No-No Boy Book Analysis

Walter Dean Myers’ memoir Bad Boy is about how he traveled back to his past. This book that he wrote is, funny, and unforgettable. As a boy, Myers had a quick-temper, was physically strong, and was always ready for a fight. He also read voraciously, as he would check out books from the library and carry them home, hidden in brown paper bags in order to avoid other boys' teasing. He aspired to be a writer.

In the narrative: Boyz ‘r’ us by Scott Monk, we comprehend the author’s depiction of Mitch. That he is an incorrigible young adolescent with many obligations, upon his shoulders. We perceive that Mitch is confined within a gang, a gang that is pessimistically changing his life, it is also having disdainful influence on his deportments and it is carrying out that influence with him in his life. We are exposed to the theme of change in Mitch’s life when encountering some drastically different: characters, setting, situations and outcomes. The author certifies Mitch’s life one-step at a time, by exploring the depth of Mitch’s predicaments, in other accounts; inquiring into the theme of adolescent etiquettes and by positioning us in the centre of the contingencies.

The Breakfast Club is a movie about five students from Shermer High School who gather on a Saturday to sit through eight hours of detention. These five students; Andrew Clark, Claire Standish, John Bender, Allison Reynolds and Brian Johnson, have nothing in common. The Breakfast Club zooms in on the high school social groups and cliques that are often seen in the development of peer groups during adolescents. The peer groups that are portrayed in The Breakfast Club include, John “the criminal”, Claire “the Princess”, Allison “the Basket case”, Brian “the Brain”, and Andrew “the athlete”. The movie centers around an essay that Principle Vernon wants each student to write regarding who they think they are. In the beginning of the film, the

The autobiography illustrates personal experiences of discrimination and prejudice while also reporting the political occurrences during the United States’ involvement in World War II. After the Japanese bombed Pearl Harbor, the United States government unleashed unrestrained contempt for the Japanese residing in the nation. The general public followed this train of thought, distrusting the Japanese and treating them like something less than human. In a country of freedom and justice, no coalition stepped up to defend the people who had lived there most of or all of their lives; rather, people took advantage of the Japanese evacuation to take their property and belongings. The government released demeaning propaganda displaying comical Japanese men as monsters and rats, encouraging the public to be vigilant and wary toward anyone of Japanese descent. The abuse of the Japanese during this period was taken a little too lightly, the government apologizing too late and now minor education of the real cruelty expressed toward the nation’s own citizens. Now we see history repeating itself in society, and if we don’t catch the warning signs today, history may just come full

In the article “The Terrible Boy” written by Tom Junod Jonathan Miller was one of the world’s most terrible boys. In America’s eyes a terrible boy is cruel, hostile and merciless. In this article, Jonathan was painted by these descriptions. However, this wasn’t always the case. He wasn’t terrible when he moved to Georgia he just wanted to get kicked out of school, so he did whatever it took. Though in highschool he took on the description of a terrible boy. It all started on the bus when Jonathan threw a open ketchup packet at his rival Joshua Belluardo. They got off the bus and instead of a fight it was a crime scene.Jonathan murdered Joshua. Sadly, though Jonathan was a terrible he should have been shown mercy.

Queer Compulsions by Amy Sueyoshi serves as a wonderful insight of various struggles of Japanese immigrants with Americans in its depiction of specific individual of Yone Noguchi through his intimate relationship with other Americans of both sexes. Through the life of Noguchi, the author aims to touch on both racial and sexual (both sexual identity and gender) standards which were expected at the time, and how those affected not only the life of Noguchi, but also the lives of many Japanese immigrants. Most part of the book, from Chapter 1 to 4, the author talks extensively about relationships (not only intimate/family relationships, but also other relationships with general American population, especially Bohemian) that Noguchi had from the beginning of his life.

The author of "Response to Executive Order 9066" builds characterization through two groups of people during world war 2. The literary analysis of the story is that Japanese-Americans are not enemies to the united states , and that they are citizens just like everyone else. The excerpt shows how the author is indifferent from the rest of society and that she is the same as any American teenage girl because , she shares the same language , interest , and hobbies as other girls. The authors tone in the "Response to Executive Order 9066" is confused because she as an individual has done nothing wrong to have these type of actions evoked on her.

John Okada’s novel “No-No Boy” explores Ichiro Yamada’s identity and his continual imprisonment through expectations of the familial and societal. Ichiro returns home to Seattle after spending two years in a Japanese internment camp and two years in prison for refusing to serve in the military during World War II. Now declared a “No no boy,” Ichiro is unable to fit within American and also feels as if he does not belong to the Japanese part of him. He is subsequently imprisoned by his hyphenated Japanese-American identity, as he believes that he cannot exist in a world where is half of two versions of himself that do not make him a whole person. The following will examine Ichiro’s halved identity

'Even with all the mental anguish and struggle, an elemental instinct bound us to this soil. Here we were born; here we wanted to live. We had tasted of its freedom and learned of its brave hopes for democracy. It was too late, much too late for us to turn back.' (Sone 124). This statement is key to understanding much of the novel, Nisei Daughter, written by Monica Sone. From one perspective, this novel is an autobiographical account of a Japanese American girl and the ways in which she constructed her own self-identity. On the other hand, the novel depicts the distinct differences and tension that formed between the Issei and Nisei generations. Moreover, it can be seen as an attempt to describe the

“Free will and determinism are like a game of cards. The hand that is dealt is determinism. The way you play your hand is free will.” (Norman Cousins) “The Lost Boyz” by Justin Rollins, is a remarkable, personal recount of the author’s dejected youth as well as a deep, raw and vivid insight into the ways and consequences of a broken youths’ mind (Rollins, 2011). Throughout his book, Rollins depicts the divergent factors responsible for his descend into the criminal lifestyle, ultimately attributing them to two key criminological theories; classicism and positivism (Newburn, 2017). Classicist criminology, or the classical approach to criminal behaviour is centred around the idea of free will and rational thinking, defining the criminal

In novel No-No Boy, Japanese-American writer, John Okada, tells a story centered around the life of a young Japanese-American boy named Ichiro Yamada who was seen and treated as a “No-No boy” during/after World War II. After Japan’s attack on Pearl Harbor, the United States government ordered the mandatory relocation of people with Japanese ancestry regardless of their citizenships and incarcerated them in internment camps. In internment camps, Japanese Americans who refused to sign the Loyalty Oath and refused to serve in the U.S. Army were defined as “No-No’s,” and would be sent to prison. The novel discussed the continuous struggle of Japanese-American community in the racially alienated American society during that time period

The United States of America a nation known for allowing freedom, equality, justice, and most of all a chance for immigrants to attain the American dream. However, that “America” was hardly recognizable during the 1940’s when President Franklin Roosevelt issued Executive Order 9066, ordering 120,000 Japanese Americans to be relocated to internment camps. As for the aftermath, little is known beyond the historical documents and stories from those affected. Through John Okada’s novel, No-No Boy, a closer picture of the aftermath of the internment is shown through the events of the protagonist, Ichiro. It provides a more human perspective that is filled with emotions and connections that are unattainable from an ordinary historical document.

After WWII ended in 1945, xenophobia amongst the white populace, coupled with an inflexible definition of who or what represented “American-ness”, prevented Asian Americans from claiming an American identity. Alongside this exclusion, the post-war period also witnessed the assertion of American identity formed by culture and family in the Issei and Nisei community. This essay will argue that through Ichiro Yamada’s struggle to integrate, Okada’s No-No Boy represents the fracturing belief of a monoracial American identity and the cultural instability found within the narrative. John Okada’s No-No Boy adopts an allegoric strategy in order to foreground the attitudes and lives the Issei and Nisei shaped during their internment and sometimes incarceration, which continued after the war. Moreover, as the novel progresses, Okada examines characters such as Ichiro Yamada, who face the cultural conflicts and form the possibility of an “elusive insinuation of promise” of belonging in post-war America (221). Additionally, the racial slurs and violent attacks by other Japanese and non-Japanese Americans that befall him highlight the divisions within American society. A close reading for the free indirect discourse and allegory shows how John Okada uses these literary strategies to suggest the disturbance of American identity.

There was a time when society did not consider men and women as equal. Men were considered as the superior human being and the dominant figures of authority in the house while the woman had to be a subservient. Alice Munro uses some interesting details in “Boys and Girls” to hold the readers captive. She takes us on a journey in an era where the male child was deemed more important than the female child. “Boys and Girls is a story about a girl’s struggle in accepting the role society has forced upon her in such a vivid manner that it draws the reader to want to know what happens next. In “Telling Tails,” by Tim O’Brien, he illustrates what a good story should be by using story examples. O’Brien believes that “Boys and Girls” is good story because the author uses a well-imagined plot, striking and dramatic elements, and the ability to reach deep into the heart of readers.

“About a week ago!” my cousins screamed in unison with enthusiasm. I peeked over my current book, The Secret, and stared at them, partly puzzled, partly annoyed.