Literary Devices Used In The Short Story Marigolds

In the short story “Marigolds” by Eugenia W. Collier, dramatic characterization used to deepen the meaning of the theme by making them analyze the story and the characters more critically. Reading the story in third person, the readers get a good idea of Lizabeth’s personality. Early in the story, Lizabeth is shown to be on the verge of childhood and adulthood, when she has to carefully decide whether she should throw the stones at the flowers or not. Using dramatic characterization, Lizabeth’s personality alters, letting readers get to know the reasons behind her actions. Lizabeth undergoes some emotional changes throughout the story, and the readers get to see her cope with these feelings. When Lizabeth witnesses her father crying, she doesn’t

   A pattern of repeated words or phrases can have a significant impact in conveying a particular impression about a character or situation, or the theme of a story. In the story "The Storm," by Kate Chopin, and "The Chrysanthemums," by John Steinbeck, imagery is an integral element in the development of the characters and situation, as well as the development of theme.

In the story "Marigolds", a story by Eugenia Collier, the author uses the literary techniques of juxtaposition and symbolism to show the overall message that during the coming of age and maturity in a world full of poverty and darkness, people always look for a light of happiness. The author uses juxtaposition of the conversation of the mother and father to show how the darkness, which is represented by the father, is trying to destroy the lightness, which is represented by the mother. In rage and pain of his poverty bent life, Lizabeth’s father is clouded with darkness and fear, but Lizabeth’s mother a still hopeful and looking for something to bring joy to the family. Lizabeth's dad explains to Lizabeth’s mother, “Twenty-two years, Maybelle, twenty-two years, and I

Eugenia Collier, the author of the short story Marigolds makes great use of literary devices such as imagery, diction, flashback, and juxtaposition in a way that creates a voice for the narrator that conveys both the regret over, and possibly the longing for her childhood. The diction, that is, the vocabulary choice is expertly combined with imagery, or the unique descriptions and sensory details, in order to allow the reader to formulate the experiences and the surroundings of the narrator's childhood in their imaginations. Flashback is used to allow the narrator to not only explain how she viewed the events of her past as a child, but to compare these views with her adult feelings of the same events. Juxtaposition aids in further explaining the connection between the setting and emotions of the main character, creating a better picture of the narrator’s life. These elements all combine to construct a narrative that effectively conveys the coming of age theme.

Eugenia Collier, the author of Marigolds evokes empathy in the audience to inspire action and bring about a deeper understanding of the world by using first person point of view in her text, so she used Lizabeth an imaginary person to tell a story from her point of view. She uses Lizabeth as the narrator of the story, so Lizabeth tells a story about her life experience in dusty depression-era town. In the text where it mentions “whatever verve, there was left in her, whatever was of love and beauty and joy that had…. Awkward and ashamed”(Lizabeth 62-63) and “She never planted marigolds again….. And I too have planted marigolds”(Lizabeth 64), she is trying to describe something. She is trying to describe that the marigolds brought happiness

Color drives a significant amount of the meaning in this poem, as the idea is used in

I’m sure all teens have thrown a fit. Consequently, we all wish we wouldn’t have. In the story “Marigolds” Lizabeth throws a temper tantrum and then immediately regrets it. Lizabeth’s childish acting resulted in her noticing she should've handled the situation better. The theme of “Marigolds” is maturation leads to a deeper understanding of life. This theme of “Marigolds” demonstrates Lizabeth’s change in attitude throughout the story just as maturation affects every modern teen.

The way the narrator uses an abundance of imagery throughout this story, imagery is heavy when the narrator

Have you seen a marigolds? Well do u know what its? A marigolds is a flower a really beautify flower that is red,orange,yellow . This boo.k is written by eugenia collier the book is entertain you about the wonders of the flowers. The tittle of the book is Marigolds. The main thing about the book is the the flowers and how the girl thought ms lottie was evil cause she had beautify flowers.

Most of the time there is a moment in life where one realizes they have lost all innocence and gained some compassion.  “Marigolds” shows how one young girl transferred from a child to young adult through her life experiences.  Throughout this story another young, but at the same time old in her prime, lady’s experiences are revealed:  the author’s.  In this short story, “Marigolds,” Eugenia Collier’s subconscious is unmasked through symbolism, diction, and Lizabeth’s actions.

Life back then had a different meaning to the people. Everything was significant and valuable in its own way. Each tribe had its own beliefs and celebrations. Which made them different and apart from one another. Nature was symbolic and was used for different things such as worshipping or healing. Anything they learned was passed down to the next generation to carry on and teach to the next.Anything they learned was passed down to the next generation to carry on and teach to the next.

The transformations in people are caused by a variety of circumstances. Within the variety of these circumstances, stress is the most influential one. In Eugenia Collier’s short story Marigolds, it tells the narrative of a young African-American girl living in rural Maryland. Due to her frustration with life, she destroys Miss Lottie’s marigolds. In the story Marigolds, the author uses the narrator’s transformation and characterization to convey that identity is only found in times of crisis.

Poetic devices such as imagery and repetition are elements of linguistic value that appeal to readers of all ages. These poetic devices are used as ways to enhance how a story is perceived. Additionally, they are used in different works of writing as ways to provide vivid imagery and create distinct moods. As Steinbeck describes the scenery around the area where George and Lennie were, two men who travel together in hopes of finding a job and making money for a better future, he uses imagery to emphasize the mood,

Although there are many different literary techniques used in these two pieces imagery is an element that is depicted in the both of them. Imagery is a literary technique that appeals to the senses of its readers. It gives the reader a visual of what the writer is feeling about what he or she is writing. In the poem, “What it’s Like to Be a Black Girl”, by Smith, (1991), imagery is used to display the writers feelings of being black and not necessary proud of being black, “it’s dropping food coloring in your eyes to make them blue and suffering their burn in silence”. The writer could be using the word blue as a way to depict the wanting to have beautiful blue eyes like many White women as opposed to the dark brown or black eyes that she probably possessed. Imagery is also seen in the way how the writer explains her encounter with the opposite sex. “It’s finally having a man reach out for you then caving in around his fingers”. It is having a man finally paying attention to you but not knowing that he only wants to control your body.

A descriptive word that creates a vivid image in one’s mind is imagery. Imagery is used in all different forms of literature like short stories, dramas, and poems. Words or phrases that use imagery can describe the senses such as sight, taste, or even smell. Poets use imagery in their poems as it helps readers connect to the poem. Readers can create their own personal images and pictures in their head with the assistance of imagery. Imagery also has readers look at and analyze poems through their own individual experiences with the imagery used. Imagery can also set the mood for a poem. If words like “sunny” or “soft” are used in a poem they’d set a happy mood, but if words like “rainy” or “foggy” are used they’d set a sad mood. “The Love Song of J.Alfred Prufrock” by T.S. Eliot uses plenty of imagery to give readers insight as to what exactly the speaker sees and feels. The speaker in the poem takes what seems to be the woman he loves on a walk through, what he describes, “streets that follow like a tedious argument/ of insidious intent” (Eliot 759). The imagery that the speaker uses to describe the street is strange because instead of taking the woman he loves through a romantic and nice street, he describes the street as an argument, which is something that can be annoying,