Theme Of The Fly By Katherine Mansfield

In P.D. Cacek’s short story “The Grave”, Elizabeth, the protagonist, resents bad mothers and their cruel treatment towards their children because Elizabeth is a bad mother. In the start of the story, Elizabeth notices a forgotten grave and immediately jumps to the conclusion that the grave belongs to a bad mother. As time passes, she tries to find reasons to disprove her statement but fails. As she gets home, the reader is introduced to Elizabeth’s mother, and this relationship illustrates the tension between to two. When it’s almost time to sleep, it is revealed to the reader that as Elizabeth leaves the grave, she dug up Precious' body and only recovers the skull. There are numerous examples of what happens when a parent fail in their job

William Goldning’s Lord of the Flies is an allegorical novel where literary techniques are utilized to convey the main ideas and themes of the novel. Two important central themes of the novel includes loss of civilization and innocense which tie into the concept of innate human evil. Loss of civilization is simply the transition from civilization to savagery; order to chaos. The concept of loss of innocense is a key concept to innate human evil because childhood innocense is disrupted as the group hunted animals and even their own. Through the use of literary techniques these ideas are seen in the passage where Simon confronts the “Lord of the Flies.”

     When a group of children become stranded on a deserted island, the rules of society no longer apply to them. Without the supervision of their parents or of the law, the primitive nature of the boys surfaces. Consequently, the boys live without luxury that could have been obtained had they maintained a society on the island. Instead, these young boys take advantage of their freedom, and life as they knew it deteriorates. Lord of the Flies is influenced by the author's life and experiences. Golding's outlook on life changes, due to his heavy involvement in W.W.II, to his current philosophy that "The shape of society must depend on the ethical nature of the individual, and not on any political system

In the story Fly Away Home by Eve Bunting Andrew is hopeful for a better life. There are 3 things that Andrew is hoping to happen so that he can have joy brought back to his life. The 3 things there are is the bird,money saving and teamwork with friends and family.

The genre of the story is historical fiction and the setting is the 1930’s southern America in a town called Maycomb, in Alabama. The story is narrated by Scout Finch, a young girl whose innocent heart has been exposed to the evils of southern United States in the 1930’s. This setting is vital to the plot of the summary because during that time was the great depression and racism was especially common in the south, where lynching rose from 8 in

‘“One could not help watching him. One, was, indeed, conscious of a queer feeling of pity for him. The possibilities of pleasure seemed that morning so enormous and so various that to have only a moth’s part in life, and a day moth’s at that, appeared a hard fate, and his zest in enjoying his meager opportunities to the full, pathetic’” (Woolf 1). She continually pities the fact that the moth continues to make the most of his desperate and futile situation. No matter his frailty and impending doom, the moth continues to carelessly dance around the windowpane, either because he is unaware that he will soon die, or because he chooses not to care about his demise. However, Woolf begins to realize that the moth’s strength is failing him, and she comes to the cold conclusion that he is at death’s door. Not soon after that, the moth senses that his strength is failing him, but even upon knowing his inevitable death, the moth continues to fight. Woolf’s heart goes out to the insect. ‘“It was superb this last protest, and so frantic that he succeeded at last in righting himself. One’s sympathies, of course, were all on the side of life (Woolf 2)’”. She resolves to root for the moth, and applaud his final protest against death. By the use of her writing style, Woolf has caused the audience to root for the moth’s final efforts along with her. By getting so emotionally

‘Fly In Fly Out’ is autobiographical by Australian playwright Robert Kronk. The performance is set in a small Queensland mining town where Jenny is about to graduate grade 10. Her struggle to balance her school work, her part times jobs (Chicken fry Shop and Hairdressers), her relentless younger sister, her relationships and also trying to keep up with everyone's expectations of her. The intended dramatic meaning of this play is to show what it is like to be a fly in fly out the community through teenagers eyes this is shown by realism: costumes, dialog and the elements of drama that include focus, timing, space, and language.

To begin with, the death of Aunt Bernie brings great grief to the narrator and affects his performance at work. His reaction to the event exemplifies the way the society has taught people to react to sorrow. After Bernie’s death, he comes to work not in high spirits as required for a stripper, and female guests are disappointed in him. As a result, Mr. Frendt advises him, “Grief is good, grief is fine, but too much grief, as we all know, is excessive” (Saunders 19). The statement makes it evident that the society does not expect one to grieve to the extent of affecting their daily life. Specifically, Frendt discourages the narrator from mourning too much “like one of those Comanche ladies who bite off their index fingers when a loved one dies” (Saunders 19). Through such words, the author alludes to the culture of this community that requires people

Finally, the reader is introduced to the character around whom the story is centered, the accursed murderess, Mrs. Wright. She is depicted to be a person of great life and vitality in her younger years, yet her life as Mrs. Wright is portrayed as one of grim sameness, maintaining a humorless daily grind, devoid of life as one regards it in a normal social sense. Although it is clear to the reader that Mrs. Wright is indeed the culprit, she is portrayed sympathetically because of that very lack of normalcy in her daily routine. Where she was once a girl of fun and laughter, it is clear that over the years she has been forced into a reclusive shell by a marriage to a man who has been singularly oppressive. It is equally clear that she finally was brought to her personal breaking point, dealing with her situation in a manner that was at once final and yet inconclusive, depending on the outcome of the legal investigation. It is notable that regardless of the outcome, Mrs. Wright had finally realized a state of peace within herself, a state which had been denied her for the duration of her relationship with the deceased.

He overwhelms his son by taking control of his future and planning out his life. The boss’s plan for his son is to take over the business which gives the son no other choices or opportunities concerning his future. “Ever since his birth, the boss has worked at building up his business for him; it had no other meaning if it was not for the boy” (Mansfield 508). It seems as though the physical action of the boss smothering the fly is associated with the sufferings that his son has experienced. Both the boss’s son and the fly go through similar yet different forms of suffering throughout their lives. Interestingly, while the fly is struggling to live, the boss utters, “Come on, Look Sharp” (Mansfield 509), just as he would say to his suffering son. Both the fly and victims of wartime fighting (his son) are innocently killed by cruel forces over which they have no control (Schoenberg).

One aspect of the poem that surprises readers is the relationship between the speaker and the fly .The first surprise involved in this relationship, is the combined revelation of the fly and the speaker’s death. As the poem begins, the speaker says to readers, “I heard a fly buzz-when I died” (Dickinson, 1). After reading that the speaker heard the buzz of a fly, readers may expect the death of the fly or more detail on the fly itself. However, the speaker hits readers by telling them that they heard the buzzing at the moment of their own death. Dickinson is immediately telling readers that her poem contains supernatural elements that link to the fly. This may come as a shock to readers, since they may ponder the significance of the fly within the speaker’s death, as it is not yet revealed by the end of the poem’s first line. The relationship between the speaker and the fly continues to be surprising, as the speaker describes the fly as the power that controls their life (the gateway between life and death). The speaker says:

Virginia Woolf’s “Death of a Moth” may, at first glance, seem lackluster; however, her creative and impactful message is brilliantly hidden within symbolism that demands an abstract perspective. She uses imagery to describe a moth and personify its actions in order to present it as a symbol for life. Additionally, pathos throughout her work evokes emotions and prompts the analytical thinking needed to understand her underlying meaning. Thus, Woolf’s analysis about life is composed using symbolism, imagery, and pathos that combine to create a contemplative style and motivational purpose.

The grand event that was expected to accompany death does not occur. The entrance of the fly with a “blue, uncertain, stumbling buzz” is all that accompanies the speaker’s death. It is not that the fly caused the speaker to miss the event of their death, there was no sight to see. The speaker believes that the fly’s brief buzzing may have caused them to

This image represents the fusing of color and sound by the dying person’s diminishing senses. The uncertainty of the fly’s darting motions parallels her state of mind. Flying between the light and her, it seems to both signal the moment of death and represent the world that she is leaving.” The last two lines show the speakers confusion of her eyes. She is both distancing fear and revealing her detachment from life, “And then the Windows failed – and then/I could not see to see “. Which ends the poem, with her