1. Two examples of literature that share the theme of relationships are William Faulkner’s “A Rose for Emily” and Henrik Ibsen’s “A Doll House.” Although there is a love relationship between Emily Grierson and Homer Barron in the story “A Rose for Emily,” a deeper relationship exists between Emily and the town she lived in. An unsound relationship between the town and Emily is seen throughout the story. We learn about the connection between the town and Emily in the first line of the story as the unnamed narrator tells us “When Miss Emily Grierson died, out whole town went to her funeral” (516).
We also learn in the first line that the town had different feelings towards Emily and the men and women attended her funeral for different reasons. The narrator includes in the first line “the men through a sort of respectful affection…the women mostly out of curiosity to see the inside of her house” (516). This shows a pity as well as a coldness directed towards Emily in her town. Emily had been controlled by her father while he was alive, separating her from the rest of the town.
Her father made sure she didn’t have any lovers or a husband. This isolation from the rest of the town carried deep in Emily after her father died and Emily was unable to pursue her desire for love successfully with Homer Barron. Emily went back to her ways her father raised her, lonely, loveless and isolated from the town. Emily’s relationship with the town begins with a portrayal of a mean and stubborn woman, Emily is referred to as “a tradition, a duty, and a care” (516). As the story unfolds, Emily becomes a sympathetic character searching for love.
In comparison to “A Rose for Emily,” in the story “A Doll House” by Henrik Ibsen, the relationship exists between husband and wife. Although Nora and Torvald are married, their relationship has more in common with a father and daughter relationship than a husband and wife relationship. Nora’s husband treats her just as her father did and Nora responds, acts, and relates her life as a wife, to her life as a daughter. Just like in the story “A Rose for Emily,” the way Emily’s father had raised, treated, and controlled Emily made an impact on her relationships later in life. Nora’s relationship with her husband, Torvald, was not an equal relationship or marriage.
Torvald would never consider Nora as an equal to him. He calls her “pet names” in a childish manor and it is clear that Torvald possesses Nora. Throughout the play, Nora hides her secret in which she borrowed money to save Torvald’s life, and these lies trigger Torvald’s response. Nora learns that Torvald is just a selfish man who never truly loved her. Nora realizes that neither of them really knows each other. Nora blames her failed relationship on her father and her husband and decides to leave her life behind to become her own, independent individual in society.
The relationships in these two stories differ, as the relationship in “A Rose for Emily” is not a love relationship, but a relationship between one individual and her community. The small relationship between Emily and Homer is not as important as her relationship with her community. The relationship between Nora and Torvald in “A Doll House” is, technically, a love relationship as they are married; however, the relationship seems more of a father and daughter. The similarities exists in both stories as the relationship a father and daughter have early in life has made big imprints and causes difficulties with relationships for both Emily and Nora later in their life.
2. Dr. Seuss is perhaps one of the most beloved children’s authors! I believe Dr. Seuss has been and remains an important part of pop-culture. Dr. Seuss has transformed children’s literature into something appreciated not only by children, but appreciated by adolescents and adults alike. As we read Dr. Seuss’ books, although the books do not change, the way we interpret or understand the subliminal meanings and messages in his writings change. This makes his literature so compelling and fascinating.
Dr. Seuss’ use of nonsense words and catchy rhymes to go along with his illustrations has made his books unlike other children’s books. It is so fascinating to be able to read a book (sometimes out loud without mistakes is difficult!) with so many made up words and tongue twisters but still have the ability to interpret the story and the meaning behind it. Dr. Seuss’ uses of visual language and artistic expressions have drawn children to reading and teach phonics and fluency. The meanings in Dr. Seuss’ work are so important for children and adults alike and Dr. Seuss had a way to get his point across which makes his work so unique.
Such examples are “The Lorax” teaches about the exploitation of the environment, “Horton Hears a Who” sends a message about individual’s rights with his famous quote “A person’s a person, no matter how small” (Dr. Seuss) and no matter how small a person is, he or she can always make a difference. These are important and powerful messages for children to learn. Dr. Seuss’ work became movies, television shows and songs, the most popular, perhaps, “How the Grinch Stole Christmas.” The last book Dr. Seuss completed before his death, I believe is “Oh the Places You’ll Go” and marks a big step for graduates who receive it as a gift in celebrating the milestone.
I have been reading Dr. Seuss books to my own son for the last five years (the same ones my mother read to me) and we always enjoy them! I believe Dr. Seuss’ books rise above other examples of pop-culture, especially today, because they have meaning, influence, and literacy for children to learn. Today, most pop-culture consists of reality television, shows like “Jackass,” and “SpongeBob.” I would much rather be reading Dr. Seuss books with my children then allowing them to watch the latest shows on television or listening to current music, which doesn’t compare to fun and excitement in Dr. Seuss’ books.
3. I chose “Hills Like White Elephants” by Ernest Hemingway to demonstrate literary elements. This story is not very straightforward, so it may not be the best story to tutor a college student looking for assistance, but this story is interesting. In addition, high school and college students can relate to stories, such as this one, that include problems with relationships. It gives students a story to make them “think” which I feel is a good way to hold their interest. We aren’t completely sure of what’s happening, but once we break the surface of the story, we can see the meaning underneath.
The setting (The first element) of “Hills Like White Elephants” is a train station, overlooking the Ebro River, somewhere between Barcelona, Spain and Madrid, Spain. A passage from the story, while Jig looks at the line of hills, notes, “They were white in the sun and the country was brown and dry” (Hemingway 591). This is an important part of the setting, which brings representation later to Jig’s character but also gives us a visual to the setting.
Unlike understanding what the couple is really arguing about, the plot (the second element) is pretty straightforward. Like most good stories, “Hills Like White Elephants” includes the initial situation, a conflict with complications, climax, suspense, and a conclusion. The initial situation begins with the view of the hills, in an exotic Spanish setting (somewhere in Spain at a train station), where a man and woman are having drinks at a bar. The conflict arises, after Jig states that the hills are like white elephants (591). This simile sparks the conflict (the third element) between the two over who has traveled more. This argument brings on the complication. The metaphor (the hills like pregnancy) and the two argue over an abortion.
The girl eventually asks the man “would you please please please please please please please please stop talking” (593) which seems like a pretty climatic part of the story, especially once she announces that she will scream just afterwards. We are left with suspense when the man walks away with the luggage. There isn’t much time for suspense in the moment, but we wonder if she will still be there when he returns. Once he returns, there is little conversation to conclude the story. It is not a very dramatic or exciting ending, as we are somewhat left hanging about the whole things, which gives us room to come up with some questions to help us figure out the meanings in their conversations.
The characters (the fourth element) are Jig, and the American Man. Jig is the only character that has a name in the story. We don’t know much about Jig. She is sort of a blank character when it comes to physical appearance and biographical detail. She seems as though she is being forced, or controlled, by the man to have an abortion. We can’t assume, however, as we don’t know the characters in the long-run of the story. As the story is about the way people communicate, and how stories do, this is what teaches us about Jig. We learn that Jig speaks English, drinks, tells the man what to do, communicates directly with simile and hinting, knows her surroundings, is pregnant, has been traveling and staying in hotels with the American Man. Although there are many things left unsaid, we are left with an open story to come with ideas of how their future may turn out.
Like Jig, the American man is unusual and seems insensitive and uncaring towards Jig. We may know even less about him than we do about Jig. We learn from the story that the American speaks English and Spanish, drinks, doesn’t want to get married but is willing to, tries to convince Jig to have an abortion, communicates directly but minimizes reality, oblivious to his surroundings, and is persistent. The characters share similarities in that they both seem to feel there are only two options for them, marriage, or abortion. The American doesn’t seem to be interested in either option, but for Jig, it is more complicated.
The narrator seems like a fly on the wall. The story is in past tense, so the third-person (fifth element, point of view) narrator is telling us the information after the fact. The narrator switches back and forth between English and Spanish in the story, so we are not quite sure if the original dialogue was in English even though it is written that way. The narrator uses themes of language, communication, choices, and foreignness to name a few, but the narrator is not a character in the story. It seems Hemingway has used made the narrator a storyteller.
This story is short, and although it isn’t easy to decipher the representations and hidden meanings, it contains all of the elements of a short story, and shows them rather clearly. In learning the elements of this story, students can also learn about the themes, tones, symbols, and imagery in the same story.
