Unit 6 Novel

[ijcarr]

6.1: Jane Eyre's pacing and tone conveys themes of independence, expectations from society, and a young women's journey finding her identity. The book is divided into different chapters and sections which represent the milestones of Jane's life and her newfound understanding of her identity. The beginning of the story follows Jane being mistreated by her aunt and cousins after being orphaned by her parents where she defies them, mirroring her later defiance against the rules set by society that she feels imprisoned by. The pacing of Bronte's novel starts off very slow when describing her childhood and is very detailed descriptions of day to day. Then, once she leaves her school and goes through significant trials that enhance her desire for autonomy, the pacing picks up. This makes the reader empathize with Jane while also showing how emotional events in later years can be intense and feel as though they are passing you by. The tone is hopeful overall as Jane asserts her own worth, commenting on the politics of the nineteenth century and the women's growing want for autonomy. The realistic tone makes many readers relate their own experiences to Jane, to being set aside, to being silenced, and finding their own place in the world. It also makes the modern reader look back and see how far society has come with women's equality but also how far it still has to go. In How to Read Literature Like a Professor, a critical concept is the quest. In Jane Eyre, her quest is that of identity, hope, and perseverance, as she struggles to find her place in a world that wants to tell her what she is worth. Throughout the novel, this quest has ups and downs just like HTRLLAP described it would, her rights are repeatedly stripped and she is put down more often than not for expressing her own opinion. However, just like any heroine, she refuses to let this get to her and continues to stand on her own two feet, morals unwavering. This inspires the reader, especially the female readers of the nineteenth century to stand up for themselves and to start questioning the unruly authority of men, with this historical context in mind, it is no wonder that only the next year, the first women's convention was held in 1848. 
6.3 Jane's constant stream of consciousness lets the reader into the mind of a woman in the nineteenth century, a rarity when many women of the time were to be seen and not heard. However, Eyre refuses this even in her own book, which she tells from her point of view and her thoughts, no interjections from any other character. 
6.3D Jane contrasts with her aunt at the beginning of the novel as her aunt is the ideal woman of the time. She is quiet, modest, sews clothes, and is a caretaker for most of the children. Despite being only a child this contrasts with Jane who is loud, talks back to people who she views lack respect, and thinks the other kids are stupid. Jane resents her aunt for being this stereotype and herself for not fitting the mold at first, before she grows into herself. 

[amarb81]

Amar Bhakta
P.6

In the novel "The Picture of Dorian Gray" the author swithces between the experiences of the two main characters in Dorian Gray and King Henry. This switching shows the reader the differing perspectives between a wise, older man versus a young man with not much life experience. In Dorian's perspecitve as of right now in the book, he is enfatuated with a girl named, Sibyl Vane, in which he goes to all of her events and asks to marry her. He doesn't see another reality outside of being with her. This differs with King Henry as he is older but in a marriage in which he is unfaithful and acknowledges that. He is never infatuated with a single person and sees life in a wise, but very pesimistic view. Whenever Henry begins a monologue, there is always a view in which he thinks very negatively of the world. Dorian is somewhat of a positive person who isn't sure what they want but sees the world through a more optimistic lense.

[aleckseio]

Alecksei Ostendorf (Period 6)
Brave New World by Aldous Huxley
CHR 1.A:

Throughout the novel, Brave New World by Aldous Huxley, two contrasting perspectives are emphasized with Bernard and Lenina. Despite dating, these two characters are very different in their views of the world during the dystopian future. On one hand, we are introduced to Bernard Marx, who questions society and the rules cemented into everyone at birth. He sarcastically says hypnopaedic phrases, obviously making fun of them and pointing out their stupidity as well as how insane it is that everyone seems to know these phrases and is controlled by them. He lives in the society, but does not fully enjoy the state of the world and wants to think for himself. This is contrasted to Lenina, his new girlfriend, who seems fully consumed by the ways of society after disobeying it for some time by staying with one person for a long time, something discouraged in this dystopian future. We can see their contrasting interpretations of certain things such as when they go to the “Savage Reservation”. While Lenina is frightened and disgusted by the “savages”, stating it out loud and complaining to Bernard the entire time, Bernard is less affected by the differences in their culture from his own, pointing out similarities between them and analyzing how much better certain aspects are for the “savages”, such as the ability to be a parent is non-existent in the dystopian society compared to the “savage” one. 

[Isaiah Garcia (Period 6)]

"The Kite Runner," is a powerful story that explores themes of friendship, betrayal, redemption, and the impact of personal and political upheaval on individuals and families in Afghanistan.The story is primarily set in Kabul, Afghanistan, and follows the lives of two childhood friends, Amir and Hassan, who come from different social classes and ethnic backgrounds. Amir is the privileged son of a wealthy businessman, while Hassan is the son of Amir's father's servant and belongs to the Hazara ethnic minority, which faces discrimination in Afghan society. The narrative is framed by Amir's guilt over betraying Hassan during a pivotal moment in their childhood. As the story unfolds, we witness the consequences of Amir's betrayal and his quest for redemption. The kite-flying tournament serves as a central metaphor in the novel, symbolizing both the innocence of childhood and the harsh realities of life in Afghanistan. Hosseini, vividly depicts the political turmoil and social upheavel in Afghanistan, particularly during the Soviet invasion and the rise of Taliban regime. The backdrop of war and violence adds depth to the characters' struggles and highlights the impact of historical events on personal lives.One of the most compelling aspects of the "The Kite Runner"is its exploration of the complexities of human relationships, particularly the bond between Amir and Hassan. Despite, their differences in social status, they share a deep and genuine friendship. However, Amir's failure to stand up for Hassan when he needed him the most leads to a rift between them that haunts Amir throughout his life.
Ultimately, "The Kite Runner" is a story of redemption and forgiveness. As Amir confronts his actions, he learns valuable lessons about love, sacrifice, and the power of forgiveness. The novel leaves readers with a profound message about enduring strength of the human spirit, even n the face of adversity/

[beatriz]

Catch-22 by Joseph Heller is a limited 3rd person perspective book, with most of the information the audience receives being limited to and filtered through the main character Yossarian. At first, the only thing to reveal Yossarian's bias is what the audience already knows about World War II and their attitudes towards it. 1.A As we add more characters in, more about Yossarian is revealed. 4.D Yossarian is thought to be crazy by the other characters, and to an extent the audience is inclined to agree with them. However, through Yossarian and the gossip he receives, the audience finds the other characters under equally absurd scenarios and or mental statuses. 1.C Yossarian doesn’t have a proper direct foil, but the one who comes closest is Orr. An ex-fellow, now-dead, pilot that was crazy enough to be grounded but for that exact reason never asks to be grounded and therefore continues flying. Yossarian’s essentially opposite in terms of behavior used to demonstrate and explain catch-22 to Yossarian and the audience. 1.E Yossarian is shown to be both crazy yet sensible. He’s desperately trying to get out of combat duty, having meant to be sent home ages ago but whose commander keeps upping the required number of missions moments before he finishes. 4.C However, he’s also willing to jump out a window and tackle Major Major when Major Major tries to escape confrontation. Yossarian’s aggressiveness once you begin to pair it with his reasoning starts to paint a fuller picture of Yossarian. He’s a man fully screwed over by circumstance, desperately trying to escape an unfair death, and getting rather desperate. 3.A We’re introduced to the events in Yossarian’s life in a relatively arbitrary manner. We start with him in the hospital hiding from combat duty for what the audience can only assume is complete cowardice. 3.B However, as Yossarian’s unjust circumstances are slowly revealed the audience begins to grow sympathy for Yossarian and starts to understand his actions. Yossarian is so cowardly because he has seen his friends die violently in the midst of combat. He’s so desperate because he was meant to be put off combat status a long time ago, already having done double what was originally required of him while still being unable to escape. At first the audience would be somewhat against Yossarian and the rest of the troops, but after learning about the unlucky circumstances that practically trap them in duty, turn to the intentional inefficiency of bureaucracy and the incompetent officers with disdain.

[benardra]

Benardra Omoyele
Period. 6
“Beloved” by Toni Morrison displays multiple skills within Unit 6. Skills 1.A, 3.B, and 5.C are in the text and shown through characters such as Beloved, Sethe, Denver, and Paul D. Each character provides a different perspective on the character that is Beloved.
Skill 1.A focuses on differing perspectives and how those perspectives often reveal information, develops different attitudes, and influences different interpretations of a text. In “Beloved,” the readers get to see the perspectives of three characters Sethe, Denver, and Paul D with how they feel about Beloved. Beloved is a girl that randomly showed up on the porch of Sethe’s house after Sethe, Denver, and Paul D had returned from the carnival. She has stayed with them ever since. Out of the three characters, Denver feels the strongest towards Beloved mainly because of her past of isolation and rare human interaction due to the hauntings that occur in 124 (Sethe and Denver’s home). In the book, it exclaims, “And to be looked at by her, however briefly, kept her grateful for the rest of the time when she was merely the looker,”(Morrison 141). Denver and Beloved’s relationship is intense due to Denver’s feelings for Beloved when she is present with her. Sethe also has a deep relationship with Beloved. In the book, Beloved asks Sethe about subjects that would usually relate to her time in Sweet Home and causes Sethe to have memories that didn’t recall or have before. Beloved is very keen on Sethe which explains why she asks her questions and stories correlating to her past. The book states, “When her mother is anywhere around, Beloved has eyes only for Sethe,”(Morrison 143). Paul D is the only one that doesn’t seem to enjoy Beloved’s company. He seems to have a certain disdain towards her and tries to ignore her advances.

[Morgan Kooistra]

In the novel "1984" by George Orwell, Skill 3.A is evident through Winston's diary entries. Skill 3A is about a novel's stream of consciousness, in which we can see a character’s personal thoughts and internal monologue. Winston Smith has an illegal diary in which he writes he rebellious thoughts about the government and what he believes is true. Because Winston’s diary entries are illegal and secretive it creates a sense of suspense whenever the text cuts to his entries. Winston discusses his thoughts on history books and how he believes that Big Brother has distorted the past(Page 73). Winston’s entries are an act of rebellion that is personal to Winston. While it is not a public rebellion it is internal, letting the reader know his true thoughts on the government Winston reveals his adulterous actions and the consequences of these actions (Page 69). The personal and intimate setting of these confessions gives the reader a personal relationship with Winston. The diary allows the reader to better understand Winston’s character apart from his outwardly appearance and actions. Next is Skill 3.B, which focuses on how the stream of consciousness furthers a novel's plot and what is revealed about the character. Winston writes “DOWN WITH BIG BROTHER” and "Thoughtcrime does not entail death: thoughtcrime IS death”. Because Winston works in the department to correct any wrongdoing or mistakes of the government, the internal monologues give the reader an outlet to see how he really feels. It is revealed that he strongly disagrees with his job, and believes that the censorship is manipulative. This shows the beginning of Winston’s rebellious feelings and lets the reader anticipate his further actions. The reader is now engaged as to how his feelings and anti-government attitude will evolve over time. Finally, is Skill 3.D, this skill is about how contrast makes character's or their traits stand out. Winston describes his coworkers' submissive nature to animalistic tendencies. He also discusses how during Two Minute Hate he feels he has to fake his actions, whereas it comes naturally to everyone else. These separations make Winston stand out and intensifies his rebellious nature. It also makes Winston's role in society, specifically his job, more complex.

[danac]

Dana Cruz. My book was Oscar Wilde's "The Picture of Dorian Gray." Oscar Wilde's novel demonstrates Fig. 5.C. (Unit 6) by exercising repeated motifs/symbols throughout the story's duration. For example, the deteriorating portrait of Dorian Gray, the story's anti-hero, serves as a personification for Dorian's moral corruption as he continues to practice perfect hedonism at the expense of his relationships and loved ones. This symbol suggests Dorian's devolution from a once innocent and orthodox child into an influenced, selfish, and overly-ambitious criminal. The novel also demonstrates Skill 4.C. (Unit 6) seen in Wilde's shifts in prose between each character and their age. To represent Dorian's changing mindset, Wilde writes Dorian's dialogue in a more hypocritical, absolute way as he speaks to others than he does earlier in the novel, where he depicts Dorian and his dialogue as more passive and receptive than forward and intellectual. Wilde also describes Dorian's actions more explicitly, where he's seen acting mysterious and solemn when he at first came across meek in Basil's garden. In Skill 3.D. (Unit 6), it is noted how contrasts can make a work more complex. In the initial chapters, Basil and Lord Henry (the antagonist) serve as foils towards one another. Basil comes across kind-hearted and concentrated, while Henry comes across as arrogant and wicked. Basil is a romantic and, despite Henry's pessimistic and hedonistic view on life, still sees the good in Henry. Henry knows this, yet still, against Basil's only wish to keep Dorian pure, Henry negatively influences Dorian for his own "scientific" enjoyment. This demonstrates the depth to which Henry's actions can go, and when Dorian transforms into a near-carbon copy of Henry and murders Basil, this further outlines Basil's goodness against the men he knew. Finally, Skill 1.E. suggests the importance of intended inconsistencies in a story, and how private thoughts and public actions can purposefully be at odds to one another. After Dorian murders Basil, he repeats in his mind that Basil "deserves" it for hurting himself [Dorian] as much as he did. Dorian says the same in regards to Sibyl Vane's suicide. However, Dorian's actions expresses guilt for the murder and tension over this decision. This shows his own failure to comfort the psyche, and foreshadows Dorian's impending doom inflicted upon himself. 

A critical theory that can be attached to "The Picture of Dorian Gray" is the Psychological Approach, as it examines the misfortunes of hedonism and challenges our understood virtues of aesthetics, especially in the novel's historical context of Victorian Dandyism. 

[Maddie Santos]

"The Invisible Man" by H.G. Wells

The novel I will be discussing for this prompt is “The Invisible Man” written by H.G. Wells. The author is able to connect back to the college board skills, 3.A, 3.B, 3.D, and 5.C. The first skill that I will be elaborating on is Skill 3.A, which talks about the stream of consciousness, allowing the reader to see into a characters’ thoughts which are not directly expressed, furthermore building the sense of suspense. An example of stream of consciousness in “The Invisible Man” is when the invisible man first gets introduced into the story during the snowstorm while Mrs. Hall is very apprehensive of the strange man. On page four Wells stated, “She shivered a little as she closed the door behind her, and her face was eloquent for her surprise and perplexity.” This book is written in the third person point of view, therefore allows the readers and audience to process and receive all of the information of what Mrs. Hall, Invisible Man, and other characters are thinking and feeling. Further, this allows the readers to connect with the characters altogether. The next skill I will be elaborating on is Skill 3.B, which, although also focuses on stream of consciousness, it is explained in a different form and perspective. Mrs. Hall is a woman who lives in Iping and who runs the Coach and Horses Inn with her husband, Mr. Hall. She is a polite, decent woman who fatefully overlooks Griffin's strange behavior when he promises to pay her more money for his stay however her thoughts are often back and forth, as she struggles with her own mind to trust this strange man as he becomes more and more suspicious.

[madilynkluck]

Feb 21, 2024 9:31:16 GMT -8 keiratakahashi27 said:

In the novel “Where the Crawdads Sing” by Delia Owens, the author addresses skill 1.A of our AP College Board videos by exemplifying different perspectives throughout the book. Throughout the novel, Owens takes on an omniscient third person perspective, however primarily follows the story of the main character Kya. The author alternates between two time lines: Kya’s life as she grows into an adolescent and 1969 (present time) where there seems to be a crime that has just occurred. One example of a foil character is Kya’s new friend Tate. He shows similarities as they both show an interest in nature, but he also emphasizes Kya’s lack of education and a traditional childhood. From skill 3.A, a stream of consciousness is shown throughout Kya’s timeline. For example, when she first went to school and was exposed to other people for the first time in a while, her stream of consciousness rapidly interrupted the text as she felt bothered by the other students. It helps the reader understand how she truly feels about each interaction. Skill 3.D discusses contrasts. There are many contrasts shown throughout the text that emphasizes the main character’s qualities and background. By comparing her to the other privileged kids of her age, Owens emphasizes Kya’s poor circumstances and unfair advantages. However, as a white person, she is contrasted in how she treats her friend, black man named Jumpin’, as opposed to how the other white kids of the town treat him with disrespect. This emphasizes her quality of not judging people based on their color.


-I have read this book too and I agree with you on many aspects. I agree with the two separate time lines, the foil character, and the contrasts you listed. But how do the differing perspectives add up to form a more complete picture of Kya's life? What do the separate time lines reveal about her? I do agree with Tate being a foil character in the story. I also agree with the fact that a stream of consciousness is present, but how did you spot this in the book? (ellipses, dashes, etc.) I like your analysis in the last couple sentences because it's an insightful view of how Kya thinks. 

[morgankooistra]

In the novel "1984" by George Orwell, Skill 3.A is evident through Winston's diary entries. Skill 3A is about a novel's stream of consciousness, in which we can see a character’s personal thoughts and internal monologue. Winston Smith has an illegal diary in which he writes he rebellious thoughts about the government and what he believes is true. Because Winston’s diary entries are illegal and secretive it creates a sense of suspense whenever the text cuts to his entries. Winston discusses his disagreement with Big Brother distorting history books, news, and official documents (Page 73). Winston’s rebellious acts are kept secret to himself, making these monologues a way to see into his personal thoughts and life. They are also a reflection of his thoughts giving reader's exclusive access to his internal desires, that no other character can access. Because it is not a public rebellion it is internal, it lets the reader know his true thoughts on the government. For example, Winston reveals his adulterous actions and how Big Brother condemns these actions through making people 'disappear' (Page 69). The personal and intimate setting of these confessions gives the reader a personal relationship with Winston, for they know him on a deeper level. The diary allows the reader to better understand Winston’s character apart from his outwardly appearance, actions, and reputation. Next is Skill 3.B, which focuses on how the stream of consciousness furthers a novel's plot and what it reveals about the character, in this case Winston. Because Winston works in the department to correct any wrongdoing or mistakes the government has committed, the internal monologues give the reader an outlet to see how he really feels. Winston writes “DOWN WITH BIG BROTHER” and "Thoughtcrime does not entail death: thoughtcrime IS death”. It is revealed that he strongly disagrees with his job, and believes that the censorship is manipulative. This shows how important a stream of consciousness is to readers' understanding, for Winston's job/actions greatly contrast his true beliefs. This shows the beginning of Winston’s rebellious feelings and lets the reader anticipate his further actions. The reader is now engaged as to how his feelings and anti-government attitude will evolve over time. Finally, is Skill 3.D, this skill is about how contrast makes character's or their traits stand out among other characters. Winston describes his coworkers' as submissive and how their behavior resembles cowardly animals who stay in a pack. He also discusses how during Two Minute Hate, a government event, he feels he has to fake his actions, whereas it comes naturally to everyone else. These contrasts intensify the effect of Winston's rebellious nature and causes his character to contrast society. In addition, it makes Winston's role in society, his job especially, more complex when paired with his internal rebellion. Chapter 13 of "How to Read Literature like a Professor", discusses how novels incorporate real-world political issues. "1984" discusses the dangers of censorship and distortion in governments. This theme is also seen in the novel "Fahrenheit 451" by Ray Bradbury. Finally, Chapter 24 'Don't Read with your Eyes', discusses reading novels within a historical, social, cultural, etc. context. Reading "1984" with a social-cultural context of the manipulative society further emphasizes the intensity of Winston's rebellion.

[morgankooistra]

Feb 21, 2024 9:32:32 GMT -8 madilynkluck said:

Madilyn Kluck (period 1)

The novel I will be using for this response is Fahrenheit 451. This novel can connect to Skills 3.A, 3.B, 3.D, and 5.C. The first skill I will be focusing on is Skill 3.A, which discusses stream of consciousness. A stream of consciousness allows the reader to see into a characters’ private thoughts. The stream of consciousness allows for suspense to build, there is a stream of conscious narration by Guy Montag. An example of stream of consciousness in Fahrenheit 451 is When Montag is on the train and he hears a commercial while he is trying to focus on memorizing a verse from the bible “Denham’s Dentrifice Dentrifice Dentrifice, one two, one two three….”. Another example is the sieve and the sand in the novel, the sand falling through the sieve is a metaphor for knowledge in this society in general, and for Montag's effort to get and keep knowledge in particular. Montag no longer accepts the basic values of his society, and until he can find some other values to take their place, he is lost. The last example of this skill is the internal monologues. This book is third person limited omniscient, but we still get all the information of what Montag is thinking and feeling, his monologues about whether he should continue being a fireman or quit, are prominent throughout the story and the book is basically him talking about what he plans to do. The next skill I will be focusing on is Skill 3.B, which also focuses on stream of consciousness, but a different aspect. A stream of consciousness allows the reader to see into a characters’ private thoughts, and there is a break in the narrative flow by the plot. Montag’s thoughts are often jumbled and disorganized, and his dialogue is often disorganized and all over the place, because it’s like we are inside his brain because we see his conflicting beliefs about burning books. The use of ellipses also can contribute to a stream of consciousness. Many ellipses are found throughout the novel as if many of Montag’s thoughts aren’t finished, and there is always more he is thinking about, which causes the audience to wonder about what he was planning on saying next. Even though the book is from a third person pov, all of Montag’s feelings and beliefs about his job as a fireman are exposed to the readers, which at some points, can cause suspense. The next skill I will be focusing on is Skill 3.D, which discusses contrast which is when a writer presents the differences between two things. There is a major contrast in this story, between the normal beliefs of society and Montag. Montag thinks very differently from the society he lives in, his wife and the rest of the society focus solely on entertainment and their TV “families”, they are so disconnected from reality because they don’t want to focus on any of the problems in the real world (ex. The war going on). This contrast amplifies the theme of the story, and is the main idea of the novel, “good” society that is actually destructive and blind vs the “bad” society that involves books, and that Montag is starting to believe in. Through the different characters and moods are where we see the contrasts. For example, The characters we can see contrast from are: Montag and Beatty, Montag and Mildred. The moods we see contrast in are Montag’s, where he is confused, worried, conflicted, and willing to learn. And Beatty/rest of society, who are oblivious, bored, unaware, unwilling to change and learn. The last skill I will be discussing is Skill 5.C, which focuses on symbols throughout a text. A symbol is something that has its own literal meaning, but depending on the context, it can take on a figurative meaning. The main symbols in Fahrenheit 451 are fire, the phoenix, and the salamander. The fire symbolizes knowledge and human connection, but it can also destroy them. The Phoenix is a bird that is consumed by flames, then rises from the ashes. This represents Montag's spiritual rebirth, and the recurrent nature of life. That is the application of Skills 3.A, 3.B, 3.D, and 5.C to the novel Fahrenheit 451 by Ray Bradbury.

I have also read "Fahrenheit 451" by Ray Bradbury and agree with your analysis of his stream of consciousness and how that intensifies his conflicting beliefs. This analysis is very similar to my book "1984" by George Orwell, in which his stream of consciousness through diary entries reveals his conflicting beliefs. For example, Guy Montag feels conflicted because he believes his job as a firefighter is wrong, and Winston Smith (1984) believes his job as re-writing government texts is wrong. This skill is seen in "How to Read Literature like a Professor" Chapter 4 'Now Where Have I Seen Her Before?". This chapter is about being able to relate and compare novels to other texts or characters. 

[anish]

Ray Bradbury’s novel “The Illustrated Man” showcases a titular character, a man whose body is covered in animated tattoos that each tell different stories; as the protagonist encounters the Illustrated Man, he discovers that each tattoo represents a different tale, all of which come to life and unfold with profound themes. As each tattoo represents a different short story in the novel, various themes encompassing human nature, society, and technology are explored often with a dystopian or cautionary tone. A nonlinear stream of consciousness (Skill 3.A), varying levels of contrast between figures (Skill 3.D), and bold usage of symbolism (Skill 5.C) is strikingly present in each short story to capture Bradbury’s successful attempt at conveying these broad but impactful themes through the almost future-encapsulating Illustrated Man. In the short story, “The Veldt,” a futuristic nursery becomes a dangerous playground for children with sinister consequences. Throughout this story, its nonlinear stream of consciousness is obvious; insights into the father’s thoughts is shown as his growing paranoia and unease is displayed as he becomes increasingly suspicious of the nursery and the children’s behavior. Initial dialogue between the father and mother hint at this uneased mindset at the start, when they get startled by noticingly real simulations of aggressive wildlife meant to entertain children. This stream of consciousness immerses readers into the fathers thoughts and emotions, portraying him as a paranoid and worrisome character of the consequential traits of the nursery, revealing that daunting theme of the repercussions of the future (Skill 3.A). Following this, Bradbury contrasts the idyllic façade of suburban life with the dark undercurrents of technology and human nature. The pristine home and advanced technology initially seem perfect and desirable, but beneath the surface lies a sense of emptiness and disconnection; the contrast between the parents' desire for a better life through technology and the children's rebellion against their control highlights the tension between progress and humanity's primal instincts (Skill 3.D). The nursery itself serves as a powerful symbol in the story, representing the dangers of unchecked technological advancement and the potential consequences of overindulgence and parental neglect. The veldt simulation within the nursery symbolizes the primal and destructive impulses of the children, as well as their desire for independence and control; additionally, the lions in the veldt symbolize the children's repressed anger and hostility towards their parents, which ultimately leads to a tragic outcome (Skill 5.C).

[chrisnavas]

In the novel East of Eden by John Steinbeck, Steinbeck uses the first-person perspective of himself, placing himself in the story in order to become a narrator placed within the storyline of two families. His perspective makes the text feel more personal by connecting his own thoughts and feelings, by adding breaks between chapters, so the reader can feel the effects of the events and more emotionally present. While the story is told narratively, Steinbeck becomes the omnipresent figure inside the story of his familial lineage, dating back to his grandfather (Samuel Hamilton) and an important figure in his life, Adam Trask (1.A). Whenever a character is introduced, Steinbeck gives a complete recount of the characters internal thought process and perspective alongside events that have created the person they are today. These different thoughts and perspectives overall provide the overall meaning of the text, which is the effect that love can have on families and individuals and that love and kindness towards others is overall a choice you make within yourself: "I have a new love for that glittering instrument, the uman soul. It is a lovelt and unique thing in the universe. It is always attacked and never destroyed--because 'Thou Mayest'" (Steinbeck 304), whilst using biblical allusions. Adam Trask is a character deprived of love all his life, yet he gives abundantly to others, along with Samuel Hamilton. Cathy Kate Ames is given the fundamentals in life and is somewhat blessed with beauty and wit, but she uses it for "evil" and uses others for her own capital and emotional gains, along with Charles Trask. It is mentioned in the novel that Cathy is everything Adam is not--which is the perfect definition of a foil character (1.C). Cathy believes there is no good in the world because she has no good inside of herself, whereas Adam believes there is a goodness within others although (or maybe even because) he has gone through so much (1.E). Steinbeck uses this foil of the biblical allusion of Cain and Abel (Cathy and Adam, Charles and Adam, Cal and Aron) in order to show the way people can interpret love for good or for evil. Cathy is a sort of satanic figure under the guise of Eve in the garden of Eden. Her unruliness and misinterpretation of love given her as well as blessings are her demise. Adam's later encounter with Cathy while she works in a sleeperhouse, gives him pleasure, because he knows she isn't happy with the world she has built around herself. Defying common conceptions, Steinbeck reasons that Adam is happy because he knows that their romantic seperation was not of his own fault, but because of Cathy's internal battle with herself, so he can finally be at peace with himself. Likewise, she feels bad about her actions and she resents anyone who can figure out the vices within herself. Furthermore, Cathy is messy and complex at the same time: "All great and precious things are lonely." (Steinbeck 523). Steinbeck uses the interpersonal value within Samuel Hamilton, Tom Hamilton, Cal Trask, and Lee in order to illustrate that although these characters face conflict and solemnity through solitude, they feel the utmost amount of joy compared to others.

[kaylaholer]

Feb 21, 2024 9:31:16 GMT -8 keiratakahashi27 said:

In the novel “Where the Crawdads Sing” by Delia Owens, the author addresses skill 1.A of our AP College Board videos by exemplifying different perspectives throughout the book. Throughout the novel, Owens takes on an omniscient third person perspective, however primarily follows the story of the main character Kya. The author alternates between two time lines: Kya’s life as she grows into an adolescent and 1969 (present time) where there seems to be a crime that has just occurred. One example of a foil character is Kya’s new friend Tate. He shows similarities as they both show an interest in nature, but he also emphasizes Kya’s lack of education and a traditional childhood. From skill 3.A, a stream of consciousness is shown throughout Kya’s timeline. For example, when she first went to school and was exposed to other people for the first time in a while, her stream of consciousness rapidly interrupted the text as she felt bothered by the other students. It helps the reader understand how she truly feels about each interaction. Skill 3.D discusses contrasts. There are many contrasts shown throughout the text that emphasizes the main character’s qualities and background. By comparing her to the other privileged kids of her age, Owens emphasizes Kya’s poor circumstances and unfair advantages. However, as a white person, she is contrasted in how she treats her friend, black man named Jumpin’, as opposed to how the other white kids of the town treat him with disrespect. This emphasizes her quality of not judging people based on their color.

I think that the chapter of HTRLLAP about symbols allows the reader to analyze and deeper the meaning of the lighthouse and seashells, which allows the reader to see how this effects Kya's character.