In Studying A Story, Especially One That Concludes Within

The poems “A Barred Owl” and “The History Teacher” by Richard Wilbur and Billy Collins respectively, depict two different scenarios in which an adult deceives a child/children, which ranges from the sounds of a bird at night, to the history of the world itself. “A Barred Owl” depicts two parents who lie to their daughter about an owl who woke her in the night, while “The History Teacher” involves a man who tries to protect his students by using education as a tool to deceive them. Both poets use diction, imagery, and rhyme to help them convey a certain tone in their poems.

The friends of the narrator, however, do not hide in the imaginary world of childhood and are maturing into adolescents. Sally, “ screamed if she got her stockings muddy,” felt they were too old to “ the games” (paragraph 9). Sally stayed by the curb and talked to the boys (paragraph 10).

Virginia Stem Owens, in “Telling the Truth in Lies,” reveals that reasoning, by fictional stories, provides an effective way of knowledge for children. In this short essay, Virginia Stem Owens explains that children learn about the world through the lens of fiction. They make sense of the world, by using these stories to make connections with the world around them. The author reveals this when she gives her experience with fictional stories. She describes it as the place where she realized that “understanding and hope nourished.”

The approach to the reading of the novel would be varied. It is anticipated that the class study would begin with a shared reading of the opening chapter to foster students' interest. A prepared reading by the teacher is usually much more involving than a hesitant reading-around-the-class activity (Sykes, n.d.). The aim is to motivate each student to read the

This book is intended for some older children and young adults as it is not a particularly hard book to read. This book is wrote for kids who are more interested in adventurous types of writing. The book takes place in the early 1900s, and the other does a good job at making you feel like you're reading from this time period. Matthew J. Kirby uses different characteristics to build up the story. His main goal was to write a story full

The preliminary settings are as ordinary as they can be. It is a “Wednesday afternoon” (245) boring classroom between a geography class and an art project. It is quite and peaceful in Five Oaks. In the background of a rural community consisted of “unemployed college graduates” and “stay-at-home moms”(246),Miss Ferenczi is a colorful stranger. She is a breath of excitement to the children's dull lives. She presents herself to the class in a very theatrical manner. First thing she mentions about herself is her royal Hungarian ancestors. Her tale fascinates the young minds. Tommy the narrator of the story, “does not take his eyes of the woman”(246). He notices a curious characteristic of her physical appearance “the two prominent lines, descending vertically from the sides of her mouth to the chin”(247). They resemble Pinocchio, who was never a real boy, but a prominent liar, further emphasizing the way Miss Ferenczi plays with truths and facts. Pinocchio reference is a push-pull phenomena. It brings to the story the argument of

Joseph’s narrative voice exhibits images of truth and story within a story. He completes Becca’s chapter on her quest for her Grandmother’s past. The novel is divided in 4 sections. Home, castle, home again and the author’s note. They separate the steps that lead to Becca’s journey.

The Eye of the Sheep, written by Sophie Laguna is a strong example of how memorable texts can both disturb the reader as well as instil hope. The novel follows the story of the narrator Jimmy Flick, a young, unusual boy and his family. Laguna’s writing style and use of language throughout the text enables the reader to feel the pain and distress in Jimmy’s family without ever losing hope that things will work out. One of the ways in which she does this is through the use of Jimmy’s voice, as it allows the reader to feel the positive energy bubbling inside of Jimmy, while still witnessing the problems that Jimmy’s family have to deal with, such as his father’s drinking habits. Another way is the manner in which the characters are constructed. All the members of Jimmy’s family have multiple facets to them. They are all complex characters that have both light and darkness within them. Through these cleverly constructed characters, Laguna how even good people can do disturbing things. While reading the Eye of the Sheep, there have been multiple different perspectives that have enriched my own interpretation of this text, that again show different facets to the story.

The usage of informal language in the beginning of the story, produces transparent characters by exposing their flaws through their speech. Opening with the reckless announcement addressed by Mrs.Turpin, “I wish I could reduce”(3). in front of strangers had marked her hasty character. This early exposure of her flaw notes the tragedy of her character for being quick to speak, quick to conclude and quick to judge. As Mrs.Turpin begins to build judgment upon others from “Girl Scout Shoes” to “bedroom slippers” as she “expects”(5) Mrs.Turpin becomes a false believer, drowning within her own deceptive conclusion by gripping onto her theory of goodness being carried by people’s shoes. Ultimately,

When readers read a story written by an author they will usually think that the author likes to read books and is what led the author to writing a book. William Goldman said, “As a child, I had no Interest in reading” (Goldman 3), this can lead readers to imagining the author as a young child rather than an adult not wanting to read a book. When Readers imagine the author as a young child the image imagined can give a better sense of how the author felt as a young child. The imagination of a child giving the reader a picture to think about is less complex than that of a adult giving a reader a picture to think about.

In this paper I will be summarizing the graphic novel, Swallow Me Whole, and whether or not the concepts of James O. Young’s cultural appropriation and Linda Nochlin’s concept of genius are present in it. Nate Powell’s graphic novel, Swallow Me Whole, Powell depicts, the life of a young girl named Ruth and her step brother Perry. Their grandmother ever since they were kids has been sick and had various medical complications. It seems as though the two kids had suffered from depression ever since they encountered their sick grandmother, who seemed to mean a lot to them. The graphic novel begins with a particular interaction Ruth has with her grandmother and end with her and her family heading back home. Ruth seems to create a strong connection with her collection of dead insects and Perry with an imaginary wizard, which resides at the end of his pencil, which forces him to draw for him, driving Perry crazy at times. Eventually her grandmother gets better and moves in with her and her family. From there on, the graphic novel takes place during Ruth’s and Perry’s adolescence, during their lives in high school. Ruth and Perry seem to have issues at school, they don’t have many friends and Ruth tends to be tardy to class.

In the short story entitled “Gryphon” by author Charles Baxter, the author begins to formulate a storyline about a young boy named Tommy and his experience with his new substitute teacher, Miss Ferenczi. Miss Ferenczi being a new substitute teacher in Five Oaks, Michigan provides Tommy’s class with a unique atmosphere. Ferenczi’s personality and teaching methods are particular features newly encountered by Tommy. Moreover, Miss Ferenzi’s is presented as a strange individual amongst Tommy’s class because of her attire and the two lines present across her face. Tommy and other classmates begin to alter their perspective on Miss Ferenczi’s as her character begins to unravel. Further, characters such as Miss Ferenczi and Tommy begin to change behavior through the continuation of the story. For instance, Tommy starts to develop his imagination and Miss Ferenczi begins her ascension as a fictional storyteller. As the story progresses, each character experiences continuous changes such as Tommy’s development of a sense of imagination and Miss Ferenczi’s implantation of fictional storytelling.

The writer composes the story from the perspective of an analyst. She alludes to occasions later on, facts, and information that no character could have known in the setting of the story. Incorporated into the content are genuine quotes said or composed by the general population she expounds on, including the primary character. She utilizes an extremely objective voice, giving successive analysis of distinctive individuals' outlook and continually alluding to insights to demonstrate her point. Since the book does not focus on the point of view of any single character, it peruses more like a news article than a story, which frequently exhausting its groups of readers. Accordingly, Hillenbrand's written work style once in a while obstructs the correspondence of her thoughts because she regularly includes actualities, quotes and investigation in the book; it usually bores audience on the grounds that it peruses more like a news article instead of a

The short story “Where is Here” by Joyce Carol Oats introduces us to a very complex character, labeled the stranger. The author uses the method of indirect characterization, which results in the reader making their own assumptions of the character. Indirect characterization includes some of the following: stranger’s appearance, speech, actions, private thoughts, as well as the reactions of others. The previously stated categories are the things we will analyze and draw conclusions from.

In “The Story of an Hour” (1894), Kate Chopin presents a woman in the last hour of her life and the emotional and psychological changes that occur upon hearing of her husbands’ death. Chopin sends the protagonist, Mrs. Mallard, on a roller coaster of emotional up’s and down’s, and self-actualizing psychological hairpin turns, which is all set in motion by the news of her husband’s death. This extreme “joy ride” comes to an abrupt and ultimately final halt for Mrs. Mallard when she sees her husband walk through the door unscathed. Chopin ends her short story ambiguously with the death of Mrs. Mallard, imploring her reader to determine the true cause of her death.