Characters in Relation to a Bee Hive Essay Example for Free

Characters in Relation to a Bee Hive Essay In Sue Monk Kidd’s novel The Secret Life of Bees, the female community and the roles in a colony of honeybees go hand in hand in completing the underlying theme that assists the plot’s development. The characters throughout the novel present many parallels to the novel’s main symbol: bees. The aspects of a colony and how every bee, each with a different job works together for a common goal or purpose, reflects significantly on the plot and on the main characters. The symbol of bees is related to many extremely significant themes in the novel such as the power of the female community, and the need for a mother. The jobs of bees in a colony directly relate to and draw parallels to the main characters in the story and the strength of the female community. The brood or baby bee, the worker bees, and the Queen bee are all important roles within a hive of bees just as each different role is important within a household or community. Coming of age in an imperative theme within the plot. A brood or a baby bee characterizes initial innocence and growing up. Lily Owens, the antagonist of the novel, is on a journey of self-discovery, which is comparable to a baby bee in a colony learning its place in the hive. In her growing up, Lily learns important lessons, which help her in the coming-of-age process. Not only is Lily on a journey mentally but she is also on a voyage to find out if her mother truly left her when she was young. Finding out the truth was quite possibly the hardest part of Lily’s journey: â€Å"Knowing can be a curse on a person’s life. I’d traded in a pack of lie for a pack of truth, and I didn’t know which one was heavier. Which one took the most strength to carry around? It was a ridiculous question, though, because once you know the truth, you can’t ever go back and pick up your suitcase of lies. Heavier or not, the truth is yours now† (Monk Kidd 256). When she finds out the truth, although the insightfulness exemplified demonstrates her increasing maturity, the anguish in her tone characterizes that she is still a young person with extreme emotions. Lily learns that in fact, refusing to know something is bliss but bliss is not necessarily happiness. Lily, although would feel more comfortable not knowing the actuality of the issue, understands that now that she knows the truth, there is no â€Å"un-knowing†. She realizes that she can either dwell over fact or learn from it. The astute that Lily illustrates, demonstrates that she is in fact maturing, and becoming a large part of the community. When Lily’s extremely obnoxious father, who abused her both mentally and physically, intruded into the house where Lily was staying, storming in and demanding her to come home with him, Lily’s increasing maturity, once again overpowered her once young voice and eventually persuaded him to leave: â€Å"He drove slowly, not tearing down the road like I expected. I watched till he was gone from sight then turned and looked at August and Rosaleen and the Daughters on the porch. This is the moment I remember clearest of all-how I stood in the driveway looking back at them. I remember the sight of them standing there waiting. All these women, all this love, waiting† (299). Lily now understands that her biological mother, the one she has been yearning for her entirety, was in fact never going to be with her. Lily finally accepted this and saw that a mother does not need to be biological, nor does it need to be just one. A female role model, someone strong, courageous, and loving can be found in any women. The racist community Lily grew up in during the 50’s, where black women were looked down upon, was absolutely defied. Lily accepted that her biggest role models, her mothers, were a group of black women. The maturity required while overcoming a deep, racist thought surrounding one’s mind from the most thought-influencing time of development, is extensive and far-reaching. The power of love is finally understood by Lily and therefore embodying her hunger for knowledge of adult knowledge. Lily’s love interest, Zachary Taylor, a black boy is a seemingly outrageous thought for anyone who looked in on the tight night community of the Daughter of Mary. Zach and Lily shared a distant but true and pure love for one another: The silver rectangle dropped down under my shirt, where it dangled cold and certain between my breasts. Zachary Lincoln Taylor rested there, along my heart† (231). This type of love is a first for Lily. The perplexing, untouched and weakening bound of love between two individuals who are in love was something Lily had never previously sensed.

phonics :: essays research papers

PHOÂ ·NICS Phonics is the basic rules for translating written symbols into sounds. Emergent readers and writers should understand that there is a relationship between letter patterns and sound patterns in English (the alphabetic principle), and eventually develop an awareness of the separate sounds in words. Without the recognition of words, there would be an incomplete foundation for constructing meaning. Phonics, along with other the use of context, word parts, syntax, and automaticity enables a reader to recognize words. Learning the basics- relationships between letters and sounds- enables children to decode words they have never seen before. As this process becomes more automatic, it releases children’s attention to the higher-level activities involved in comprehending the text’s meaning. Children will use phonics along with the context and syntax of the text, the illustrations, and the words they recognize automatically. The most effective and efficient phonics instruction focuses on children’s attention on noticing letter/sound patterns in the major components of syllables: that is, on noticing the letter/sound patterns in initial consonants and consonant clusters and in the rime, which consists of the vowel of a syllable plus consonants, such as –ake, -ent, -ish, -ook. Students should not see the rules as fundamentals but rather as a way to note patterns within words. For example, the silent final e is not always consistent, but knowing about it does help the reader note the pattern. Rules should not be taught for recitation. When children have a context in which to learn the code system, instruction of phonics is most successful. Children who have been exposed to print during the early child development years have a solid foundation for learning to read. For children lacking this foundation, activities such as listening to stories, shared reading of Big Books, and matching print in nursery rhymes on charts provides them with a context of what reading and writing are and the uses that sound letter knowledge might have.

Othello and the Outisder Essay

The play Othello by William Shakespeare, the book A Clockwork Orange by Anthony Burgess and the visual representation enrich understanding of the concept of the outsider through their use of both visual and literary techniques to depict outcast characters. The book A Clockwork Orange by Anthony Burgess enriches and explores the concept of the outsider through its use of first person narrative, motifs and rhetorical question and enriches our study of the outsider through its portrayal of Alex, the protagonist, as an outsider. â€Å"So I waited and, O my brothers, I got a lot better munching away at eggiwegs† A Clockwork Orange is written entirely in first person narrative, effectively making readers sympathetic towards Alex’s character and by repeatedly addressing the audience as â€Å"O, my brothers† as shown in the above quote, we are implicated in the actions taken by Alex. But in addressing the audience Alex separates himself from the action in the novel and presents himself as an outsider. Nadsat is a form of slang, a motif in this novel, created by Burgess solely for the novel. The effect of its use is a disjointed one, readers begin the novel feeling disoriented and confused. In turn, this alienates the audience. However as we begin to understand the language, it becomes a distinctive trademark of Alex, and thus estranges him from everyone else in the novel, as we begin to associate its use solely with him. â€Å"Like some bolshy gigantic like chelloveck, like old Bog Himself (by courtesy of Korova Milkbar) turning and turning and turning a vonny grahzny orange in his gigantic rookers† This quote is taken from the end of the novel. The use of nadsat at the end of the novel, when it has been discovered that his fellow droogs no longer use it, further alienates Alex. â€Å"What does God want? Does God want goodness or the choice of goodness? Is a man who chooses the bad perhaps in some way better than a man who has the good imposed upon him? † In this quote, Burgess uses rhetorical question to make the audience think about the reconditioning that Alex has been subjected to and how, because his ability to make choices has been taken away from him, his actions become meaningless. Forcing the audience to consider this highlights Alex’s outsider status. Using these literary techniques, Burgess establishes Alex as an outcast which in turn enriches our understanding of the outsider as in this novel we are able to explore the characterisation and actions of an estranged character. William Shakespeare’s Othello makes use of repetition, soliloquies and juxtaposition to depict Othello and Iago as outsiders, consequently enriching our study of the concept of the outsider. The repetition of racial epithets throughout the play cement Othello’s outsider status. Examples include: â€Å"a Barbary horse† and â€Å"an old black ram† The animalistic nature of these insults are a reflection of the racist attitudes that were commonplace in the society Shakespeare has created. Additionally, use of these epithets throughout the play continually degrade Othello and highlight his outcast status. Shakespeare uses soliloquies throughout Othello to reveal Iago’s plan. However, the use of soliloquy by Iago as a means to communicate with the audience casts him as an outsider as he connects more with the audience rather than his fellow characters, effectively ostracising himself. An example of this can be seen in Iago’s soliloquy in Act 2, Scene III: â€Å"And what’s he then that says I play the villain? When this advice is free I give and honest†¦ †¦ And out of her own goodness make the net That shall enmesh them all. † It is soliloquies like these, wherein Iago explains his actions, which also assist in estranging him from the audience, as the reader is never given a otive for Iago’s action – only what they entail. Shakespeare also makes use of juxtaposition to illustrate Othello’s alienation from society. In the quote: To fall in love with what she feared to look on? Shakespeare juxtaposes the ideas of love and fear to describe Brabantio’s disbelief that his daughter, Desdemona, would marr y a man like Othello. It highlights the racist attitudes of the Venetian society Shakespeare re-creates in his play, and emphasises Othello’s outsider status. Shakespeare’s use of a variety of literary techniques to portray estranged characters enriches our study of the outsider as we are able to study and analyse these characters and therefore understand the nature of the outsider. The visual representation uses visual techniques such as: gaze, motif, colour and tone and texture to depict the outsider. The use of direct gaze forces a connection between both the character and the viewer, influencing the viewer. The use of colour, or lack thereof, places emphasis on the window frame – hinting that the frame itself has a deeper meaning. The framing itself becomes a motif, as it is a depiction of how the way an alienated persona sees the outside world in the exact same way, no matter whether or not the person and surroundings change. In the visual representation, the use of colour on the framing only emphasises this feature giving it salience and it points out the fact that the framing is the only element that is repeated.. Additionally, the variety in tone and texture has a confusing and chaotic effect, reflecting the nature of the outsider. The visual produced, together with the original image, enriches study of the outsider as it passes comment (the nature of the outsider is perplexing and chaotic, yet is relatively the same no matter who is outcast) on the nature of the outsider, thus we develop a deeper understanding of this concept. The play Othello, the book A Clockwork Orange and the visual representation make use of both visual and literary technique to enrich the study of the outsider. The use of these techniques assist in the exploration of characters that have been alienated, hence we are able to learn more about the concept of the outsider.

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