The Things They Carried

How does the word “love” have significance in the story “The Things They Carried”? And how does it affect Jimmy Cross to learn a lesson about war?

            In “The Thing They Carried” by Tim O’ Brien, the author focuses on Lieutenant Jimmy Cross’ love for Martha while he was in the war. Romance seemed to take an important role in the story because his love for Martha was continuously mentioned throughout the story. He was obsessed with her and she became a distraction for him. While he was in duty, he would “wonder if Martha was a virgin” (367).  He carried two photographs of Martha and at night, he wondered who had taken the picture, if she had other boyfriends, and examined the picture more closely. Jimmy Cross seemed like a stalker in the story and he wanted to know more about her. He always thought about her and “he had difficulty keeping his attention on the war” (371). When he gave his men duties, he would be a hypocrite and tell them to keep their eyes open. However, “he would slip away into daydreams, just pretending, walking barefoot along the Jersey shore, with Martha, carrying nothing” (372). When the other men were working hard, he would be thinking about his love for Martha. During hard times, he also thought about her and without knowing, he would be thinking about her constantly. Jimmy Cross was the leader and he would have to take responsibility for the lives of his men. He began to realize that he should pay attention to the war when Ted Lavender died. Jimmy Cross had not really loved Martha and love was not important to him anymore. His love for Martha helped him to realize and straighten up. He felt guilty and shameful for loving Martha more than his men. Lavender’s death “was something he would have to carry like a stone in his stomach for the rest of the war” (377). He thoughts had led him astray and “he realized she did not leave him and never would” (378). Jimmy Cross learned to suck it up and face the horrors of death. He was “now determined to perform his duties firmly and without negligence” (384). His love for Martha had faded completely and he learned that “his obligation was not to be loved but to lead” (384). 

Gryphon

       Charles Baxter uses the conventional and unconventional ideas in Gryphon to show the difference of the personalities of the children and Miss Ferenczi, the class substitute. In the story, Miss Ferenczi acted very unconventional and seemed to have a unique characteristic. For example, one student accidently said that six time eleven is sixty-eight, but Miss Ferenczi said it was correct sometimes. In the real world, that would equal sixty-six, but she acted like it was completely normal and didn’t seem to care whether it was right or wrong (42). She had different perspective and thought of many creative ideas. In addition, instead of sitting with the teachers during lunch, she sat with the children. She ate strange foods like raw spinach and stuffed fig (44). Miss Ferenczi also said, “you have to shuffle the pack. Mix it up” (44). That quote shows her wanting and enjoying being different. Furthermore, she teaches the children about imaginary creatures and says that she saw them. For instance, she wrote the word “gryphon” (47) on the board and said she saw one. However, many of the students did not believe that there was a half bird and half lion. She seemed to be strange to the students and had a very wide imagination. On the contrary, the children of Mr. Hibler’s class were very conventional and followed a schedule. They always said the Pledge of Allegiance in the morning and went through the day by having reading and then arithmetic. The students complained if the schedule wasn’t followed and expected everything to be in order. Moreover, one of the students corrected Miss Ferenczi and said that six time eleven was actually sixty-eight. They followed the rules and did not bend them. On the other hand, Miss Ferenczi was able to bend the rule and showed her thoughts. Charles Baxter utilized the conventional and unconventional ideas throughout the story to give the readers two different perspectives on the story.

Jhumpa Lahiri

In my perspective, Jhumpa Lahiri uses many subtlties and events not central to the story line to underscore the unmet needs of the characters. The theme of Interpreter of Maladies is the relationship between Mr. Kapasi and Mrs. Das. However, many minor details in the story show the relationships between the minor characters. For example, the author uses the relationship between Mrs. Das and her daughter, Tina. Lahiri uses the strong adjective “relented” to show how annoyed Mrs. Das was to her daughter. She “did not hold the little girl’s hand as they walked to the restroom” (57) and didn’t care for her child. Mrs. Das also said to “leave her alone” (62) and blamed her for messing up her nails, which shows that she is unaffectionate towards her daughter. In addition, the author shows the relationship between Bobby and Ronny by using minor details. Mr. Das told Bobby to “make sure that your brother doesn’t do anything stupid” (59). And then Bobby replied by saying “I don’t feel like it” (59). The author does not say in the story that is older. But from the text, it can be inferred that Bobby was the older brother since he had to take care of Ronny. Additionally, the author showed the personality of Mr. Das. When Ronny was about to touch something, he sternly said, “Don’t touch it” (58). It seemed like he did not take care of the children or have any interest in them like Mrs. Das. Lahiri also uses details to describe the tension in the family by writing that Mr. Das referred to Mrs. Das as her first name, Mina, in front of his children. Mr. Kapasi also thought it was strange that Mr. Das referred to his wife by her first name. This shows that the family was not close and that the children were not really taught manners. If they were polite, they would not call their mom by their first name since they follow an American culture. Furthermore, Lahiri uses the minor details to show the relationship of Mr. Kapasi and Mrs. Das. She showed her sudden interest by taking off her sunglasses when she saw Mr. Kapasi’s favorite temple. She wanted to know more about him and Mr. Kapasi was sexually interested in her. In the story, it says “he had never admired the backs of his wife’s legs the way he now admired those of Mrs. Das” (71). Many of these events are used by Lahiri to underscore the unmet needs of the characters.

Short Stories

     Short stories writers make an effort to teach a moral lesson throughout their story and write according to their own experiences or their life.  I think the driving force for writers is to send a message to readers based on their life and give a valuable impact for readers. In the Introduction, Tobias Wolff emphasizes the importance of reality by writing “What these writers do have between them is an exuberant, unembarrassed faith in the power of stories to clarify our sense of reality” (xvi). In addition, she said, “The dominant impulse of American fiction has been realistic” (xiii). Tobias said that the best writers were people who wrote about their true experiences instead of false encounters. One impetus to read short stories is that there should be a “sense of kinship” when reading, and that readers should have emotional feelings while reading a shorty story. According to Tobias Wolff, “we need to feel ourselves acted upon by a story, outrages, exposed, in dangers of heartbreak and change.” Stories that give readers different feelings of emotions are “the stories that endure in our memoires, to the point where they take on the nature of memory itself” (xiii). When reading a short story, the reader should be able to create images through their memory and give a view of the author. Tobias Wolff says that such passages that give imagination “inscribe themselves forever on the reader’s moral being, and bring the world into sharper focus” (xiv). She mentions that the best stories aim to give readers influence in their lives. Short stories are based on different subjects including “violence, sickness, alcoholism, sexual exploitation, marital breakup” (xiv). Instead of “upbeat stories that flog you with transcendence” (xv), stories should be real and make the readers observant during difficult situations. The authors of short stories write about their own experiences, and the readers feel a sense of commonality that lets them know that they are not the only ones overcoming obstacles in their life.

Failing/Wetherell

            Last year during freshmen year, I tried out for volleyball during the beginning of August. The tryouts were as soon as we went back to school from summer vacation. During the summer, I was worried that I would not get into the JV team but didn’t spend my time practicing before the tryouts. Although I wanted to practice, I felt too lazy to go outside. Also, I wanted to practice with friends rather than by myself. The week passed quickly and I started to panic the day before the tryouts. I regret my decision, but couldn’t do anything because it was too late. In the tryouts, I wanted to leave but one of the upperclassmen made us stay there. Although I made it into first cut, I failed in the second cut. There were some indications that I didn’t notice that I would fail.  I knew that the other people were trying hard and practicing before the tryouts, but I ignored it. Also, because of my lack of confidence, I wasn’t able to be aggressive and was scared to hit the ball. I only thought and worried about my mistakes. I wasn’t able to notice how hard people were trying and failed as a result.

            In The Bass, the River, and Sheila Mant, Wetherell foreshadows that the protagonist will not be successful at impressing Sheila Mant. In the story, as the protagonist went up to her, Sheila didn’t seem to care or have any interest in him. The author wrote, “She didn’t seem to see me at all.” (Wetherell 36). This foreshadows that Sheila had no interest him at first and he would have a difficult time trying to impress her. It seemed like she had an attitude towards him because she had a “very dubious expression” and “she let herself down reluctantly into the bow.” (Wetherwell 37). Sheila was not interested in the boat she didn’t even bother to help him paddle the boat. Additionally, the personalities of Sheila and the protagonist clash in the story. When Sheila talked about the musician she liked, the protagonist “had no idea whom she meant.” (Wetherell 37). For the protagonist, fishing was his favorite, but Sheila hated fishing and thought that it was dumb and boring. The protagonist and Sheila Mant had distinct personalities and interests, which led to an unsuccessful result.

'No News from Auschwitz'

In my perspective, I think that ‘No News from Auschwitz’ belongs in a section of editorial opinions. This piece was mostly based on opinions of the author, Abraham Michael Rosenthal. It seemed to be more of subjective reporting than objective reporting. Although this editorial is nonfiction, I think it lacked some facts to be in the informative section of the newspaper. This author used juxtaposition often in his piece by comparing two distinct things together. In the first paragraph, he wrote “the rows of graceful poplars were lovely to look upon, and on the grass near the gates children played.” He sounded optimistic and this piece seemed like a happy one. However, in the next paragraph, he wrote that “this [was] a place of unutterable terror.” The word ‘unutterable’ would be subjective reporting, and this was a word chosen by the author. Writing that the concentrations camps were ‘grisly’ and a ‘nightmare’ would be the author’s opinion. To other people’s perspectives, they may not thing of the camps as a horrible place. A.M. Rosenthal wrote this piece to pay homage to the people who suffered during the Holocaust. He stood up for the Jewish people and wanted people to remember the horrors they had to go through. Furthermore, A.M. Rosenthal was an editor of the New York Times, so this piece would be in the editorial section. He wrote this opinion piece to take a moral and ethical stand on events of the Holocaust. Because of his personal view, the Polish government expelled him. He also said, “We don’t try for objectivity, because there is no such thing as pristine objectivity.” Therefore, I believe that ‘No News from Auschwitz’ is part of the editorial section of the newspaper. Abraham Michael Rosenthal’s purpose of this piece was to inform people about the Holocaust and give his opinion about what had happened in the past to the Jewish people.

Daisy's Cloud

Tones of Malcolm X/Langston Hughes

“Hair” by Malcolm X and “Theme for English B” by Langston Hughes are both written based on racism and how the white status was measured above the black status. However, the tone qualities of the two authors were different. Langston Hughes wrote in a calm and playful tone. He wrote a poem to his white instructor for his English class and wrote about how the black people were not equivalent to the white people. He identifies the white status by addressing, “although you’re older-and white-and somewhat more free.” However, although there was racism, he also believed that the black and white people were equal. He wrote about individuality by saying “I like to eat, sleep, drink, and be in love.” This sentence showed that he was just like any normal person. Langston Hughes was honest in his poem and proud to be himself. For instance, he wrote, “Being me, it will not be white.” Furthermore, he believed that everyone was equal no matter what skin color they were. He expressed equality by saying “yet a part of me, as I am a part of you.” That meant that the part whole was one. On the other hand, Malcolm X wrote in a disappointed and angry tone. He was unhappy with his appearance because he wanted to become white an took an effort to conform. The black people would “violate and mutilate their God-created bodies to try to look pretty by white standards.” Malcolm dyed his hair and went through physical pain towards self-degradation. He believed that the black people were inferior and the white people were superior. His tone used in the story seemed full of disgust. After he had dyed his hair, he felt regret and was angry with himself for his own actions. Overall, the two pieces both focus on the theme of racial discrimination and the social classes. However, they are contrasted by the tones where Langston sounded unperturbed and Malcolm X sounded hostile.

Why Fish Cheeks?

The memoir, Fish Cheeks, is a personal story written by Amy Tan and her experience as an Asian girl growing up in an American culture. She learns to overcome her embarrassment of her Chinese family.  I think one reason why Amy Tan named this memoir Fish Cheeks was because it was Amy’s favorite food. But although it was her favorite food, she pretended like it wasn’t because of her American crush. She described the meals with disgusting descriptions. But, she realized in the end to be thankful because her mom had cooked all her favorite foods for her. In addition, I think there was a specific reason why Amy Tan titled her memoir, Fish Cheeks, with a plural. In my opinion, she named the title plural to show the cultural differences of the two cultures, American and Chinese. There were two cultures compared and contrasted throughout her memoir. This story was about the coming together of two distinct cultures. The American family and the Chinese family sat together in one table for a holiday celebration that everybody exulted no matter what culture they were, which was Christmas Eve. However, Amy was mortified by her Chinese customs and wished that she could fit in with the Americans. The Chinese family had different table manners compared to the American family, and Amy was humiliated when her father burped after the meal.  They also ate different foods than the Americans. The Chinese family ate unique foods, like the steamed fish that the Americans didn’t eat. Although the American and Chinese cultures are very distinct, they also had similarities of eating a meal together and having family time. In the end, the memoir gave an important moral lesson about cultural acceptance. The Chinese girl was able to have pride in her heritage and appreciate the Chinese customs.  

Langston Hughes vs. Malcolm X

            Langston Hughes from “Theme from English B” and Malcolm X from “Hair” are two distinct characters that have many similarities and differences. One similarity is that they are both African Americans. The two stories both speak out their opinion against racism and discrimination. Hughes and Malcolm X are uncomfortable with their race and are uncomfortable with adapting who they are to become white, which was the majority at that time. In addition, another similarity is that they were impoverished and lived in a community populated with African Americans. For example, in “Theme from English B”, Hughes describes how far the distance is from his home and the school he attended. In “Hair”, Malcolm X lived in a shabby apartment that was six dollars a week. Overall, they did not have a high social-economic status. In both stories, Hughes and Malcolm X are fighting for a sense of commonality. However, Malcolm X goes through pain to become “white.” He wanted to straighten his hair like the white people, although the comb felt as if it was raking his skin off. He believed that the black people were inferior and the white people were superior. During this time, many people wanted to become white and thought that nothing was wrong to begin with. The African Americans tried to follow the white standards. On the other hand, Langston Hughes wanted to become white but did not go through pain. He was courageous to stand up for the African Americans, describing that the white people and black people were not different. Unlike Malcolm X, he said that although humans are born a different race, they are still the same. He goes on explaining that he enjoys the same natural habits just like everyone else. Langston Hughes stood up for his beliefs, but Malcom X feared the white people and wanted to fit in. 

Dual Personalities

      I think the author’s intention was to not support the idea of dual personality. She offered two perspectives that one’s identity remains the same regardless of the name given, and that one can create separate identities differentiated by name. However, Santha’s intention was to support that a person remains the same no matter what name they have. In the memoir, the author included quotes that meant that some things never change. For example “you can bury a dog’s tail for seven years and it still comes out curly.” The author also thought that dual personalities would not be possible and that if we are born a certain heritage, you would always have the blood from your heritage.

Personality is what distinguishes people from one another and shapes their character. In my opinion, I think it is possible for a person to have dual personalities, but it would very difficult. Everyone is born with distinct personalities and no one can change who they are. However, if a person tries hard to have two different personalities, I think it is possible. But, I think heritage or culture is the most difficult to change. No matter how much someone tries to forget about their culture, their culture is in their blood so they cannot forget about it.  For example, I think someone who is full Korean will always remember Korean customs. Although a person can have dual personalities, I think it is impossible to live a life with two personalities all the time. I think eventually everyone becomes himself or herself. If someone has a dual personality, I think it means that they are hiding part of themselves to not be in embarrassment. A person who has two personalities would not be true to themselves and others. Having dual personalities would confuse that person who they really are.  Having dual personalities is also stress because a person has to watch their actions and words most of the time. As a result, I think they would truly reveal themselves and their identity eventually.