BHS Observation

This is my first time visiting Brooklyn Historical Society. Before i visit BHS, I thought its like a museum with exhibitation and Im very surprised that they have library inside. Beside that, the glorious architecture design really catch my eye because what i know about museum should be old and nothing special with full of historical items inside the building. After we enter the museum, the staffs came to welcome us and they are so friendly then they lead us to the 2nd FL where the library is. This library is different than the public library although it looks the same, the books and other historical materials were protected and on shelf, its very neat and organized.
I was assigned to a group and work together on the materials provided. There was a map sponsor by SHELL in 1939 labeled “Booklyn and Queens,” and im very curious so i took some time to discover it, however, i failed because the text are so small, its so difficult to read nor understand. Prior to that, i was reading a story “Only Dead Know Brooklyn” and i totally agree the main character’s conclusion that it is impossible to know Brooklyn even for those born and grown up there. Yet, the big guy in the story think he can go through Brooklyn with the map on his hand, before I saw this map i will think the same way. The big guy mention a place called “Bensenhoist” but i still dont know where is it, he also mention “Red Hook.” I learn Red Hook from the picture that its a rough neighborhood and not safe, and nothing special about that place which i dont know why big guy went there. I have one conclusion for this big guy, he is either smart or has no sense of safety.

Large Pocket Doors (BHS)

On last class we visited the Brooklyn Historical Society. As far as first impressions go I was floored when we walked up to a gorgeous Red-stone building whose architecture spoke of a rich history that exemplifies what Brooklyn really is. As the enormous pocketed doors opened I got my first glance at a building so full of character that I swore it couldn’t get any better. I have never been so wrong before. We walked into the library archives and my jaw hit the floor. Imagine a library in the house of a lord where rich dark woods and soft lighting play of the binding of the thousands of books sitting nestled on the dark wooden shelves. As we got to work my definition of what Brooklyn is changed. For me Brooklyn today is just another place with buildings and homes just a regular part of New York.

I looked at a few different documents about Brooklyn’s history and I was floored. It’s been like this for so many years. I saw a picture of the BMT Train line looking onto the train line to the west from 16th avenue. Today this isthe line that the N Train runs on and has remained relatively unchanged. I can say that I went down this line several times and didn’t realize that it has been the same for so long. I also looked at a map of the train lines that were present in 1939 and there were a few lines that are still around and in use today. On this map I saw a picture of the Metropolitan Tower from 1939 and that has also remained relatively unchanged.

In thinking about the big guy from “Only the Dead Know Brooklyn” he tried to know Brooklyn by visiting as much of it as he could and experiencing it firsthand.  He had a map which showed basic directions and transportation routes similar to the ones we had. He chose to visit Bensonhurst which was easy enough to find on the map. I agree with the protagonist that Brooklyn is a place so enormous and vast in its diversity that it is not possible to know all of it.

I think I know Brooklyn a little bit better than I knew it before our visit to the Brooklyn Historical Society. I have come to appreciate some of the nuances that encompass the borough of Brooklyn.

Brooklyn historical society assignment

I have noticed and learned quite a few things from my visit to the Brooklyn historical society. On my table were 3 pictures and a transit map of Brooklyn and Queens. All the pictures were taken around the 1950’s. The first picture that I have looked at was a picture of a street in New York, which I think it was 87 streets. If I would to compare the street image from back then to now I will say there has been a major change. The area is now more occupied than it was in the 1900’s. Another things, I have realized looking at one of the pictures, which was a picture of a beach located in Brooklyn, Coney Island to be exact is that back then most people weren’t comfortable showing their body. The picture was taken in the month of June, which we can assume it was summer time, yet most people in the picture were fully dressed at the beach, something you don’t see nowadays.

In addition, from the transit map I was able to learned a lot of things.  Before our visit to the BHS I read the story” only the dead know Brooklyn ‘’ which was about a man on a pursuit of knowing all the streets in Brooklyn by using a map. In the story the man was looking for a place name “Bensenhoist”.  I’ve been living in Brooklyn for a very long time now and I never heard of such place. Looking at the Transit map at BHS, I was able to find “Bensenhoist’s location. I also found out that it is only half an hour away from where I live. In the same map were pictures of famous buildings that existed in the 1900’s and are still around. One of them was Brooklyn College. Apparently there is not much physical change to the school from the 1900’s until now. I think Brooklyn historical society is a very interesting and educational place. I wish I had been able to look at more things, but we didn’t have much times. Hopefully, I get to visit the BHS some other time.

BHS + “Only The Dead Know Brooklyn”

Our visit to the Brooklyn Historical Society was very interesting and taught me things about Brooklyn that i never knew, including what the BHS was, even though I’ve been in Brooklyn most of my life. We got to look at many things such as the map of the borough of Brooklyn from January 1st, 1925. The map was somewhat the same as it is today, except in some places where they used to run railroads or trains but  it is a normal street that we walk on. Also, as a classmate mentioned, a place that was considered to be Brooklyn back then in 1925 is no longer a part of Brooklyn, but now is a part of the borough of Queens, which i never knew was possible and i found that interesting.

In “Only The Dead Know Brooklyn” the “big guy” was asking for directions to get to Bensonhurst, even when he had a map. Looking at the map “Brooklyn and How to get to the Worlds Fair” which was around the same time, it shows all the routes, and was pretty easy to follow, and which are similar to our maps now. He tries to get to know Brooklyn by visiting random places and not even knowing what to expect. The main guy says to him that he will never get to know all of Brooklyn because he lived there his whole life and still hasn’t got to know it through and through.

The Map

The map at the Brooklyn Historical Society puzzled my eyes with so much intersections and crossroads. I tried to find the place called ‘Bensonhoist’ mentioned in the essay “Only the Dead know Brooklyn”.  If there was no map at all, it was some kind of impossible task to do. The guy was smart enough to use the map and the question about swimming that relates to the survival. It is obvious that even though a person born in Brooklyn would be lost without a map. For instance, if a person does not know how to swim would surely be drown. In 1935, maybe the map was not popular in use.

“Only the Dead Know Brooklyn”

After visiting the Brooklyn Historical Society, it helped me understand and know more about the place Brooklyn. All the information and images we saw from the BHS, it showed us how the Brooklyn was looked very long time ago. From looking at the “Atlas of New Utrecht,” I saw a map of part of Brooklyn. From the map I found the place which the “big guy” from the story is looking for. In the story, he was trying to find out how to get to 18th Avenue and 67th Street. From the map, I can located the street the “big guy” is looking for, but unfortunately it’s only a map so I don’t know what exactly the place is or has. I was surprised not to see the details of the street on this map that shows only street and avenue numbers. This map was from the 1874 time period. It makes me wonder what is it there that made the “big guy” wanted to visit.

I also looked that the image of 71st Street Station, West End line from 1958. From this picture compare to this station in 2013, I can tell there isn’t much big difference between now and then. The picture was taken from looking across tracks to Northwest. In the picture, there aren’t much detail to describe. I can only tell there are 3 tracks in the station. There are 2 sides platform. From looking across, I can see some houses behind the station.

From all the pictures and information we saw from the Brooklyn Historical Society. I think the “big guy” in the story attempted to know Brooklyn from the map that he has. I think he is trying to get to know more about Brooklyn by himself personally visit the places that he interested in. In the story he didn’t know how dangerous he was that he was in the Red Hook at night alone and he still wants to continue his adventure of getting to know Brooklyn. I didn’t know much about Brooklyn before I visit the Brooklyn Historical Society, but after the visit I had known a little more about Brooklyn. From the picture of 71st Street Station, I know the station didn’t change much between now and then. Also from the map, some places are divided into different territories like some places are belong to who or those places are belong to someone else.

Citations:

[71st Street station, West End line, BMT], 1958, V1974.4.469; John D. Morrell photographs, ARC.005; Brooklyn Historical Society.

[Atlas of New Utrecht Kings County, New York, 1847. Brooklyn Historical Society]

“Only the Dead Know Brooklyn” and the Brooklyn Historical Society

On Wednesday, we will be traveling to the Brooklyn Historical Society to look at some of the archived materials in their collections. Please meet promptly at 11:30 or prior inside the Adams Street entrance to City Tech (near the entrance to the bookstore). We will leave from there and travel the short distance to the Brooklyn Historical Society at 128 Pierrepont Street at Clinton Street.

Before our visit to the Brooklyn Historical Society (BHS), every student in our class needs to complete a survey. You can find the survey here. Follow the instructions on the site. If you have any questions or problems, please get in touch with me. You’ll do another survey at the end of the semester. It’s all to gauge how much you’ve learned at BHS.

To prepare, think about the following two questions:

Q: How does the “big guy” in “Only the Dead Know Brooklyn” attempt to know Brooklyn?

Q: How have you gotten to know Brooklyn?

When we’re at BHS, I’ll ask you to think about getting to know Brooklyn:

Q: How can we get to know Brooklyn and Wolfe’s story through the archival materials at BHS?

You will work in groups to examine the materials at one of six stations.

Be prepared to photograph each piece and its citation–your phone’s camera is fine.

In your groups, you will discuss what you’re looking at, trying to identify elements from the story in your materials and to piece together an understanding of the area you’re looking at.

Your group will then share what you have discussed by presenting for 3-5 minutes total on some aspects of the following topics:

  • What did you look at?
  • What do you know about Brooklyn from each piece you didn’t know before?
  • How does it represent aspects of “Only the Dead Know Brooklyn,” if it does? How is it different?
  • What more do you want to know?

Each person needs to speak!

Overly Affectionate Woman.

The most bewildered occupation I ever had was a housekeeping job at John and Madison’s rented house. John was a physician. He was practical in the extreme, and had no patience with faith. He scoffed openly at any talk of things not to be felt and seen and put down in figures.  Madison was an obedient, imaginative and soft woman with overall affection from her husband. “Jennie,” called John. “You must very well take care of Madison while we live here for three months. She has nervous breakdown I want her to take rest as much as she can”. Madison looked fabulous when we entered the old mansion. She would listen to him in every step he told her to follow; after all he was a physician. Her brother was a physician too.

John looked worried but confident that he could help cure Madison from the nervous breakdown through his medical practition. Being John’s sister, I would try hard to make them happy. I felt that Madison would recover soon from her nervous breakdown since poor John had tried his every possible option.

All for the benefit of Madison’s fast recovery, John brought Madison to this old mansion in order that she could breathe better air and rest as comfortable as she could. There were some legal issues, the mansion was empty for years and John could rent at a cheap rate. The house was three miles away from the village so the place was quite lonely, standing isolated on the far side of the road. It looked calm but not the calmness that any people would want. For the first few weeks, I had difficulty adjusting to the place as most people usually did.

“Jennie, please follow her schedule in case if she gets carried away on her imaginative things.” said John walking hurriedly towards the door. John had scheduled Madison’s prescription for each hour of the day. He let her exercise, drink tonics, journey, catch more fresh air and never let her do any sort of work specially writing which he thought would pressure her mind with more fancy ideas. John said I am supposed to keep watch on Madison if she ever touches any paper.

There were many rooms for maids and guests on the ground floor, but they chose to take the room on the upper floor, the room is big, airy, the whole floor nearly, with windows that look all ways, air and sunshine bountiful. The wallpaper had few scratches; maybe previous landlord’s children must have played around a lot.

John wanted to repaper the wall, but later dropped the idea because they were only going to be here for few months and if he starts, there will be never ending repairs to be done for three months. He said that nothing was worse for a nervous patient than to give a way to such fancies.

She felt uncomfortable whenever I entered the room to clean it. When I caught her several times her face changes to flush like a blending style of chameleon. I could see her hand move swiftly to set aside the book. I always look straight forward to grab the book and advice her that it would be detriment for her health.

During the second month, Madison seems physically better. But her eyes looked tired in the morning whenever I serve the breakfast. I could understand that she had not slept well during the night.

Madison always faced the wall that has scratches on it. It seemed like she always meditates on that wall. She does walk around but mostly she concentrate for much longer time as if her soul has been stuck on that fancy wall. When I enter the room in those first weeks, Madison would describe that there’s something unique about that wall.

Most of the time, John would come very late. During the day Madison would never come out of her room for hours. In those first two months, she was collaborating with us, following the schedule set by her husband. Those provisions really improved her physically but not mentally. She seems abandoned from the present world and kept herself sticking her eyes to that wall much longer than usual.

Near the last week of third month, I was busy cleaning up and putting back things where they belong in the first place. We took things up and down to embellish the room, rearrange the position but now it’s time to move everything back to normal position. Madison would never come out of her room. I noticed in the morning that she had scratched the wall little bit.

Although it’s the last day, I heard John scream at the door. “Open the door, my darling!” Madison had locked herself inside. John could not find the key to get inside the room. I walked up the stairs and let John know that I am available for any help. Madison replied in her gentlest voice. “The key is down by the by the front step, under the plantain leaf” John was very nervous and his body was shaking.

We could hear from outside what was going on inside.  She was peeling off all the papers and tearing down whatever she could reach like a cat scratching the couch. John got frustrated looking for some way to break-in. I found the key and he snatched it from my hand. He nervously put the key into the door’s lock, the door hesitated to open, but with a final shove he got through.

“What is the matter?”   he cried. “For God’s sake. What are you doing!” She was still scratching the wall, she looked at John over her shoulder through disheveled hair. John ultimately fainted on the ground. I wondered what had gone through her mind. She was so soft and yet she absorbed everything inside herself.

 

Before we meet again…

There’s much to do before we meet again. Just as a reminder, I’ll list them here:

First, there are two things I should have mentioned in class but didn’t:

  1. Before our visit to the Brooklyn Historical Society (BHS), every student in our class needs to complete a survey. You can find the survey here. Follow the instructions on the site. If you have any questions or problems, please get in touch with me. You’ll do another survey at the end of the semester. It’s all to gauge how much you’ve learned at BHS.
  2. Dropbox:
  • Essay #1 is due electronically on 3/11. I’ll collect the finished essay–Part 1 and Part 2–via Dropbox.com. You should each have received an invitation to join Dropbox–check your City Tech email. If you didn’t, or if you have a Dropbox account associated with a different email address and would prefer to use that, please let me know. Once you create an account, you’ll find an invitation to join our shared folder waiting for you in your Dropbox account.
  • It’s important that you understand that there are two ways to use Dropbox: you can use it exclusively on line, or you can download it to your computer. You do not need to download it. I do not require that you download it.  I promise that you can use it without downloading it. Please read those last four sentences several times out loud, with witnesses.
  • We will share a folder on Dropbox. That means that everyone in the class can see what everyone puts in the folder. I will not return work to you via Dropbox, so it will contain only your ungraded work. If you have any concerns, please let me know. Since we are the audience for our writing, it’s good that you can read your classmates’ work.
  • If you want to put your draft of your retelling in our Dropbox folder, please do. I’ll give timely feedback so that you can revise it before you get too far with Part 2 of your essay.
Also:
  • You need to work on your draft of your retelling for Essay #1. To do that, you want to make sure you really understand what kind of narrator the story has, what kind of narrator you’re switching to, and what that means for both versions of the story.
  • You should consider sharing any draft you have ready, or any questions you have, by posting to the blog, so that we can all give advice, answer questions, brainstorm, etc. Remember please that it can be difficult to share creative work, or work that’s an early draft, so let’s all be respectful of that.
  • If you haven’t finished “The Metamorphosis,” please do!

Kafkaesque, Franz Kafka own literary style.

When I see the word Kafkaesque, my first guess is that it is something ‘of Kafka.’ I thought the word means his own works of literature maybe, or the style which he uses to write. From reading “The Metamorphosis,” the reader gets a sense of what style Franz Kafka uses, and one can say that is something different. It is not the plain literature we are used to, but something different and awkward. After searching the word Kafkaesque, I got that its meaning is “of, pertaining to, characteristic of, or resembling the literary work of Franz Kafka; marked by a senseless, disorienting, often menacing complexity.”

When I read The Metamorphosis, my first reaction was that of disgust and fear at the same time. We are taken into this dream world, one can say, where Gregor has incarnated into a vermin, and now he is forced to live life like an animal, isolated from his family, who feel disgusted by his new appearance. “He was especially fond of hanging from the ceiling; it was quite different from lying on the floor; he could breathe more freely; his body had a light swing to it; and up there, relaxed and almost happy, it might happen that he would surprise even himself by letting go of the ceiling and landing on the floor with a crash
very soon his sister noticed his new way of entertaining himself- he had, after all, left traces of the adhesive from his feet as he crawled about.” Here we have a person who from nights’ sleep, went from being a perfect man to a creature. As the reader, one thinks that this only happens in dreams or nightmares better yet. Then we continue to read how he lives life as a horrible vermin, deprived from his human qualities for months.

From “The Metamorphosis,” we get to see how Franz Kafka uses a different literary style that is unique to his own writing, which is bizarre and grotesque, as what the word ‘Kafkaesque’ defines.

A Rose For Emily…

 

In William Faulkner  A Rose For Emily it  mostly pictures a women life full of insecurity. Which bounds her to become detached  from this world. For any one their fathers death gives them a feel of insecurity ,the loss of parents  can easily tell upon a person’s emotion.  And the same happens to her. But what makes it worse for her is that she was left with a house but no money. Though she was saved from paying taxes but she still had other issues in her life with men and society. This is a problem through out generation to generation.  In our world women are totally depended on men and their emotional dependence make them weak. The situation that she dealt with through out her life made her what she was. Not letting people berry her dead father makes a clear point that she had psychological issues. And the events through out her life made it worse. She couldn’t even be with the person she admired because of this society.

The point I’m trying to make here is we can never let our self change for others or let others dominate our life. Emily couldn’t  face the hardness of the society .She bow down to the society . She let the society dominate her so much that in one point when she couldn’t take it any more she decided to look her self her up in her own house. Created her own colorless world . For her that was the only way to tell the world to mind their own business. And specially when she society  effect her love relation.  Her cousin was called to deal with her relation. She was more effected .  Over all she had an emotional break down that she even gave up her artwork. When a person doesn’t have independence of any kind they fail towards creativeness .  So I guess her not providing any more painting classes shows that  after all she has been through she had nothing to offer to the society. And she waned to save what ever she was left with .

This story is short . But a lot of events related to each other and the events are not even in sequence. The idea of making a time  line for this story puts the evens in sequence and it helps the story unfold in a more understandable way.

The indirect work of William Faulkner, “A Rose for Emily”

So for two class sessions, we’ve been talking about the piece called “A Rose for Emily” and how the chronology was presented in this. To me, the effect of this sequencing was quite interesting. It makes the reading a bit more difficult but the author can give more of an interesting way of learning about a specific person, group or even the whole story, like the one we read so far. The order of this piece was a confusing one but if read more thoroughly, one can understand and find that it is an attention-grabber for most of us. As for me, this definitely got a hold me and I would rather see more of this kind of non-linear narrative. Non-linear narrative, also called disrupted narrative, is where events are out of chronological order or does not show direct patterns towards the events happening. It is often used to mimic the structure and recall of human memory but has been applied for other reasons as well. Maybe some of you guys can share if you would want more of this type of narrative and try to challenge ourselves in the slightest way?

This piece was portrayed nicely with the sequence of events, Faulkner wrote “That was two years after her father’s death and a short time after her sweetheart–” which is mentioned in the second section of the second page. He comes back to this event in two parts, with the father and later on, with Homer Barron. Basically, we are going through her life and it was since it started with her already dead. I think this is one of the ways that can be a good attention-grabber for most of us, getting to know Emily but also seeing how it all down to her dead. The effectiveness of this piece wouldn’t be good but that’s if people do not prefer this type of narrative. Having it linear would’ve completely turned around the story, having her alive and just basically being said by others, in which, would be another type of narrative. Even movies can be portrayed in non-linear very nicely like “Kill Bill 1 & 2” and “Pulp fiction” and t.v series such as “Lost”. Some of you guys can share your opinions and tell me if you found this piece interesting. If so, was it the type of narrative we have here?

Blogging for Wednesday and beyond

To recap a few OpenLab-related items from class last week and today:

  • You can comment on glossary posts as well as the posts by the five students on for the day
  • You can comment more than once per class, but make sure at least one meets the 100-150 word requirement
  • You can write a blog post even if you’re not one of the 5–it would be on top of your regularly scheduled blog posts, though
  • You can add more than one word to the glossary per week–the more you add, the more we’ll all learn!
  • Please add a tag with the letter of your word to help us create a way to index our glossary (which we can’t alphabetize, unfortunately)–and go back and edit your previous glossary posts to add those tags
  • I’ve added the functionality to allow you to edit your comments. Please let me know that you can!

The group tasked with writing blog posts (300 words) by 5:00 Tuesday is the last group to post in the first go-round. Everyone else should comment (100-150 words for the required comment, any number for additional comments) by 10:00am on Wednesday. Once this final group has a turn, we can consider what works and what needs improving as we start our next round. If there’s anyone else who missed their turn to blog, jump in for Tuesday as well–but that doesn’t excuse you from commenting this time, too, since you were supposed to be on as a commenter for this class!

As always, remember to include a title that reflects what you’re writing (it shouldn’t be able to apply to everyone’s post and can certainly be longer than one word), choose appropriate categories and tags (or add if you want a tag that isn’t there already), write at least 300 words, proofread, and publish! If there are links or media you want to include, please do. Commenters, remember to proofread, too, and to take the opportunity to edit your comments after you publish them if necessary–we looked at how to do this in class on Wednesday. If you want to leave additional replies, you don’t need watch the word count, but you should still proofread!

New topics:

When you think of “The Metamorphosis,” can you picture it? Do you have a visual sense of the story? What provides that sense, or what would you need to have that sense if you don’t? After you consider that, you might compare the sense of the visual to other stories we’ve read so far. Or you might compare what you’ve envisioned with this short video featuring images from a graphic-novel adaptation of “The Metamorphosis.”

“The Metamorphosis” is translated from Kafka’s German “Die Verwandlung.” As you read, especially as you pay particular attention to the ways the story is crafted using particular words, consider that the words are the choice of a translator. If you are comfortable writing in another language, try translating your favorite passage from “The Metamorphosis” into that language to share with the class. Or, if you can read German, look online for a copy in German and try to translate a passage into English. What kinds of choices did you need to make to translate that passage? Is there anything that isn’t exactly the same as the version you read? Commenters who can read that language, what do you think about the translation, and would you have made the same choices?

There is a word, kafkaesque, based on Kafka’s writing. What do you guess it would mean, and why, based on reading “The Metamorphosis”? After you guess, look for the definition. Explain using details from “The Metamorphosis” why that’s the definition of the word. (Kafka’s is not the only author to have his name turned into an adjective, but it’s one more widely used outside of an English class. Faulknerian  is also a word, but with a narrower usage).

Most of these topics are from last time, but still valid topics for blogging:

We have been looking at the effects of the non-linear order of time in “A Rose for Emily” on Monday, but you might take the opportunity to consider what effect the sequencing has. How does the order affect your understanding of the story and your experience with it? What would be gained or lost if it were linear? What do I mean by linear? I mentioned in class the film “Pulp Fiction,” which plays with order in a very effective way. Are there other texts–written, filmic, etc–that do this that you want to call attention to?

What does gothic mean?  What is Southern Gothic, specifically? Wikipedia might be a good place to get a definition and explanation of what Southern Gothic is. How is “A Rose for Emily” an example of this? You might add that as your vocabulary word as well.

In what ways is “A Rose for Emily” similar to other texts we have read? different? What do you think about those similarities and differences?

The narrator in “A Rose for Emily” is different than others we have encountered. What term would you use to identify the narrator? is it a reliable narrator? Use evidence from the story to show why you say reliable or not.

What themes do you think “The Metamorphosis” introduces to us? Choose a particular passage that deals with that theme and reflect on it.

How do you deal with the outrageous situation presented in “The Metamorphosis”? Choose a passage that represents that and explain your reaction.

In what ways can we read “The Metamorphosis” metaphorically? What does metaphorically mean? Present one way it is a metaphor and explain that for us.

 

 

Caring or Hurting ?

In the short story of ” A Rose for Emily”, The main character that is being read about goes through her life being told how to live it. I can compare this stories with the other short stories that we have read. Emily could not marry any man she pleased with out the approval of her father. Of course that is a natural process for one’s parents to give an opinion. But in this situation, her father disapproved all of the male suiters as a candidate. “ We remembered all the young men her father had driven away….” (Section 2)  As any parent would do, he was probably keeping her safe.

In my opinion he probably thought that no one was best for his daughter. In the story of ” The Yellow Wallpaper”, we also see about a women that is claimed to be sick by her husband who is a doctor. Her husband controls what his wife does in order to get “better” from her “sick conditions”. “John is a physician…If a physician of high standing and one’s own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression. (Page1)

          I can say that both these men probably had a good intention of keeping their women safe, but in reality they were both hurting them. Emily’s father hurt her psychologically, in a way that she probably didn’t notice at first. She kept her fathers body after he died and lied that he had died until she was being questioned about it. She also poisoned the last man she fancied and kept his body at her bed in the room. She felt the need to be accompanied because she probably  felt lonely. And in the Yellow Wallpaper, her husband took away her sanity, he did not let her do absolutely anything that would harm her. He took away the liberty of having friends and even from writing. The women felt that if she wrote with freedom she would feel better , but she was prohibited from it. In the end of the story, we find that she had gone crazy and probably developed into a serious psychological problem, which made her obsess over a yellow wallpaper in the room where she slept.

In conclusion, both of these short stories we see women being cared and hurt for by men, with “good intentions” but in reality end up having bad results in the end.

Blogging for Monday’s class

The group tasked with writing blog posts (300 words) for this weekend (mid-day Saturday, I believe, was what we decided) should be the final group to write a first post. Everyone else should comment (100-150 words for the required comment, any number for additional comments) by 10:00am on Monday. After this final group has a turn, we can consider what works and what needs improving as we start our next round. Anyone who missed their turn to blog should do so in this round–but that doesn’t excuse you from commenting this time, too!

As always, remember to include a title that reflects what you’re writing (it shouldn’t be able to apply to everyone’s post and can certainly be longer than one word), choose appropriate categories and tags (or add if you want a tag that isn’t there already), write at least 300 words, proofread, and publish! If there are links or media you want to include, please do. Commenters, remember to proofread, too, and to take the opportunity to edit your comments after you publish them if necessary–we looked at how to do this in class on Wednesday. If you want to leave additional replies, you don’t need watch the word count, but you should still proofread!

We’ll look at the effects of the non-linear order of time in “A Rose for Emily” on Monday, but you might take the opportunity to consider what effect the sequencing has. How does the order affect your understanding of the story and your experience with it? What would be gained or lost if it were linear? What do I mean by linear?

What does gothic mean?  What is Southern Gothic, specifically? Wikipedia might be a good place to get a definition and explanation of what Southern Gothic is. How is “A Rose for Emily” an example of this? You might add that as your vocabulary word as well.

From last time, but still valid topics for blogging:
In what ways is “A Rose for Emily” similar to other texts we have read? different? What do you think about those similarities and differences?

The narrator in “A Rose for Emily” is different than others we have encountered. What term would you use to identify the narrator? is it a reliable narrator? Use evidence from the story to show why you say reliable or not.

What themes do you think “The Metamorphosis” introduces to us? Choose a particular passage that deals with that theme and reflect on it.

How do you deal with the outrageous situation presented in “The Metamorphosis”? Choose a passage that represents that and explain your reaction.

In what ways can we read “The Metamorphosis” metaphorically? What does metaphorically mean? Present one way it is a metaphor and explain that for us.