Mr. Harvey Thought A Lot Essay

"Skipping", "humming", "loopity-loops", and "pirouetting" are silly things that everyone has done as a child, including myself. These reminders set me in a time machine back to my favorite days when the only thing important to me was my own happiness. Another less obvious reflection of a puerile mind is the "same story". In this tale of a young girl's game, Sandra Cisneros refers to a pretend play the girls have made up for their Barbie's' to act out. This play is referred to as "the same story" and really hit on what childhood playtime was all about. I remember doing the exact same thing as a child with my brothers (except we were cops and robbers), where we played out the same actions over and over, day after day. Cisneros recognized this to be common to all children and smartly places it for the reader to reflect on their past, as I did on my own.

The child seems to address the reader and says, “You tell me it’s too early to be looking back, but that is because you have forgotten the perfect simplicity of being one and the beautiful complexity introduced by two” (76). The child goes on to list more magnificent experiences he had as a younger child. With these lines Collins masterfully predicts what the reader must be feeling. The reader is doubtful at first that this boy is old enough to be thinking about this, but as the stanza carries on they begin to realize he has a point. Collins reminds the reader of possible memories they have and proves that what this child is feeling is valid. The boy goes on to proclaim, “It is time to say goodbye to my imaginary friends, time to turn the first big number. Collins suggests that an active and free roaming imagination must be let go as one grows older. Again he targets the readers past experiences and reminds them that growing up can be a really sad thing. The reader is also reminded of the fun childhood they lost. It is clear to see that adults who have forgotten their past are the targeted audience as the poem reminds them of old times and causes them to remember lost memories of growing

Childhood is arguably the most exciting time of a person’s life. One has few responsibilities or cares, and the smallest events can seem monumentally thrilling. Often, people reflect on the memories of their youth with fondness and appreciation for the lessons they learned. Sarah Orne Jewett captures this essence perfectly in the excerpt from “A White Heron.” Jewett uses many literary devices, including diction, imagery, narrative pace, and point of view to immerse the reader in familiar feelings of nostalgia and wonder, and dramatize the plot.

A shift in focus from the students to himself creates an interesting structure in the poem. Collins began discussing his disinterest of his students and their laughable yet pathetic lifestyle. Then toward the end, the author shifts to speak about himself. He expresses the impact of being a long time teacher and the loneliness that comes along with it. Collins creates the detailed image of his colonial house, the deflated car, and vines growing on the porch swing, revealing his depression and sense of being trapped. Therefore, the author connects how past students have driven him to insanity and caused him to create a false reality in his head.

As a child daydreaming and imagining was essential to survive the extensive abominable days of summer, or the weekends. Likewise, in the texts “Red Cranes” by Jacey Choy and “The Firefly Hunt” by Jun’ichiro Tanizaki two children who still express their imagination and creativity, have to realize the harsh realities that everyone must incorporate. In the texts “Red Cranes” and “The Firefly Hunt” they express the ambition and creativity of a child’s mind. However, the development of the two characters dealing with the realities in their adolescent years, varies tremendously between the two stories.

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).

In this poem, symbolism is used to help reader’s find deeper meaning in the little things included and show that everything comes back to the father’s fear of the child he adores growing older and more independent. “In a room full of books in a world of stories, he can recall not one, and soon he thinks the boy will give up on his father.” This sentence makes a reader assume that the story the five year old so

The different styles of writing and wording that Moody used throughout his piece created and maintained a continuous pace. This pace allows the reader along with the narrator to become a part of the ‘boys’” aging process. Lastly, his choice of topic adds to the energy of the story, he begins his piece inspired by someone else’s, creates a variation of sentences based on the phrase “the boys entered the house” and then writes what he knows and incorporates personal aspects of

p. 82). Therefore, the adult narrator’s ability to comment and reflect on his child-self effectively emphasizes the naïve and vulnerable nature of youth, and contributes to the mood of foreboding and suspense throughout the novel, ‘now I was over confident. I expected things to go my way’ (Chapter 1. p. 28).

This only begins to describe Ross’ use of time as a symbol, first to illustrate their polarity, then to represent the tension between Ann and Steven when he arrives at the couple’s home while John does not return that evening. Repeated throughout their anxious and

In James Baldwin’s short story “Sonny’s Blues,” one of the most pertinent themes throughout the story is the contrast and duality of light and darkness. More specifically, the author explores this theme by using light and darkness to explain the characters coming to terms with their realities and the realities of many people who live in their community. The theme also is key in explaining the relationship between Sonny and the narrator. In this paper, I intend to explain the significance of the tension of identifying one’s reality in “Sonny’s Blues,” by exploring the many instances that Baldwin uses light and darkness to explore one’s reality.

The whole second half of the poem is one giant extended metaphor!  Wilbur compares the difficulties of growing up those of an ‘iridescent creature’ – a ‘dazed starling’ that in spite of difficulties, ultimately flies free.  It serves as a metaphor for life’s ups and downs.

In J.D. Salinger’s Nine Stories there are many tales centered on children, who are often depicted as a symbol of hope and connected with the values that stand in contrast to the ones typical of the adults corrupted by materialism. In my essay, I would like to concentrate on the portrayal of children in “A Perfect Day for Bananafish” and “Teddy”. Even though the way these characters are depicted is similar, a child protagonist in each of the stories is representative of different things. While Sibyl can be seen as a prototype of a childlike innocence, purity and simplicity, Teddy can hardly be considered a prototypical innocent child. Despite the simplicity of Sibyl’s thinking, her presence and behavior help the reader draw many complex

“In a Dark time” by Theodore Roethke gives a retrospect into the inner turmoil’s of finding oneself through a haze of doubts in till reaching a moment of clarity. Each section of the poem describes a different emotion, or inner thought that spirals from fear of death, to emotions of desire. The use of imagery between nature and uncertainties of the narrator give a glimpse into Roethke’s own mind during the time he wrote this poem. Without hundreds of pages Roethke created a poem that connects readers to their own self-doubts and struggles of finding ones way again.

The children are the ‘we’ of the first half of the poem. They “loved it” (5) when the mother kicked out their father and were “glad” (1) at the result of divorce. When their father lost his job they “grinned” (4) and were “tickled” (line 7) with pleasure as they watched their father’s world crash down around him. The sympathy conveyed through the narrative sits with the mother and children during the first half of the poem. As the daughter begins to speak in present terms, and the “you” (1,3) suddenly is now “father” (17), the poem undertakes a dramatic shift. Sympathy begins to surface, from the reader, for the “bums in doorways” (18) who begin to take on a victimized persona with their hands depicted as useless “flippers” (21) attached to their “slug” (19) bodies. It is not to say that the speaker has forgotten the cruel insensitive man that she recalls in the first part of the poem, but the father is now not the only villain and the mother and children are not the only sufferers.