Never Let Me Go
Kazuo Ishiguro
One major theme that I have noticed developing in this novel is conformity. Although it is not unusual for teenagers to want to fit in with their peers, Kathy and her peers seem to be more extreme in this area. As younger students, Kathy and her peers took great pride in their creativity, and popularity was based on how creative each student was. The students even went so far as to bully Tommy because he was not creative. Growing older, the students moved on from creativity to sex. Students who were having sex were considered more popular, so Kathy and her peers claimed that they were having sex in order to fit in. "My guess, anyway, is that there wasn't nearly as much sex going on as people made out" (Ishiguro, 97). As the students moved on to the Cottages, they, especially Ruth, began to mimic the Veteran's behavior and mannerisms.Throughout this whole time, Kathy and her peers' passive nature contributed to their conformity. Even though the students questioned many topics at Hailsham, like why smoking was bad, why art was so important, why the gallery existed, etc., the students did not continue to question the Guardians or each other on pressing issues. Instead, the students held an ignorant understanding with one another not to question one another in search of deeper and truthful answers. "And my role, as her closest friend, was to give her silent support, as if I was in the front row of the audience when she was performing on stage" (Ishiguro, 130). Perhaps the students' passive nature stems from their nature as clones, or perhaps the reason the cloning system works is because the students learn at a young age not to ask pressing questions. Maybe if the students would challenge the cloning and donating system, they could free themselves of the tragic fate in which they find themselves.
Showing posts with label Theme. Show all posts
Showing posts with label Theme. Show all posts
Wednesday, April 10, 2013
Tuesday, January 8, 2013
Eveline: Why didn't she get on the boat?
Eveline
James Joyce
When reading this short story, the question arises: Why didn't Eveline get on the boat? Most of the beginning of the story depicted an unhappy life with her father. "She sometimes felt herself in danger of her father's violence" (Joyce). Eveline's father was abusive and controlling. In contrast to this unhappiness, scenes where Frank was described appeared to be hopeful and joyous. "...and she felt elated as she sat in an unaccustomed part of the theater with him" (Joyce). Eveline's relationship with Frank offered an escape from her unhappy life. Despite her ability to leave, Eveline could not make herself board the boat. Perhaps Eveline could not leave because of her promise to her late mother. "Strange that it should come that very night to remind her of the promise to her mother, her promise to keep the home together as long as she could" (Joyce). Although Eveline wanted to escape her threatening father, she felt compelled to take care of her home. Her life was familiar to her, and although it was not perfectly happy, she found it not "wholly undesirable" (Joyce). Eveline's choice not to board the boat expresses the theme of spiritual paralysis. Eveline wanted to be happy, but her fear of change prevented her from moving on with her life. Not boarding the boat suggests that she would return to her home and her father. This is all she has known, and she chose familiarity over probable happiness.
James Joyce
When reading this short story, the question arises: Why didn't Eveline get on the boat? Most of the beginning of the story depicted an unhappy life with her father. "She sometimes felt herself in danger of her father's violence" (Joyce). Eveline's father was abusive and controlling. In contrast to this unhappiness, scenes where Frank was described appeared to be hopeful and joyous. "...and she felt elated as she sat in an unaccustomed part of the theater with him" (Joyce). Eveline's relationship with Frank offered an escape from her unhappy life. Despite her ability to leave, Eveline could not make herself board the boat. Perhaps Eveline could not leave because of her promise to her late mother. "Strange that it should come that very night to remind her of the promise to her mother, her promise to keep the home together as long as she could" (Joyce). Although Eveline wanted to escape her threatening father, she felt compelled to take care of her home. Her life was familiar to her, and although it was not perfectly happy, she found it not "wholly undesirable" (Joyce). Eveline's choice not to board the boat expresses the theme of spiritual paralysis. Eveline wanted to be happy, but her fear of change prevented her from moving on with her life. Not boarding the boat suggests that she would return to her home and her father. This is all she has known, and she chose familiarity over probable happiness.
Wednesday, August 29, 2012
Identity Unit 1 (Mr. Z)
"Mr. Z"
M. Carl Holman
A major theme in this poem is overcoming racial adversity. Mr. Z was "Taught early that his mother's skin was the sign of error" (Holman). This quote expresses two important points. First, this quote allows for interpretation of Mr. Z's race. Because the quote only mentions his mother's skin color, the reader could guess that Mr. Z is biracial. Second, the quote above sets the tone for the rest of Mr. Z's life to be narrated in this brief poem. Mr. Z worked his entire life to escape from and overcome the racial tension and discrimination that he faced. He was well educated and well known. "And so he climbed, unclogged by ethnic weights, an airborne plant, flourishing without roots"(Holman). This quote seems to be paradoxical. Plants cannot flourish without roots, yet Holman uses words like climb and flourish, which make this quote sound positive. Even though Mr. Z could soar above members of his race, he still could not truly soar due to discrimination. He was considered "One of the most distinguished members of his race" (Holman). This quote serves to display his inability to truly flourish. By placing him in a class with just his race, people inhibited Mr. Z from gaining the recognition he deserved. Had discrimination not been a factor, Mr. Z would have been considered 'one of the most distinguished humans'. Mr. Z worked throughout his life to overcome adversity, but even after his death, people still discounted his abilities.
M. Carl Holman
A major theme in this poem is overcoming racial adversity. Mr. Z was "Taught early that his mother's skin was the sign of error" (Holman). This quote expresses two important points. First, this quote allows for interpretation of Mr. Z's race. Because the quote only mentions his mother's skin color, the reader could guess that Mr. Z is biracial. Second, the quote above sets the tone for the rest of Mr. Z's life to be narrated in this brief poem. Mr. Z worked his entire life to escape from and overcome the racial tension and discrimination that he faced. He was well educated and well known. "And so he climbed, unclogged by ethnic weights, an airborne plant, flourishing without roots"(Holman). This quote seems to be paradoxical. Plants cannot flourish without roots, yet Holman uses words like climb and flourish, which make this quote sound positive. Even though Mr. Z could soar above members of his race, he still could not truly soar due to discrimination. He was considered "One of the most distinguished members of his race" (Holman). This quote serves to display his inability to truly flourish. By placing him in a class with just his race, people inhibited Mr. Z from gaining the recognition he deserved. Had discrimination not been a factor, Mr. Z would have been considered 'one of the most distinguished humans'. Mr. Z worked throughout his life to overcome adversity, but even after his death, people still discounted his abilities.
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