Owls: A Narrative Fiction

His daughter understood the bird better than all the others who had owned it. As soon as the swallow was brought to her by her father she noticed it was feeling sickly as was she. The text states“When the girl wakes suddenly in the middle of the night, the first thing she sees through her fever is a small cliff swallow blinking at her from behind the bars of a rattan cage. She knows too well how terrible it is to be kept inside. ‘I know what you need, little bird,’ she murmurs. But the swallow no longer believes what people say. Slowly, the sickly girl rises from her bed and carries the cage to the open window. Unlatching the rattan door, the girl asks, ‘Will you fly for me, too, little bird?’ And her language is one that the swallow understands.” This shows how the girl and the swallow understand each other. The swallow was able to fly under the rice moon yet another time. Both the little girl and the bird became free. The swallow passed by the little girl’s window every

its eggs in other bird's nest. If it not were for the other species ignorance,

One warm summer morning my sister, dad, and I were sitting and watching T.V. and my best friend’s dad called and invited us over for the weekend. He said

When he bought it he whispered to the bird,”I know who will take care of you, little bird.” He was going to give the bird to his ill daughter to make her feel better. Like all of the other characters the man didn’t know what the swallow was saying. He placed the cage in the room and left. When the girl woke up in the middle of the night she saw the birdcage in her room and she realised how terrible it can be when a bird is in there. None of the characters understood what the bird wanted so badly but finally the bird has its chance. The bird slightly hesitated then opened its wings and flew away. Additionally, the girl said,”Will you fly for me, too, little bird?” stating that she can’t get free but she wants to feel free.

In the excerpt "Owls", by Mary Oliver. Oliver uses vivid imagery to communicate both sides of nature, the light and beauty; and the dark and frightening reality. Both parts terrifying when in excesses, but when each is balanced, they create nature.

The man said, “I was following you around, because we didn’t know where we were going. We thought you looked like you knew where you were going. I didn’t mean to scare. Every time I started to approach you to ask you for help, you ran away.”

In her poem “ Barn Owl”, Gwen Harwood uses many different techniques to create a poem based of life and death. By using symbolism and imagery she describes how a loss of innocents has occurred when the child rebels against their father but by doing this the child has gained maturity and undergone individual growth. In the first stanza we learn that this poem is taking place at daybreak, where a child of unknown gender and age, has crept out of the house with their fathers gun. We are unsure of why the child wants to go outside with a gun but we can assume that it was a planned event.

It all started with Blue Jay feathers. I went out to my pickup truck, which was parked in the driveway, to commute to work early in the morning. On the ground, beside the driver's side door, I noticed a single Blue Jay feather on the ground. We have bird feeders in our front yard to attract birds, therefore finding feathers was not unusual. Picking the feather up, I placed it my truck, then proceeded on to work. The next morning when I went to my pickup truck, again there was a single Blue Jay feather on the ground beside the driver’s side door. Picking up this new feather, I began to wonder if this was more than a

area. The next day followed with a similar sighting but this time a large blackbird that he felled. This

It’s the dead of the night and the shrieking calls of a barred owl break the silence. A young child bolts upright in bed with fear written across her innocent face. A teacher’s class is about to be taught a lesson on The Ice Age. The parents of the frightened child hush their daughter and say it was just an inquisitive owl that scared her awake. The teacher pulls on a sweater and says, “Cavemen wore these a lot in The Ice Age.” The children in these scenarios are the victims of deceit. Both poems, “A Barred Owl” and “The History Teacher” by Richard Wilbur and Billy Collins show the effects of not exposing children to the truth early on in life. The parent and teacher mentioned are only concerned about their children’s innocence remaining intact, and they don’t take into consideration how sheltering them from the truth life holds will affect the children’s minds. Wilbur and Collins

I woke up with dried drool on my left cheek, and I heard the sound of my dad making his daily smoothie. I got ready as fast as I could, because I was late, as always. I ran down our seven flights of stairs and met Todd

7:55 PM on a Tuesday night: A girl was sitting on a silver bench waiting for the Q58 bus to Ridgewood. While reading a book, her eyes lighted up the pages in the dusk. Taciturnly, she crossed the legs forming a lotus yoga pose.

Entering the house felt like jumping into a pool of cold water. Making my way into the living room, slower than a one-legged dog on tranquilizers, I could see my dad. At a glance, it looked more serious than just my dog having died.

Front Facing Eyes with high-quality optics which create an abnormally large binocular field of observation which is a sign for increased ethological importance for the use of stereo vision

The voice was the same that had appeared in his dreams a week ago. The words were growing inside Warrior’s head. The speech was deep and faint at the beginning, but now it’s clear, loud and without harsh, elusive tone. As the voice spoke again, a gigantic foggy presence rose inside his mind, filling, overwhelming his senses with the oversized image of White Owl.