Plus One by Karuna Riazi

            Plus one is a story about a girl named Hafsa who is chosen to go on a pilgrimage in Hajj. She has an anxiety disorder that she refers to as "it". “It” is Hafsah’s companion which to her is the plus one and the event she is attending does not feel like the one you bring along a plus one. She hopes that “it” will get lost at some point along the pilgrimage.

           Hafsa takes part in the pilgrimage to remember and know who she is and how to deal with “it”. She struggles with her religion feeling like she does not pray hard enough. She feels inadequate after not having experienced a huge transformation by the end of Hajj. Figuring out how to live with the plus ones requires the length of a lifetime (Leslie 1). Hafsa is empowered by her experiences with her community and questions about her religion and faith. She continues to figure out the things that she is told can be dismissed from her experiences and what she can know. This is the start of this process and her spirituality can be a source of strength.

“It” is a source of humiliation, not only for Hafsa but for her family. It reveals itself through negative self-talk, distracted mind, and being clumsy (Leslie 1). When a medical opinion is pursued, it is said to be a symptom of adolescence that will go away. Hafsa believes that her inability to be a good Muslim is the cause of “it”. Hafsa’s character is placed in the history of seeking through prayers and reflecting on her relationship with her creator.

In conclusion, Plus one depicts the story of a Muslim girl who is struggling with an anxiety disorder. She believes it exists because of her inability to pray enough. When she is invited to attend the pilgrimage where she believes that the plus one should not attend. She attends the pilgrimage hoping that she would leave the plus one behind but on the contrary, she has to know how to live with it.   

Works Cited

Leslie D. Unbroken (in parts) 2, 3^rd April 2019 Retrieved from https:// contemplatrix.

wordpress.com/ 2019/04/03/unbroken-in-parts-2/

Hughes’ Poetry

Introduction

Langston Hughes an American poet was born on 1^st February 1902 in Joplin Missouri in the United States. Hughes was not only a poet, but also a social activist, playwright, columnist as well as a novelist. His works contributed immensely in ending racial discrimination towards African Americans in the US. Similarly, he was an active member and a leader of the Harlem Renaissance, which was a mythical movement centred in Harlem and it grew from black relocation and the development of Harlem as the leading black metropolitan area in the US (Hutchinson, n.d).  Likewise, he also supported the civil rights movement which advocated for the end of legitimate racial discernment, marginalization, and racial exclusion in the US (Lynch, n.d). For that reason, this paper will discuss the impact of Hughes’ work against racism of African Americans, through Harlem Renaissance and the Civil Rights Movement.

Part I.             Historical Background of the Times.

Harlem Renaissance was a stage of the dominant New Negro movement that had initially developed in 20^th century, which later on led to the evolution of the Civil Rights Movement in late 1940s (Hutchinson, n.d). The foundations of this movement were based on the migration of African Americans from rural areas to urban areas, and from the South to the North, this migration was termed as the Great Migration. Moreover, the movement was concerned with the intensely rising heights of literacy, and the creation of national organizations whose aim was to deprive African Americans of their civil rights. Emigrants as well as African American expatriates from the Africa and the Caribbean met in metropolitan areas such as New York and Paris and had a revitalising influence on each other thus leading to the “Negro renaissance” a greatly significant world-wide cast (Hutchinson, n.d).

Nonetheless, the concern of black custom coincided with efforts to express an American culture different from that of Europe. African American’s were now able to showcase their talents through different forms such as through music which included and Jazz and blues. Writers were now able to easily influence the metropolis with their literal pieces in spreading the African American culture within Harlem and other parts of the country as well. Black authors used this opportunity to reveal their truth of black southern experience, since in the early 1920’s white authors had dominated the artistry scene. Langston Hughes proclaimed in his philosophy that African Americans should produce a different “Negro” art in order for them to remain true to their culture (Hutchinson, n.d).

On the other hand, 1960s was an era where the use experienced a number of cultural changes. This was the period when the Civil Rights Movements was emerging owing to the fact that African Americans who had been discriminated by the society rose up and asked for equality and decency in the country (Lynch, n.d). The civil war which had been initially experienced in the country led to the abolishment of slavery, however, it did not stop discernment against African Americans. African Americans continued to experience the overwhelming effects of racism, particularly in the South. After constant discrimination from the Whites, African Americans felt the need for change in the country, hence they mobilized people together with many whites and commenced an extraordinary fight for parity that spanned for twenty years.

Part II: Using specific examples of Hughes’ work, show how the themes in his work changed from the Harlem Renaissance through the Civil Rights Movement.

            Hughes frequently wrote poems which related to racism and what the African Americans were going through in Harlem Renaissance. For instance, “The Little Frightened Child” focuses on the theme of racism and fear whereby a little African American child from the South is afraid of attending a Northern school because of discriminated by white children, “A Little southern coloured child comes to a northern school and is afraid to play with the white… (Gruenthal, n.d).” The theme of racism and fear is depicted in the poem, as the child is not able to play with white children for the child feels discriminated. Most of Hughes works were majorly centred on the theme of racism and fear during the period of Harlem renaissance.

            Even though Hughes was not an active member of the Communist party, he braced communism and also defended the USSR in the 1940s. He believed that capitalism was the root cause of social and racial problems in the US. During this period, Hughes poems shifted from racism, and were linked to revolution owing to the fact that he was determined to encourage African Americans to rally and fight for their rights during the Civil Rights Movement (Lynch, n.d). This consequently made him write the poem of “Song of the Revolution” whose theme was revolution, “Sing me a song of the Revolution Marching like fire over the world… (Gruenthal, n.d)” The poem would therefore encourage African Americans to stand for their rights.

Conclusion.

In conclusion, Langston Hughes immensely contributed to the end of racism and racial segregation through his work. Hughes used art as a means of encouraging African Americans to stand for what they believed was right. In addition, in the Harlem Renaissance, Hughes encouraged African Americans to maintain their culture in their art and not to adapt to whites culture. Lastly, Hughes also encouraged the African Americans during the civil Rights Movements to soldier on through his poems hence becoming the most influential author of his time.

Work Cited

Gruenthal, George. The Poetry of Langston Hughes: Revolutionary Democracy. 2010 Retrieved from: https://revolutionarydemocracy.org/rdv16n1/hughes.htm

 Hutchinson, George. Harlem Rennaisance: Encylopaedia Britannica Inc. Accessed November 26 2019. Retrieved from: https://www.britannica.com/event/Harlem-Renaissance-American-literature-and-art

Lynch, Hollis. The Civil Rights Movement: Encyclopædia Britannica, inc. February 26, 2020. Retrieved from: https://www.britannica.com/topic/African-American

Riddling

The history of riddles can be traced back to medieval times during the fall of Rome and when the renaissance period began. During this time, people lacked access to quality education and most people considered average were also illiterate. Society resulted in various ways to determine a person’s intelligence and the two criteria used were mostly wisdom and wits. As such, riddles were structured in such a way that they would question both the knowledge that the individual possessed and their ability to use their wits. Riddles have been used throughout history and in today’s society, their popularity is seen in items such as plays, films, and books. When used in the film, riddles help the audience focus on a specific topic and share in on the experience. The time taken before a character on film answers a riddle gives the audience the chance to ponder on the same riddle and draw their conclusions before the answer is revealed in the movie. Although riddles were used to test a person’s wits and knowledge, their delivery and random nature often place the riddler at an advantage because the person expected to respond has to come up with an answer for whatever riddle is picked to prove their wits. 

           Riddles play a significant role in the way events unfold in ‘The Hobbit’ movies and also ‘Lord of the Rings’. A good example of how riddles are used and the role they play is evident when Bilbo Baggins gets lost and after stumbling, finds a ring belonging to the creature Gollum. Here, the setup for a riddle is seen as Gollum has more knowledge of where Bilbo is and can help him find his way out. Bilbo, on the other hand, has the ring and since Gollum was not familiar with Hobbits, he takes it upon himself to gain more knowledge of Bilbo, a hobbit (Jackson 1). As is common with riddles, the person who is answering the riddle often has something to prove or gain. In the film, Bilbo has the most to lose because he needs to find his way back to his mission. Solving the riddle also meant that Bilbo would save his life as the creature Gollum wanted to eat him. There is however a twist in that Bilbo and Gollum take turns being the riddler. Although Gollum has to show Bilbo the way out if he loses, Bilbo has the most to lose as he could lose his life.

           The riddles exchanged between Bilbo and Gollum make the scene more captivating as the audience is pulled into the events unfolding as they try ad to figure out the riddles with Bilbo. Although both Bilbo and Gollum answer the riddles with ease, it is evident to the audience that the riddles are complex and not exactly as easy as the characters make them appear (Jackson 1). As a result, the audience has more admiration for both characters and is more invested in how events unfold as they are part of the riddling process. In the end, Bilbo wins by asking Gollum to say what Bilbo has in his pocket. While it is more of a question than a riddle, the context in which it issued reveals the challenges that riddles pose to the person intended to answer (Jackson 1). The only way Gollum would have known what is in Bilbo’s pocket was if he could reach in and touch or look into the contents. Similarly, some riddles can only be answered by someone who had been exposed to an environment that was suitable for learning what they meant. 

           Another example of how riddles place the riddler at an advantage is in ‘Lord of the Rings: The Fellowship of the Ring’. The riddle takes place at the entrance to a cave where Gandalf and other members of the fellowship of the ring have to solve a riddle before they can go in. The cave is locked by a magic spell and the only way to open the door is by solving the riddle “Speak friend and enter” (Jackson 1). The scene holds up to the nature of riddles as it is a test of wits and also holds grave consequences for those who fail to get the correct answer. Gandalf solves the riddle by first identifying that the riddle was put there by the elves and only someone with knowledge regarding the elves can answer it. The wits part of the riddle is seen when Gandalf discovers that the first part of the riddle (speak) is actually misinterpreted and should instead read (say). Gandalf relies on his knowledge of the elves as well as his wits to figure out the answer and in so doing, opens the door. The risk factor in failing to solve the riddle occurs when a sea creature comes from the water and attacks Gandalf and the fellowship who would have otherwise been killed had Gandalf failed to answer the riddle. 

           Although riddles place the person expected to respond at a disadvantage, they can be used to gain more knowledge not just by getting the answer but also learning more through the nature in which the riddle is delivered. Take the case of the riddling that takes place between Bilbo and the dragon, Smaug (Jackson 1). In the scene, Smaug is the powerful riddler who intends to kill Bilbo while Bilbo has to prove his wits and find answers in an attempt to save his life. Through the riddling process, Smaug tries to distract Bilbo by making him doubt his friends. Being the witty one, Bilbo not only gives the correct answer but uses his riddling to discover the dragon’s weakness. Although the Dragon is smart and well informed, Bilbo overcomes all challenges and outwits the dragon. 

           Riddles are often considered a tool for measuring wits and those that solve them are considered more informed than others. While it takes a lot of wits to understand some riddles, it is evident that the ability of a person to understand the riddle is what determines their wits and not the actual answer. Since it is impossible to know the answer to all riddles that have been used, the knowledge focuses on the ability to interpret the riddle and draw information from personal experiences to come up with an answer. The answer is not in the question itself but rather in how well one understands the riddle itself. Despite the various forms that riddling takes, riddles can only be said to measure one's understanding of the riddle and come up with an appropriate answer. Although knowledge does contribute, understanding the riddle itself, without any prior knowledge of its context, could help get an answer.

Work cited

Jackson, Peter, “The Hobbit:An Unexpected Journey” 2012

Jackson, Peter, “The Lord of the Rings: Fellowship of the Rings” 2001

Wise Blood Paper

            The author of the Wise Blood, Flannery O'Conner, brings a world empty of spirituality by which characters think that they can live life without religious values. The protagonist, Hazel Motes, to escape organized religious all together creates the church without Christ. Throughout the novel, Flannery demonstrates the fact that humans need spiritual truth and purpose. Through different characters in the book such as Hazel, Asa Hawks, among others, Flannery exhibits that spiritual fulfilment cannot be gained through attaining material prosperity, but rather by being redeemed by Christ.

             Through Hazel, Flannery demonstrates Christ's redemption of humanity by describing him as "Christian Malgre Lui" (O'Conner 71). This quote from the novel may seem to be short, but it carries a lot of meaning in the context of the text. These words as used by Flannery means, 'a Christian in spite of himself'' (O'Conner 71). Just like his father, at the age of twelve, Hazel had firmly believed that he would become a preacher a vision that never comes to be since afterwards, he deserted his Christian faith. Hazel decided to start a church where he would preach of new Jesus after he was convinced that he had no soul.

            Nonetheless, all the characters in the novel followed the same track as they experienced a lot of hardship with religion (Han 134). In this sense, it is clear that there was a great misdirected sense of spiritual purpose in the lives of these characters. From this context, we can see that Hazel was as described by the author in the mind that, even after being brought up in Christianity foundation, he turns and changes direction hence changing for good.

            Hazel Motes attempts to fulfil his emptiness with material things. It is demonstrated when he purchases an old Essex. He comments that the vehicle will be "for the most part… a house since he "is not persuaded wherever to be" (O'Conner 69). Hazel attempts to ease his sentiments of relocation with the vehicle; however, it rapidly turns out to be more than basically a home. He flaunts that his car can generally take him where he wanted to be and accepts that responsibility for vehicle makes him a free individual (Han 186). The Essex turns into the stone upon Hazel forms his congregation, both actually and allegorically. He would lecture the excellent news of his very own false Jesus development on the vehicle, and emblematically it speaks to his refusal of Christ. He starts to place misinformed confidence in the two his car and a new religion, accepting they allow him to live in the manner he desires. His life mirrors his new mentality; he utilizes the vehicle to kill a man by running him over. He keeps on depending on his car as his wellspring of opportunity considerably after a specialist breakdown. It is merely after he gets free assistance from a specialist that the vehicle starts to run once more. Rather than getting some distance from with deceptions with appreciation, undeserved benevolence just further incites his self-worth. He whispers to himself; I don't need to bother with any favors from him (Han 124). It is not until he turns over a bank that he understands his mistake and the uselessness of his false religion as merely the manifestation of the individuals who dismiss the genuine God.

             Hazel starts to get some distance from his condition once his vehicle is burned. As he looks into the separation from his eyes to the clear dim sky on the space, he encounters the nearness of God on the planet in such a fantastic way, that he stops opposing what was escaping from as long as he can remember: Christ's beauty (Han 211). After accepting the disclosure of another otherworldly opportunity in Christ, Hazel blinds himself and binds himself with security fencing to cut the desires of the material world and dive further into that opportunity.

Conclusion

            In her novel Wise Blood, Flannery O'Conner presents her subject of the reclamation of humanity through Christ. Accomplishing satisfaction by recycling is troublesome in light of a twisted and misinformed feeling of otherworldly reason discovered in pursuing material thriving. O'Conner exhibits this through Hazel Motes, Enoch Emery, Asa Hawks, and Mrs. Flood. Along these lines, she makes an underlying message that the quest for ordinary riches is fundamental to the otherworldly strife pervasive all through society.

Work Cited

Han, John J. Wise Blood: A Re-Consideration. Amsterdam: Rodopi, 2011. Print.

O'Connor, Flannery. Wise Blood. , 2015. Internet resource.

Introduction

            The Death of Ivan Ilyich is one of the modern materials that were written to emancipate the general public about the importance of maintaining peace within society. As one of the modern lacerating works, it means the life that a person undergoes through will enable the community to understand the dynamics of the society. Regardless of the differences in individual cultural diversities, what could have been the reason as to why a person participated in war should not be used as the basis for tarnishing his or her picture (Tolstoy et al., 2015). From these perspectives, the truth is that maintaining peace in the society is one of the parameters that have the propensity of improving the wellbeing of each person.

             Nonetheless, in the process of reading the book, "The Death of Ivan Ilyich" tries to display to the community the negative consequences of living the life such a person lived.  As the book continues to unfold, we came to realize the fact that Ivan Ilyich's ultimate motive entailed making decisions that could make him to have financial gains. Thus, before he died, what he could have gone though is what illuminates the fact that everything that sounds to be meaningful to the community is what ultimately counts towards improving the perspectives of the community. it is, therefore, logical to say that a person needs to reap from his or her efforts. In the process of utilizing the existing mechanisms to make money, it is important for a person to reconsider the impacts that have on the community (Leo, 2019).  From the same perspective, it is important for a person to take into account some of the managerial and societal doctrines that exist.

            Taking into account what had transpired within his life, the truth is that his desire and materialism is what ended up making him to be miserable. The jealousy or the false motives a person uses for the purpose of enriching himself can be said to be of no benefit. In order for a person to live a fully live, it is important for him or her to ensure that the efforts bestowed towards executing a certain task is the one that pays. For instance, we came to realize that after the death of Ilyich, the motives that his friends had entailed ensuring that they have secured his position or just being elevated to the highest position. Despite that, it was obvious that Ilyich had failed to establish a good relationship with them. The failure of establishing such a relationship is what in return made his colleagues and community members fail to establish a good relationship.

            Ideally, the indifferences that were existing within his community are what that is perceived to have the propensity of deterring from spending a pleasant moment.  From the perspectives of those who could have attended to use his plight as a claim could have been based on the fact that there was a tedious demand on an individual. From the perspectives of the work a person does, it can be stated that individual consequences like the ones that Ilyich had lived, should not be the grim of the community (Leo, 2019). In this case, it means that deeming someone as the ultimate reason for reprimanding the society should not have been based on the life he or she lived. This is to imply that despite the life that a person could have lived, the community and its members should not be burdened with the need for enriching themselves. This is because his motives were the ones that the company continued to embrace as a means of increasing the output of each of them (Tolstoy et al., 2015). On the other hand, due to the fact that there could have been various social expectations, pleasing everyone could have been an impossible task to encounter.

Conclusion

             From the above analysis, it can be argued that living an unhappy life is what makes a person to encounter difficulties in life initially being enjoyed.  Individual motives are perceived to be one of the parameters that make him or her terminate his or her life. To counter the effect of that, it is important for a person to ensure that his or her materialistic desires have not deterred him from doing or laying emphasis on the work to be done. What this implies is the fact that obsession for material things is what makes a person fail in performing better as stipulated by policies formulated by the organization. Perceiving an organization to be an avenue for enriching someone cannot be the basis for making such an individual to encounter social pleases.  On the other hand, failing to be with ones’ family cannot be utilized as the ultimate basis for work prominence. Safeguarding individual presence with outsiders is what is deemed to be the only reason a person encounter family and social alienations. Typically, materialism, single-mindedness, and social conformity is what makes a person to experience social isolation and unhappiness.

References

Leo, T. (2019). The Death of Ivan Ilyich. Strelbytskyy Multimedia Publishing

Tolstoy, L., Slater, N. P., & In Kahn, A. (2015). The death of Ivan Ilyich and other stories. Oxford, United Kingdom : Oxford University Press

Descriptive Essay About My Grandmother 

The basic family structure comprises of a father, a mother and their children and parents bear the responsibility of raising their children. My case is however different because I was raised by my grandmother. Although my friends and relatives were a big part of my life, my grandmother had the biggest impact. The idea that grandmothers are loving, to some extent more than mothers was brought to life through the various experiences I have had with my grandmother. She has taught me a lot about life, how to choose right from wrong and also the importance of not giving up. From my experiences with my grandmother, I have learnt lessons about hard work and faith.

Watching my grandmother at her workplace and the lessons she taught me are the reason I am the intelligent person I am today. Taking me to work was her way of looking after me and introducing me to the world of business. At her office, I admired the way she would talk to clients in person and over the phone. Some conversations ended in pleasant handshakes while others ended in shouting. “Don’t worry dear, sometimes problems come unexpected, but sit right there, I’ll have solved it before you read the next chapter” she would say. From this, I learnt that people respond according to how you treat them. I also learnt that disappointments and mistakes are part of life.

My grandmother taught me that some situations required different reactions. She would go from being strict with a client over the phone to sitting beside me when I read story books in her office. She was both kind and strict at the same time and from this I learnt the importance of maintaining composure. My grandmother operated under the motto “Work smarter, not harder, trust in God’s divine will, love your life darling and you will be alright”. Her hands were rough, yet gentle, and she always had this reassuring smile, a testament of her hard work. Watching her take care of her five children and ten grandchildren taught me the important lesson of compassion and hard work.

My Grandmother also helped me to overcome most of the major challenges that I faced growing up. I remember when I was in High school and was about to take my SAT and could not stop panicking. I explained to my grandmother how nervous I was despite having studied hard for the test. “Trust in God’s will and let him lead you to success, and remember, Granny is here to remind you that everything will be okay” her advice was always followed by a warm hug and this was often all I needed to face any challenge.

My childhood was full of teaching moments and my grandmother took every opportunity to raise me up to be a person of principles and morals. “Dress well my child, and look presentable. But always remember that what is on the inside is just as important as what is on the outside”. My memories of my grandmother are of her dressed neatly in her favorite floral print dresses.   Her age and wardrobe choice made her appear weaker than she really was. She made up for this with her wits, humor, devotion to religion and hard work.

My grandmother treated hard work and religion as two entities working side by side. Her devotion to God is unmatched and she puts God first in all her endeavors. While God is her provider however, his abilities are in no way an excuse to be lazy. “You know how God blesses the work of your hands, would it be so bad to make sure that what you have is worth blessing?” above all else, my grandmother valued honesty. She taught me the importance of engaging in honest work and avoiding shortcuts. She had this way of making me feel optimistic and hopeful for a better tomorrow if I only worked hard and maintained my faith in God.

I learnt from an early age that challenges are part of life. From my grandmother, I learnt that challenges are not necessarily the end but rather an opportunity to be better. I remember one day I needed money for a school expedition. The destination was however far and the money required was a lot. “Don’t worry yourself too much, if I don’t have it, God will intervene. Him and I got this” she would joke. Somehow, the tip got paid, although I’m not yet sure if it was God’s intervention or my grandmother who footed the bill. I was content knowing that I had God and my grandmother looking out for me. She did not just make me feel secure, she equipped me with the skills and knowledge to face every challenge knowing that I will overcome. My Grandmother taught me that.

I Wouldn’t Turn Back

 The Wayfarer by Stephen Crane is an allegory of life. The poem tells a tale of a traveler who sets out to travel down a pathway that can be described as a “Pathway to the truth” however, the journey is not as smooth as expected, he is struck by astonishment as the path to the truth is filled with overgrown weeds.  In the poem, there is a theme of literary impressionism. Crane's usage of assonance, metaphors, and imagery supports the theme of literary impressionism. The support works to show the reader that finding the truth is difficult; therefore, these devices add to the work as a whole to convince the reader, that the path to the truth is often difficult but it is worth taking.

The author of "The Wayfarer" was the youngest of fourteen siblings and son to a Methodist minister (americanpoems.com). At a young age, Crane followed the course of his family's beliefs of Christianity; however, Crane's interests became more prominent as he entered his higher education (The Encyclopdeia of New York, 418). Within a military institution of college, Stephen Crane used observations and personal experiences to create characters and themes of growth and maturity (poetryfoundation.org). Others view the last sentence of the poem in question, as the character turning away from the path of truth.

 Crane is known to utilize literary impressions throughout his poems and the Wayfarer is not an exception.  The pathway is a metaphor, the narrator sees that the path is filled with overgrown weeds and this symbolizes that accepting the truth is often difficult (Crane, et al., n.p). The difficulty of the path shows the reader struggle that is often involved when choosing the truth and that it is not easy to discern the truth since it is clouded with “weeds” (Crane, et al., n.p). Also, every weed has been described as a singular knife which is a metaphorical meaning, each of those weeds serves as an obstacle to the truth. To the reader, these weeds represent factors that include deceit, self-serving motives, and white lies told by the government and corrupt politicians.

The definition of wayfarer is a person who travels on foot. In Crane's poem, the traveler stumbles upon a road that would lead him to the truth. Crane's usage of naturalistic imagery allows the reader to as though they can visually see the path to truth. Weeds have overcome the foreseen path to truth, which is a metaphor for time. The road to truth has not been taken for a long time (Rogers, 295). The narrator himself has second thoughts on whether to take the road or not. To journey this road the traveler would have to avoid the sharp knives that are the weeds to successfully reach the desired destination. This path is difficult to take and the speaker must be careful when taking the path. The more difficult the path is the more it is worth taking. For the reader, staying truthful and always telling the truth is not simple but it is always worth it.

Throughout the poem, the serious mood is portrayed through the usage of assonance. The emotion allows the reader to reflect on how truth is painful to find in any circumstance; however, Crane states, "Doubtless there are other roads." The meaning behind Cranes' statement is that the wayfarer dreads the path he has chosen, yet proceeds on his course to get the truth. Others argue his statement says that he turns away to find another path. It’s certainly hard to argue which direction the wayfarer takes because on a pessimistic note it can be argued that the speaker decides to take another path since the road to truth is too treacherous and the weeds cannot be avoided (Rogers, 297). The poem echoes and portrays what takes place in the real-world setting, In the world, there are always two choices either choose the truth or choose dishonesty which is much simpler. Also, if the speaker really chose to take a different path, it could be interpreted to mean that people are cowards and do not place any value to the truth, instead of facing the truth they run away from it.  In addition, the use of assonance brings forth the despair of the speaker, who is on the verge of losing hope of being able to trend the path of truth.  The use of assonance as literary impressionism convinces the reader of the hard and difficult nature of truth.

The poem can also serve as a metaphor for betrayal and mistrust that can be interpreted as being lied to and being backstabbed since the weeds are a metaphor for knives. These weeds also serve as evidence of obstacles that hinder one from taking a truthful path. The speaker also acknowledges that not many show interest in seeking the truth since it is evidence that the path has not been traveled much. Dishonesty, lies, and deceit are the paths people take since they seem much easier (Rogers, 298). The use of metaphors by the poet clearly shows that truth is much avoided.  

Conclusively, Crane has used impression as a realistic style throughout his poem, literary impressionism has been evidenced through the use of metaphors, assonance, and imagery support.  These literary devices are used together by Crane to show and support his idea of truth that the path to the truth is often hard and full of obstacles, nevertheless, it is worth taking.

Works Cited

Crane, Stephen, Claire Illouz, Claire Illouz, Claire Illouz, and Michael Caine. The Wayfarer.        Chérence: C. Illouz, 2011. Print.

Rogers, Rodney O. “Stephen Crane and Impressionism.” Nineteenth-Century Fiction, vol. 24,      no. 3, 1969, pp. 292–304. JSTOR, www.jstor.org/stable/2932859. Accessed 26 Apr.     2020.

The Encyclopdeia of New York. Syracuse, N.Y: Syracuse University Press, 2005. Print.

How to Date a Brown Girl

“How to Date a Brown Girl, Black girl, White girl, or Halfie” by Junot Diaz provides us with instruction on how to stay with brown girls, black girls and halfie and the best way of treating them when taking them dinner to include calling her house to check whether she is on her way and showing interest in things they love during dinner. Satire is one of the literary devices that has been extensively used in the story. This story tries to take a guise such that there is an instructional guide, contending to provide advice on how we should behave depending upon the originality that is the ethnicity and present social class that existed during the narrator's time. Themes to include the theme of Dominican ghetto culture, masculinity, and stereotypes, and promiscuity are very dominant in the story. This essay explores how the different themes have been used to offer literary support and to further the story, as well as help Diaz, tell his story in a way his audience can relate.

The theme of Dominican ghetto culture is very dominant in the story because the story intended audience is Dominican teenage males. The story is positioned around a youthful young boy, Yunior. He starts by showing some signs of “Dominican Ghetto culture”, and a good example is the “government cheese” (143).  The story has small gestures that show cultural attitudes when the narrator decided to hide the things that could reveal his origin the artifacts, he gets rid of are of Dominican culture. Also, being one of those people considered to be from a low-income family having their habitants in New Jersey, he starts by showing some signs of “Dominican ghetto culture”.  It is also important to consider that the Dominican ghetto culture theme is prevalent in the story because the author Diaz hails from Santo Domingo, Dominican Republic.  

The theme of masculinity and stereotypes is widely used throughout the story. The act of stereotyping women begins with how Yunior classifies the girls and puts them into groups.  The stereotyping continues as he explains how he would treat these girls differently on dates. Diaz has shown how stereotypes have the ability to control the actions of men while out on a date. Masculinity is often associated with a sense of control, Yunior expresses his sense of wanting to be in control by the use of the “how-to” approach, his sense of control can be interpreted as Dominican Masculinity. Masculinity and stereotypes go hand in hand in advancing Diaz's ideas, Yunior masks his identity by creating stereotypes towards girls, this way he feels like he is empowering his masculinity. Also, the fact that the story is written in “the second person point of view,” it can be viewed as an instructional manual. According to the one journalist by the name Joe Fassler, by displaying his stylistic range, Diaz reminds us just how subjective Yunior’s brutishness is.” Diaz tells the reader, “intended for Dominican Males” how he can actually date a lady who hails from a different ethnicity.

Another theme is a theme of promiscuity, the narrator is indeed seen to be “full of himself” (143). His acts that are said to be acts of promiscuity takes the role of a mask that aids in hiding the background of the narrator.  This is seen from his words, “clear the government cheese from the refrigerator. If the girls from the terrace stack the boxes behind the milk. If she is from the park of society hill, hide the cheese in the cabinet above oven, way up to where she will never see” (143).  Whatever shows signs of poverty in his house, he attempts to make sure that it is hidden. For instance, he goes ahead and mentions while listing where he can hide cheese to ensure that its not seen but make sure to return it before his mother comes back. His acts of promiscuity depend on whether a girl lives outside his apartment or within the apartment.

Again, in this story, we see the theme of lack of ethnic diversity. Yunior struggles a lot in trying to recognize his real identity. He cannot even put himself in any ethnic group. As shown and expressed by Diaz, “Dominicans simultaneously struggles to integrate and to protect their distinctive cultural identities”. Here, the conflict is shown to the reader through his kind of a misguided trial of assuming to be attractive to young girls originating from all kinds of races and ethnicities. The lack of ethnic diversity leads to Yunior, allowing all the girls he is dating to classify or put him into a category. For example, “she will say, I like Spanish guys and even though you’ve never been to Spain say, I like you”(148). When he is referred to as a “Spanish” he assumes that there is no reason for him to correct her, his act of remaining silent can be said to be an act of showing total rejection of his “Dominican roots”. In the real sense, the act of the girls using the word Spanish shows that there is a big problem on matters concerning ethnic diversity.

“How to Date a Brown Girl, Black Girl, White Girl or Halfie” is a vast story that bears a lot of themes. The themes rotate within sexual and gender aspects where some things like ethnicity and social classes are common. Although the story is more centered on matters concerning sexual intimacy, it tries to demonstrate to readers how their expectations can actually result in the determination of their general behavior. Yunior’s struggle to identify himself translates into how he perceives the women he dates; this struggle allows him to come up with different behaviors around each girl due to preconceived ideas.

Conclusively, “How to Date a Brown girl, Black girl, White girl or Halfie” is a complex story by Junot Diaz told in the first-person narrative as an instructional manual on how to treat women. The action of the narrator throughout the story are seen to have relied on both the residencies of the women and also their ethnicity. Diaz utilizes the themes of Dominican ghetto culture, masculinity, and stereotypes, and promiscuity to further his story and to tell the story in a way his audience can relate.

Works Cited

Diaz, Junot. "How to Date a Brown Girl, Black Girl, White Girl, or Halfie." Drown. New York: Riverhead Books 49 (1996).

Romeo and Juliet

            Romeo appears in act one, scene one and his first interaction is with Benvolio who confronts him intending to know what saddens him. Romeo is in love with a woman who has sworn to be celibate. In Act 1, Scene 2, Romeo states, “Well, in that hit you miss. She’ll not be hit With Cupid’s arrow. She hath Dian’s wit. And, in strong proof of chastity well-armed from love’s weak childish bow, she lives uncharmed. She will not stay the siege of loving terms, Nor bide th' encounter of assailing eyes, Nor ope her lap to saint-seducing gold. Oh, she is rich in beauty, only poor That when she dies, with beauty dies her store.” (Shakespeare, 1.1.200-205). This answer from Romeo is an indication enough that he is struggling with accepting a love not returned.  Considering that Romeo is the son of a Lord and from one of the most powerful houses Verona, I would advise him to get rid of his love obsession by turning and paying attention to other women as well as to compare the beauty of the woman he loves to that of others then decide if her beauty stands outs from the rest.   

Works Cited

Shakespeare, William. Romeo and Juliet. New York: Scholastic, 1969. Print.

A Comparison and Contrast of Hamlet and Laertes

Most of Shakespeare’s plays have striking resemblances and differences between the characters involved. Some of the plays by Shakespeare contain tragic ends with an atmosphere surrounded by a lot of tensions based on the behavior of the characters. Moreover, though not always literal, some of the similarities and differences can be seen based on how the characters act. In this case, Hamlet is a tragic play, that ends with the tragic death of the main characters, including the king, queen, and Hamlet himself. However, one aspect that stands out is the comparison of how two of the characters, Hamlet and Laertes, in terms of how they are similar and how they differ throughout the play. However, even though there are some differences between Hamlet and Laertes, it can be said that there are far more similarities between the two characters in the play.

Hamlet is a prince who comes home to bury his father, the king of Denmark.  Upon his arrival back home, he finds his mother already married to Claudius his uncle who assumed the duty of king after the death of old Hamlet.  After finding out that Claudius is responsible for the death of the king, his father, he goes on a revenge sphere to avenge the death of his father. Laertes also seeks to avenge his dead father; this is the most common similarity between these two.  Laertes is the son of Polonius who was the king’s right-hand man and Ophelia’s brother. These two characters have an unmatched desire to exact revenge on their fathers’ killers. However, the difference between these two is seen in the way they separately plot and exact their revenge.

            The need for revenge makes these two characters unforgiving. This is because they both decide against forgiving the people responsible for the respective deaths of their fathers, and as such, they opt for revenge. This element is portrayed throughout the story as the two characters plan their revenge. Hamlet ponders of the ways he can enact his revenge on his uncle, who, by that time, has married his mother and, as such, became the king. As for Laertes, he also blames Claudius for the death of his father, and as such, he explores how he can also take revenge on the king for the death of the right-hand man of the previous king, who was hamlet’s father. This shows that the two characters have the same ideas when it comes to the matter of forgiveness and revenge.

Still, one striking difference between the two characters is how they intend to take their revenge on the alleged killers of their fathers. Hamlet seems to be thoughtful and, as such, does not rush into making any drastic decisions. This is because, as seen in the play, he keeps pondering about the best way to take his revenge, and mainly focuses on ways which would not become too dangerous for him. In this context, he shows patience regarding how he would execute his plans on the king. Laertes, on the other hand, does not like contemplating about anything since he seems to be a straight doer. Instead of wasting time contemplating how he would take his revenge, Laertes storms the castle and threatens the king with a sword. However, he later comes to learn that it was Hamlet who caused his father’s death accidentally. Due to this, it can be seen that between the two characters, Laertes is quite impulsive as compared to Hamlet.

Furthermore, the two characters also have different elements in common, and in this case, one of the elements is regarding their love for Ophelia, who happens to be Laertes’s sister. Ophelia falls in love with Hamlet out of pure infatuation, which is caused by the fact that Hamlet keeps seducing her. Due to this, Hamlet and Ophelia have feelings towards each other. On the other hand, being his brother, Laertes seems to love his sister genuinely to the extent that he gives her accurate advice regarding her life choices, which can be seen as contrast regarding how Laertes himself makes his decisions. One of the examples of the advice he gives to his sister includes advising her to reject Hamlet’s advances towards her.  Their love for Ophelia is another striking similarity between these two.

Laertes is a hypocrite compared to Hamlet since he does not follow the kind of advice he gives to people, including Ophelia. When comparing both in terms of knowledge, Hamlet is more knowledgeable than Laertes, this has been evidenced by the fact that Hamlet is more strategic about his revenge than Laertes. In their quest for revenge, Laertes threw away his honor the moment he began using lies to exact his revenge, on the other hand, Hamlet never stoops to Laertes' level of using lies.

In conclusion, Hamlet and Laertes had more similarities than differences, as shown in the play. This is primarily because of their respective approaches to the different elements happening in their lives. Some of these elements include the two wanting to take revenge for the deaths of their father and their intentions towards Ophelia. However, the main difference between the two characters is that they both have different ideas when it comes to the methods, they use to enact their acts of revenge since one of them is quite impulsive while the other is patient.

Works Cited

Shakespeare, William. Hamlet. Clarendon Press, 1912.

The narrator Judy Heumann talks about a difficult childhood growing up without a role model she could look up to in the world of disabled individuals.  From elementary school to college only one teacher addresses career choices available for her. President Roosevelt was an important figure in her personal life while growing up, he rose to the heights of being a president despite being disabled from polio. She has grown up identifying with individuals with disabilities to include Mary Lou Breslin and Ed Roberts.  She holds that having a common movement, and a common agenda is critically important for people living with disabilities. Her narrative has also shed light on the high number of individuals with disabilities in the US. Also, she sheds light on the problems people living with disabilities face to include the lack of an existing national health-care policy and also the many barriers that exist limiting the opportunities people with disabilities have. Lastly, she talks about the remarkable strides the government is making to help people living with disabilities. As an individual living with disabilities the narrator has made major strides in her personal and professional life while working for national and international organizations. She also stood out as a leader in the disability civil rights movement.

For the longest time ever the concerns of people living with disabilities have not been addressed but these has not stopped them form challenging themselves and the available systems, they have fought for what they believe in both at the local and international level.  Movements of individuals living with disabilities emerged in the civil rights movement era.  These movements have given people living with disabilities a chance to identify with disability culture and to relate with people who face problems similar to theirs.  Identifying with these groups has becomes an important part of people living with disabilities and has helped them improve their personal and the collective lives as people living with disabilities. I believe that it is high time that the United States federal government develop and implement policies aimed at improving the lives of people living and identifying with disabilities.  Policies that discriminate against people with disabilities should also be eliminated, policies to include those hindering the integration of students living with disabilities in schools.

As a healthcare provider I realize that people living with disabilities encounter various problems while seeking healthcare. They have poorer overall health when compared to other individuals and have limited access to adequate healthcare.  According to Shakespeare and Kleine, (2013) as a healthcare provider I can assist people living with disabilities by availing to them vital healthcare information and also by responding to their health concerns. Communicating effectively with these individuals is essential for the delivery of quality care. As a healthcare professional I must be familiar with the communication strategies used while communicating with people living with disabilities. Strategies to include taking and addressing people with disabilities the same way I would talk to other patients and also sitting and standing at the same eye level with the patient to make appropriate eye contact.  Healthcare providers need to be aware of how to communicate with people living with a range of disabilities. The failure to communicate effectively with individuals living with disabilities can be a major barrier in the delivery of healthcare.

Shakespeare et al., (2009) holds that it is important for health professionals to understand the human rights of individuals living with disabilities.  Disability can be termed as a social issue instead of a medical issue, medical complications only emerge as a result of the physical impairment and the general health needs. As a healthcare provider I am in a position to provide primary care that is accessible and comprehensive to patients living with disabilities. In a medical home setting as a healthcare provider I should liaise with the patients’ family members to ensure that all their needs are met. To enhance relationship with the patient I should recognize the patient as an important source of information. Establishing a good patient relationship while providing healthcare is important and can be done by recognizing the patient as a primary source of information while offering treatment.

When treating individuals living with a range of disabilities medical practitioners are faced with a range of legal and ethical issues to include consent issues. Ethical dilemmas may arise concerning matters on informed consent for treatment, respecting patients’ autonomy and also social-economic and physical barriers (Bryen, 2016). These ethical dilemmas stem form conflicts between fundamental ethical principles to include autonomy, justice and fidelity (Bryen, 2016).  As a healthcare provider when seeking to gain informed consent for treatment I must consider the decision-making capacity of the individual. In cases where the decision making is impaired, I am legally and ethically allowed to let another party related to the patient to make the decision on behalf of the patient.  As a healthcare provider I should not allow the economic constraints of an individual living with disability to hinder me from providing care. Also, social and physical barriers should not impede the provision of quality healthcare to people living with disabilities.

Inconclusion, Judy Heumann is among the female leaders who shaped the disability civil rights movement having lived with disability as a result of Polio.  Her narrative sheds light on the struggles and challenges people living with disabilities face. As a healthcare provider I should ensure effective communication while providing healthcare services to individuals living with disabilities. Also, there are legal and ethical concerns surrounding the provision of healthcare to people living with disabilities.

References

Bryen N, D., (2016) . Ethical Issues in Conducting Research Involving Persons with Disability:   A View from the Past and Some New Challenges. Humanities and Social Sciences.            Special Issue: Ethical Sensitivity: A Multidisciplinary Approach. Vol. 4, No. 2-1, 2016,   pp. 53-59. doi: 10.11648/j.hss.s.2016040201.18

Shakespeare, T., & Kleine, I. (2013). Educating health professionals about disability: a review of             interventions. Health and Social Care Education, 2(2), 20-37.

Shakespeare, T., Iezzoni, L. I., & Groce, N. E. (2009). Disability and the training of health             professionals. The Lancet, 374(9704), 1815-1816.

 Critical analysis

Frankenstein’s creation is often presented as the monster rather than the victim of Frankenstein’s inability to come to terms with his creation. Frankenstein is unable to appreciate the great achievement he has made because he chooses to fixate on the outward appearance rather than the great fete of bringing something to life. Although Frankenstein’s creation is described by many as a monster, a deeper analysis of the events described in the story reveal a misunderstood creature with the desire to be human. 

One of the various misconceptions about Frankenstein’s creation is evident in the critique by the Literary Panorama and National Register (1) based on the authors belief of people’s inability to fully understand how human beings’ function and not just with one another, but also the relationship between the body, heart and other elements that arise from human interaction with the environment and each other. The author tries to criticize the entire story by trying to point out the irregularities that exist from the text. A good example is the case where the author points out the irregularities that exist from the moment the inanimate creation is brought to life to the point where the creature learns to read (LPNR 1). According to the critique, Frankenstein is shocked with horror and disbelief the moment he sees the creature he has brought to life.

Although the critique by the Literary Panorama and National Register (1) does give a good description of the events that transpire, it fails to show clearly how Mary’s Frankenstein has contradicting human qualities. The critique comments on Frankenstein’s dissatisfaction with the final results of his creation. The author further points out how seeing the creation’s hideous form leaves Frankenstein rooted and too shocked to even stop the creature from running away.  The first reaction from seeing the creature is thus, according to the critique, Frankenstein’s inability to give his creation human qualities such as appearance, a conscience and even the ability to read or speak. The critique is further unable to properly use information from Mary’s Frankenstein despite trying to site various examples in support of his arguments. The arguments made are often based on misinformed information or the critiques inability to understand the full concept of the process from the time the inanimate object is given life to the time it learns to read and write.

Contrary to the critique’s argument, the creation’s physical appearance is in no way a hinderance to its development as it learns to read and write on its own. The critiques argument that Frankenstein’s inability to endow the creature with morals, habits and other human traits is a contradiction since the creature is seen reading a year later further shows the critique’s lack of understanding on the concept of human development presented by Mary. Despite being presented as a hideous monster from the minute Frankenstein brings the inanimate being to life, the creature is seen to possess basic human properties and behaviors that further go against the critiques argument that Frankenstein failed at creation.

Despite its outer appearance, Frankenstein’s creation is not a monster but rather a confused creature going through the various stages of human development.  This is especially evident in Naomi Hetherington’s review of Mary Shelley’s Frankenstein. In Hetherington’s critique, the creation is presented more as the victim rather than a monster. Whatever evils that exist in the creature’s life are as a result of the events that occur after Frankenstein breathes life into the creature.

When the creature runs out on the night it is created, it is more as a result of its creators’ rejection rather than because it is a monster. Despite having accomplished a near impossible task, Frankenstein focuses more on the hideous nature of the creature rather than on his accomplishment. The creature is therefore a victim of rejection and does the humane thing in such a situation, run (Hetherington 4). The creature however continues in its stage of development. It chooses a home similar to where it was created. The shed in the woods offers solitude and away from human interaction, similar to Frankenstein’s castle. The decision to run is therefore as a result of rejection, resulting from a human emotion, which disputes the argument made by Literary Panorama and National Register (1).

Hetherington’s argument that Frankenstein’s creation is just a victim of circumstance is backed by detailed research not only on the events that take place in the story but also from outside sources that cite religion as having an impact on the way events transpire. Frankenstein for instance is portrayed as playing God and the outcome of his experiment are a punishment for trying to surpass human abilities (Edinberg magazine 1). The creation is therefore not at fault and, despite having to live in hiding, the real monster is Frankenstein. The critique goes on to support the creature’s desire to be human by pointing out how it lived in a shed in the woods near a family (Hetherington 3). Despite being presented as a monster, Frankenstein’s creation craves human contact and chooses to live closer to humans. It even goes to the extent of learning how to read and this is a further step in its stages of development.

Both critiques offer compelling arguments to support their opinion regarding the role that Frankenstein’s creation played in the story. Oft the two however, Hetherington’s argument was more convincing as it was backed by cited examples, ideas that were well broken down and presented in such a way that the reader could understand. The author further used outside sources to provide more evidence to support the ideas presented and this added authenticity to the entire critique.

Work cited

Hetherington N, “Creator and Created in Mary Shelle’s Frankenstein” 2019, retrieved from,             https://s3.amazonaws.com/StraighterLine/ENG102/Topic+4%3A+Evaluation/Hetheri        ngton%2C+_Creator+and+Created+in+Frankenstein_.pdf

The Edinberg Magazine and Literary Miscellany; A new series of The Scots Magazine 2 (March 1818): 249-53, retrieved from,      https://s3.amazonaws.com/StraighterLine/ENG102/Topic+4%3A+Evaluation/_Edinb            urgh+Magazine_+Review+of+_Frankenstein_%2C+March+1818.pdf

The Literary Panorama and National Register, N.S., 8 (1 June 1818): 411-414, retrieved   from,             https://s3.amazonaws.com/StraighterLine/ENG102/Topic+4%3A+Evaluation/_Literar            y+Panorama_+Review+of+_Frankenstein_%2C+1+June+1818.pdf