Project 2 Beloved Part 1 by Keith Smith

Beloved Part 1 Project 2 by Keith Smith

 

In this story by Toni Morrison, I was hoping that Halle was going to be a bigger impact. But instead he mentally breaks and has no worth after that. I am going to show you how wonderful he was, and the impact of him on every one’s life According to the author’s words, and I quote from Denver’s thoughts   ”She said she was always a little scared of my daddy. He was too good, she said. From the beginning, she said, he was too good for the world.”(pg. 245). She goes on with ”My daddy was an angel man. He could look at you and tell you where you hurt and could fix it too.”(pg. 246). So like Paul D. in this story, they both seemed like kind and wonderful men. That either one could contribute to Sethe and her life. They actually almost made it together, because Halle and the others planned for the escape. This is where the book talks about the discovery of the train to freedom with “Halle was pointing over the stable.” “Sixo say Freedom is that way.”(pg. 233).  And this is where Sethe loses Halle. “But I got you out baby. And the boys too. When the signal for the train come, you all was the only ones ready. I couldn’t find Halle or nobody.”(pg. 233). Of course Sethe would go back to Sweet Home, only to find Paul D. and learn Sixo was dead. Halle could not be found. Having sent her kids ahead and alone, she is put through the psychological wringer from the taking of her milk. This is where the book talks about Halle being there. And then goes crazy. After being whipped for telling Miss Garner, she finds no reason to stay and look for Halle. Sethe claims at this point “I did it. I got us all out. Without Halle too.”(pg. 190). I also believe that she was in no shape to do this alone but she did. I think this is where she decides “I couldn’t let all that go back to where it was, and I couldn’t let her nor any of em live under schoolteacher.”(pg. 192).

But you have to admit  that having Halle with her would have made her stronger. And not only that this was the same guy that worked to free his mother. And Baby Suggs remembered her freedom on page 166 “These hands belong to me. These are my hands. Next she felt a knocking in her chest and discovered something else new: her own heartbeat.” What a wonderful feeling that must have been, for her. And one of the things I liked about Halle is he stayed true to his words and continued to work off his remaining debt, even after Baby was free. The only thing about this story was how would Baby Suggs react to not seeing her son. I was able to pull out her true feelings when in the garden she ponders “What was left to hurt her now? News of Halle’s death? No she had been prepared for that better than she had for his life.”(pg. 163). So you can see the impact that one man had on everyone’s life. I feel that this really hurt Baby Suggs the most because on page 27 she says “A man aint nothing but a man.” “But a son? Well now that’s somebody.” And what did that mean: “Sethe had the amazing luck of six whole years of marriage to that “somebody” son who had fathered every one of her children. A blessing she was reckless enough to take for granted, as though Sweet Home was really one.”(pg. 28). A rarity that this story produced is when Sethe thought back “Halle was more like a brother than a husband. His care suggested a family relationship rather than a man’s laying claim.”(pg. 30-31). Also the ramifications of Sethe escaping from there is the final stop as she thinks “The one set of plans that she made—getting away from Sweet Home—went awry so completely she never dared life by making more.”(pg. 46).Lastly when Paul D. puts things together. Even he supported Halle by telling Seethe “What Halle ever do to you? Halle stood by you. He never left you.” (pg. 80). Sethe replies “Then he did worse he left his children.” “You don’t know that.” As Paul D. continues on “He was there.”(pg. 81). So unfortunately this is how the author wrote it, but putting well placed memories and excerpts about the man Halle was. Baby Suggs implied that Halle was dead “In Eighteen Fifty-Five. The day my baby was born” (pg. 11). Thank god his friend Paul D. decided to look after Sethe once he realized the truth.  Halle would have been Proud.

 

Project 2 Part 2

Poem With Picture

If you can’t read it here’s what I wrote.

Motherly Love

Running away and hiding in a shed.

I throw one and it hits it head.

There is now a pool of red.

A baby lays on its back like when it’s on its bed.

Not looking them in the eye.

Because I don’t want to cry.

Holding in the pain.

While picking another by the ankle like a crane.

I love them so much that I must take their life.

I can’t let them be born into a world of slavery and strife.

I decided to write a poem about the scene where Sethe is in the shed trying to kill her children. I choose this picture to go along with my poem because this picture is based off a true story of Margret Garner. She was also a slave who killed her child when faced with recapture under the Fugitive Slave Act. This picture is exactly like what happened in Beloved when Sethe was trying to kill her kids. So I thought I should use this picture because it goes with the scene I choose.

Project 2 Part 1

In the book “Beloved” by Toni Morrison, begins in 1873 in Cincinnati, Ohio. Sethe the main character, a former slave, has been living with her daughter Denver in a house at 124 Bluestone Road. As you read the book you will soon find it hard to comprehend due to flashbacks, but these flashbacks talks about the events that conspire while Sethe had four children. She made a decision that no mother should have ever go through. She showed lots of courage and love towards her children. I feel that the scene where Sethe tries to kill her kids has the most impact to the story because it shows how a mother loves their children so much the she would go the extreme and suffer, just for their sake. Due to trying to kill her kids it lead to many events that occurred in the book

In this scene where Sethe ran away from “Sweet Home”, she hid in a shed behind a house. She was later found by the four horsemen with help. When she was found, she was trying to kill her children. When Paul D learn what Sethe tried to do from Stamp Paid, he went to her for an explanation. In the story it was written in third person as Sethe’s thoughts, “And if she thought anything, it was No. No. Nono. Nonono. Simple. She just flew. Collected every bit of life she had made, all the parts of her that were precious and fine and beautiful, and carried, pushed, dragged them through the veil, out, away, over there where no one could hurt them. Over there. Outside this place, where they would be safe.”(Morrison 192).In other words Sethe wanted to secure her children’s safety by sending them to the afterlife rather than being taken back to Sweet Home. Sethe said her decision was “simple”, that she would rather send her kids “over there” [afterlife] then to have school teacher take them back to Sweet Home. Sethe identifies her children as ” the parts of hers that were precious and fine and beautiful”, if Sethe let school teacher take them it’s like allowing him to destroy all the “lives” [children] she had given birth too. If Sethe never killed her 9 month old daughter, she would have been taken back to Sweet Home along with her brother and sisters. They would have then grown up as slaves and probably go through the same things that Sethe went through.

Another scene I would like to discuss would be when Sethe’s milk was stolen from her. When Sethe was talking to Paul D, she said “After I left you, those boys came in there and took my milk. That’s what they came in there for. Held me down and took it. I told Mrs. Garner on em. She had that lump and couldn’t speak but her eyes rolled out tears. Them boys found out I told on em. Schoolteacher made me one open up my back, and when it closed it made a tree. It grows there still.”

“They used cowhide on you?”

“And they took my milk.”

“They beat you and you was pregnant?”

“And they took my milk!” (Morrison 19-20)

This event shows how angry Sethe was when the boys took her milk. She was furious with them because the milk was for her baby, that without her milk she would not know what will happen to her baby. Sethe was really furious because she repeated “they took my milk”, and the last time she said it there was a exclamation point, so it shows that she was yelling. This event would not have occurred if Sethe killed her child. She would not have gotten her milk stolen by the boys, and she would not have gotten whipped from the schoolteacher. Also Halle wouldn’t have been watching, so then he wouldn’t be traumatized and gone crazy.

The last scene that I want to bring up is in the beginning of the book where the narrator starts off the book by saying “124 was spiteful. Full of a baby’s venom. The women in the house knew it and so did the children. For years each put up with the spite in his own way, but by 1873 Sethe and her daughter Denver were its only victims. The grandmother, Baby Suggs, was dead, and the sons, Howard and Buglar, had run away by the time they were thirteen years old—as soon as merely looking in a mirror shattered it (that was the signal for Buglar); as soon as two tiny hand prints appeared in the cake (that was it for Howard). Neither boy waited to see more; another kettleful of chickpeas smoking in a heap on the floor; soda crackers crumbled and strewn in a line next to the doorsill.” (Morrison 1).This scene talks about how Sweet Home was being haunted by her baby. Where it says Sethe and her daughter were its only victims, which means everyone left and there the only ones that stayed. Buglar ran away right after the mirror shattered right in front of him and Henry left when hand prints appeared in the cake. The both left because they were tired of being haunted by their sister. If Sethe never killed 9 month old daughter, she wouldn’t have been haunting 124 Sweet Home. If she wasn’t haunting the house then Buglar and Henry wouldn’t have ran away. Even Baby Suggs would probably still be alive.

Although other events might change the outcome of the book, Sethe killing her child had the most impact towards the book. If she haven’t gone and killed her child the whole book would have been totally different. Sethe would probably be living together with everyone at Sweet Home and no one would have suffered.

Glossary Write Up

Genial
Temerity
Tumultuous
Espy
Perverse
Impertinence
Rebuked
Reverie
Gaiety
Deft
Sedition
Feeble
Commodity
Ravenous
Regalia

Writing up the glossary and finding words I don’t know every week really helped me better understand the short stories. I normally skim over the words I do not know and use context clues to figure out the overall meaning of the paragraph rather than the specific meaning of the sentence. This helps me to better understand the sentence, hence helping me understand the overall story a little bit better. The glossary of the entire class brings into context all the stories we have read and all the different themes we have seen.

Regalia

regalia

noun plural re·ga·lia \ri-ˈgāl-yə\

: special clothes and decorations (such as a crown or scepter) for official ceremonies

: special clothing of a particular kind

1
:  royal rights or prerogatives
2
a :  the emblems, symbols, or paraphernalia indicative of royalty

b :  decorations or insignia indicative of an office or membership

3
:  special dress; especially :  finery
In the short story What You Pawn I will Redeem Paragraph 13
“That’s my grandmother’s powwow regalia in your window,” I said. “Somebody stole it from her fifty years ago, and my family has been searching for it ever since.”
Inside this sentence, the powwow regalia is a special clothing that Indian people sew perhaps for special ceremonies. When he finally redeemed it at the end, he put it on and danced like his grandmother used to.

Glossary

This semester, the students of ENG 2001, Introduction to Fiction: Principles of Narrative, as a collaborative project, developed a glossary that draws words from all of the texts we read. As much as the process of looking up words and copying the definition interrupted their reading, students commented that the activity helped them learn the words, remember them, and incorporate them into their vocabulary. Want to expand your vocabulary? Check out our glossary!

 

-A-

Acquiescene

Aleut

Anathema

Annihilated

Aquiver

Arbor

Asocial

Aspen

Astonishing

Atheist

Atrocious

Austere

-B-

Barged

Barged

Barracks

Bereft

Bier

Bonnet

Boughs

Breadth

Breakneck

Buckboard

Bulbous

Bustle

-C-

Cajole

Calceolaria

Calligraphy 

Camphor

Capricious

Capricious

Capricious

Carmine

Catechism

Chastise

Cinder

Cistern

Clamor

Congenial

Contemplated

Coquettish

Cupola

-D-

Dainty

Demurred

Detox

Disdainful

Dispensation

Doggone

Domesticity

Drabness

Dray

-E-

Eaves

Elfin

Encroached

Evangelists

Exploited

Exquisite

-F-

Fatuity

Febrile

Febrile

Febrile

Firmament

Firmament

Flaws

Florid

Floundering

Flunked out

Fondle

Fortified

-G-

Gallantry

Genial

Giggle

Glen

Goblet

Gushed out

-I-

Idyllic

Impertinence

Impertinence

Importunities

Indolent

Indolent

Indolent

Infanticide

Inharmonious

Innumerable

-J-

Jalousies

Jarred

Jutting

-K-

Kindlin

-L-

Lamentations

Lamenting

Larynx

Leanto

Lisle

-M-

Macabre

Malevolent

Malice

Marvel

Melancholy

Mirth

Misconstrued

Monotonously 

Monotonously

Monotonously

Monotonously

Monotonously

Mule

Murmur

Muslin

Muslin

-N-

Noblesse Oblige 

Noisome

Noisome

-O-

Obstinate

Ocular

-P-

Palsied

Paternalistic

Pauper

Peddler

Persecution 

Perspiration

Petticoat 

Pilfer

Pilfer

Pious

Pious

Placid

Plagued

Pleating

Posse

Powwow

Powwow

Privy

Prodding

Pulsating

Puritan

-Q-

Querulous

Quizzical

Quizzical

-R-

Ravages

Ravenous

Ravenous

Reckon

Regalia

Regalia

Regalia

Regalia

Regalia

Regalia

Reins

Relinquished

Reluctant

Remitted

Rendezvous

Repression

Revulsion

Rhetorical

Riotus 

Ripple

Rivulets

-S-

Salsify

Salsify

Sassafras

Savage

Scoffingly

Scruples

Serenading

Serpentine

Shawl

Shawl

Shawl

Shoat

Shoat

Sibilant

Sibilant

Silhouette

Skulk

Skulking

Smother

Sobbing

Sopping

Soughing

Spigot

Spigot

Spry

Spry

Sullen

Sullenly

-T-

Tableau

Tarry

Teeming

Teetering

Teetering

Timorous

Tubercular

Tumultuously

Tumultuously

Tumultuously

-U-

Undulating

Ungainly

Unshriven

-V-

Vacant

Vanquish

Verily

Vexed

Virulent

-W-

Wares

Wharf

Wronghearted

Final announcements

As you prepare any last assignments and participate in our last discussion, I wanted to check in with you about tomorrow’s final exam:

  • there’s a poll in the left sidebar asking you to choose the one topic you’re hoping will be on the exam. Please participate in that poll!
  • Part 1 of the exam will be just like Part 1 of the midterm, but with different passages and somewhat different elements of fiction to choose from. But just the same you will have a choice of which to answer, and you will identify
    • title
    • author
    • element of fiction
    • how this element of fiction is exemplified in this passage (not just how you define the element of fiction).
  • Part 2 of the final will be different from the midterm in that you won’t write the whole essay. Instead, you’ll write:
    • the thesis statement that encapsulates your argument. This would be the last sentence in your introductory paragraph if you were writing the full essay,
    • a paragraph that uses the five-step method for incorporating quotations as evidence, based on a quotation from a text we read after the midterm, which you will bring with you on your quotation sheet (Homework #15 is to make a quotation sheet),
    • another paragraph that puts in comparison another passage from a text we read at any point in the semester, also using the five-step method.
    • that’s it. To clarify, the quotation can be made of a few lines pieced together, rather than one solid block of quotation. The paragraph, if it feels too long, could be split for the sake of clarity.
  • I’m happy to answer any questions. For the sake of organization, please add them to our Week 15 Discussion.
  • To review: Five-Step Method for Incorporating Quotations
    (adapted from Prof. Rebecca Devers’s IQIAA Method)

    • Within a paragraph, build your argument around the textual evidence:
    • 1-Introduce: Use transitional phrases to inform your readers that you’re about to use someone else’s words.
    • 2-Quote: This should not be its own sentence, but should be incorporated into another sentence. There is no restriction on quotation length per se, but it should be long enough to serve your argument while not too long to be treated properly in your paragraph. When you quote something or someone, you are obligated to represent the words accurately. This means avoiding typos and mistakes, and it means providing accurate citations that tell your reader what source provided the words or images.
    • 3-Interpret: If a quotation can stand on its own without interpretation, then your readers don’t need to read your project or essay. Your job is to tell your readers what to understand about it so you read it the same way. After including a quotation, explain it to your readers. Put that quotation into your own words, or into a language or discourse that your audience can better understand. To get comfortable doing this, consider starting sentences after quotations with phrases like, “In other words, . . . .”
    • 4-Analyze: Interpretation translates the original author’s words into a language your audience will understand. Analysis tells your readers why that quotation is so important. It highlights the significance of an author’s word choice, argument, example, or logic. Analysis goes beyond the obvious, telling the reader what they may have missed if they didn’t read as carefully as you are.
    • 5-Apply: Each time you use a quotation, make it clear to your reader how it supports your argument. You can do that by applying your analysis to your thesis statement. Remind your readers of your purpose for writing, and tell them how this quotation, and your analysis of it, helps you support your argument.
    • As you follow this method to construct a paragraph (or to write your broken-apart paragraph here), you may want to “quote the quote,” pointing to specific words or phrases within the quoted passage that carry meaning or deserve attention.

       

Glossary Words

1) Perfunctory:

1. performed merely as a routine duty; hasty and superficial.

2. lacking interest, care, or enthusiasm; indifferent or apathetic

“Beloved by Toni Morrison”

 “Together they waged a perfunctory battle against the outrageous behavior of that place; against turned-over slop jars, smacks on the behind, and gusts of sour air.” (page 1)


2) Monotonously:

adjective

1. lacking in variety; tediously unvarying.

2. characterizing a sound continuing on one note.

3. having very little inflection; limited to a narrow pitch range.

The Shawl by Louise Erdrich

 She became a gray sky, stared monotonously at the walls, sometimes wept into her hands for hours at a time.


3) Lamenting:

verb

1. to feel or express sorrow or regret for.

2. to mourn for or over.

 The lamenting voices strummed so convincingly, so passionately, it was impossible to suspect them of being phantoms. (page 4 paragraph 2)


4) Bier:

noun

  1. 1. a table or platform on which a coffin or dead body is placed at a funeral

A Rose for Emily

“they held the funeral on the second day, with the town coming to look at Miss Emily beneath a mass of bought flowers, with the crayon face of her father musing profoundly above the bier and the ladies sibilant and macabre; and the very old men
” (Part 5 Paragraph 2)


5) Dray:

 1. a low, strong cart without fixed sides, for carrying heavy loads.

2. a sledge or sled.

3. any vehicle, as a truck, used to haul goods, especially one used to carry heavy loads.

Beloved by Toni Morrison

“He had already seen his brother wave goodbye from the back of a dray, fried chicken in his pocket, tears in his eyes. ” (pg 258)


6) Muslin:

1. A cotton fabric made in various degrees of fineness and often printed,woven, or embroidered in patterns, especially a cotton fabric of plain weave, used for sheets and for a variety of other purposes.

Beloved by Toni Morrison

“I set you down on the little table and figured if I got a piece of muslin the bugs and things wouldn’t get to you.”(Pg 109)


7) Quizzical:

1. odd, queer, or comical.

“I reached for the closest rag, and picked up this piece of blanket that my father always kept with him for some reason. And as I picked it up and wiped the blood off his face, I said to him, Your nose is crooked again. He looked at me, steady and quizzical, as though he had never had a drink in his life, and I wiped his face again with that frayed piece of blanket.”

The Shawl BY LOUISE ERDRICH


8) Spry:

1. full of energy, energetic, graceful

“now she is spry, executing, even extending the assignments Sethe leaves for them” (Beloved” by: Toni Morrison P. 142)


9) Impertinence:

noun

1.unmannerly intrusion or presumption; insolence.

2.impertinent quality or action.

3.something impertinent, as an act or statement.

4.an impertinent person.

5.irrelevance, inappropriateness, or absurdity.

The Yellow Wallpaper by Charlotte Perkins Gilman

“I get positively angry with the impertinence of it and the everlastingness. Up and down and sideways they crawl, and those absurd, unblinking eyes are everywhere.”


10) Cupola:

noun

1. A rounded roof or part of a roof
2. A small structure that is built on top of a roof.

“A Roe for Emily”

“It was a big, squarish frame house that had once been white, decorated with cupolas and spires and scrolled balconies
”


11) Spigot:

noun

1. A device that controls the flow of liquid from a large container.
2. An outdoor faucet.

“Beloved by Toni Morrison”

After the shed, I stopped. Now, in the morning, when I light the fire I mean to look out the window to see what the sun is doing to the day. Does it hit the pump handle first of the spigot?


12) Serenading:

noun

1. A love song that is sung or played outdoors at night for a woman.
2. A complimentary vocal of instrumental performance.
3. An instrumental composition in several movements, written for a small ensemble, and midway between the suite and the symphony in style.

“What You Pawn I Will Redeem”

“As Irene and I sat at the table and laughed and drank more whiskey, Honey Boy danced a slow circle around us and sang along with Willie. Are you serenading me? I asked him.”


13) Mirth:

Noun

  1. Amusement, especially as expressed in laughter.

“Thus far, the elder traveller had listened with due gravity, but now burst into a fit of irrepressible mirth, shaking himself so violently, that his snake-like staff actually seemed to wriggle in sympathy.”

“Young Goodman Brown”


14) Jutting:

verb

1. to extend beyond the main body or line.
“She was moody and sullen one moment, her lower lip jutting and her eyes flashing, filled with storms. The next, she would shake her hair over her face and blow it straight out in front of her to make her children scream with laughter.”
The Shawl by Louise Erdrich

15) Cistern

noun
1.a reservoir, tank, or container for storing or holding water orother liquid.
2.Anatomy. a reservoir or receptacle of some natural fluid of thebody.
“Once Stamp Paid brought you a coat, got the message to you, saved your life, of fixed the cistern he took the liberty of walking in your door as though if were his own”
Beloved by Toni Morrison

By doing these glossary assignments I believe that my vocabulary has increased significantly.  If you look up every word you come across that you don’t understand, you’re vocabulary will increase. It will probably increase much more quickly than if you just try to understand the meaning of the word from the context. You’re also much more likely to understand precisely what the writer meant to say.