisco Jimenez Multidimensional Character

He feels a great sense of betrayal of his Mexican past. His connection that held him so close to his family is destabilized.

Parenthood was a factor in the boy’s life, this ideas gives you an insight on what he wanted the reader to convey. here are two different emotions running through this story from both the boys. In the author Wes Moore the emotion you feel while reading it is hurt and compassion.

Despite the fact that Antonio is only a newborn, the two sides of the family have already predetermined his path in life. His mother, Maria, wants Antonio to become a priest while his father, Gabriel, would rather him be free and follow in his example. Both parents want to instill their own aspirations upon him and partake in a mentalgame of tug of war with Antonio, the youngest and last son of the family, the final chance to make one of his parent’s dreams a reality. At a young age, Antonio is forced to come to a consensus of which parent will he please and which one will he forsake. This fact lingers over him and often resurfaces within his dreams. Though he doesn’t yet have to reach a decision, this dream acts as a cautionary reminder that he will have to soon in the future as it slowly approaches.

This story revolves around an undocumented family with the hopes that they will be able to live the "American Dream." The second oldest child, Francisco, otherwise known as Panchito who is also our narrator, is the main character of the novel. Panchito exposes a flurry of emotions with his roller-coaster ride of ups and downs, expectations and disappointments. He and his family expressed hope from the start of the story, dreaming of how life would be considerably better once they reached California, somewhere they thought to be a place where they could escape impoverishment. Panchito is shown as a very hopeful character; in fact, there are many times where he hopes for something to the point where he convinces himself it will happen, resulting in the numerous occasions of disappointment and discouragement. Yet, even with the frequent occurrence of disheartenment, Francisco pulls himself back up and perseveres. The author depicts Panchito as a determined character who always manages to push through rough times despite the circumstances around him telling him that he can't.

teacher who was supposed to take him in and teach him, help nurture him, encourage him, and inspire his will to learn did nothing but completely write him off for the simple fact that this child didn’t speak english. She “couldn’t deal with him” so she sat him in a corner and ignored him. The situation was no different when Grillo was sent to another class, yet again he was sat in a corner the only difference this time being that the teacher was a little nicer about telling him he wasn’t wanted. However despite the sweetness she injected into her voice Luis still knew he wasn’t wanted, so due to his mistreatment he became reluctant to talk to anyone; even to ask to go the bathroom. As Grillo got older his outlook on school only got worse, he became a troubled child

The upbringing of children between the two cultures contrast one another through the expectations of their youth and personalities created through their various upbringings. This dramatic shift in cultures is visible when Antonio begins public school for the first time. Antonio’s schooling serves as his first institution where he must interact with American children and is exposed to their way of life. An obvious cultural barrier is revolves around language. Antonio enters school without knowing a lick of English and as described by Crossroads, A Journal of English Studies, “…it is a well-known fact that language is one of the most important elements of human identity and culture”. Antonio’s language separates him from the other children and makes him feel alienated. It was hard enough leaving home when his parents were arguing over his future as a man. Not only does his language build an initial barrier between himself and the English-speaking children, but by throwing him into an institution where all of his teachers speak only English, he is forced to adapt to the new culture. Aside from his language barrier, Antonio finds himself being antagonized because of the food that he eats. Food symbolically is supposed secure and fulfilling, but instead Antonio’s Mexican lunch brings upon abuse from the other students. This new terrifying reality which Antonio lives in brings about thoughts of running away and other miserable feelings. However, Antonio is able to conquer his situation and the school goes from being an institution of suffering, to one of

Ms. Chavez, Christopher's mother, expressed deep concern about his developmental state. Accordingly, she reported that Christopher’s progress has been evident, especially on his sharing skills toward peers and other people and that he has learned to perform daily activities such as setup and choose within Netflix shows. Christopher can imitate other's action and attempt to involve others in his play. For fun, he enjoys playing with Legos, watching movies, going to the pool and playing video games. Christopher still possesses limited communication skills. Ms. Chavez indicated that he stopped talking at the age of 18 months, but consequently, the recommended therapies lead to progress. Christopher interacts properly with his family members and

Jose understands at a young age that in order to escape the indentured life of working in a sugar cane plantation like his ancestors before him, he must do something different. In the classroom, Jose is a very bright student as seen through his peers and especially his professor who eventually helped Jose get into a prestigious school because of his academic excellence. He assures his grandmother who is his sole provider and family that one day she’ll no longer have to work tirelessly in the sugar cane plantation. Jose dreams of taking work in a more profitable and higher field then the plantation his community is chained to all being done by attaining

On the behalf of Hugo Santos I am Citlalli Lopez his significant other. I’m 21 years old, a full time college student, and I work part time. Hugo willingly admitted he was guilty for his action of committed offense back in May 20, 2012. I wasn’t with him at the time but the amount of time I have been with him, since 2014, Hugo has been nothing but loyal, genuine, loving and honest. I see him helping the people that matters to him and people that need the help. For instance when we are out and about in the streets, sometimes we come across the unsheltered citizens of San Antonio. Hugo always tries to offer them his shoes, money or water. He obeyed the rules from when he had the ankle bracelet on for more than 120 days, accepted the fact he

My narrative was I admit composed of not all truths. My father did in fact die and I did infact go to the college park during his funeral. On the contrast, I never had a bestfriend named Jose. As the author of the piece I wanted to use the story truths to help me bring out my inner conscience in the form of an actual person. To accomplish such a goal, I based the character Jose off the optimistic view that I tried to gain because during the time of my father's death I felt very pessimistic, yet my inner conscience would always echo some attempt of optimism within me. Hence, in the process of writing the narrative, I made sure Jose was a friend that tried to help my character out. In addition I raised the question; Does grief ever entirely end?

The same day after talking about being hidden behind a mask Francisco writes “if I was to die today, and you tell people about me, just tell them that I’m finally free, because I don’t have to be nobody that I don’t want to be.” (p. 65) I found this particular quote that he said powerful in the first eight chapters of the book. I felt that he was trapped and asking for help but at the same time he knew he put himself in the trap that he is. And the only way out for him was to associate it with death which would lead him to the freedom that he maybe yearning for. Death would mean that Francisco was free from being a gang member, being locked up, hiding behind a mask for so long and finally getting to be his real self again. Death would mean

The next character that symbolizes everything that is Native American tradition and way of life is Francisco. He is Momaday’s only representation of a character that is still strong in the old ways and even a bridge to future generations to carry on what is important to him. Even as a strong of a character as he is, Francisco is also one that is faced with a lot of loss in his life. In the death of Abel’s mother and brother, Francisco is thrust into the position of caregiver and the one with all the pressure to bring Abel up in the traditional Native American ways and have him lead the life that his mother would have wanted him to live. Although is may not be outwardly shown, the bond that Francisco shares with Abel is the thing that is most important to him throughout all of his life and the constant leaving of Abel and drunken stupors that Abel goes into is something that severely effects the way that Francisco is able to act.

Lorca uses a first person point of view throughout the poem to reveal the narrator’s initial feelings of depression towards the untimely death of his close friend Ignacio Sanchez Mejias. In the first

I believe the emotional tone of this essay is one of sadness and helplessness to what is going on with the other person when the main character feels differently. The essay is filled with the feeling of sadness from the start to finish. The emotions described go with that theme of

However, his words are a key element to the story because they reflect valuable lessons that the children may need for future reference. The narrator wants to save the children from heartache and disappointment; however he fails to realize that all children must experience these emotions for themselves in order to become mature. As the narrator stares into the lives of the children, it seems as though he is reliving his own life. His