Friday 25 August 2017

PIDGINS AND CREOLS

PIDGINS AND CREOLES:
In some areas of the world, a standard language is chosen which is actually a variety or a version of language which is not a known language to the natives of the area. For example in Papua New Guinea, a lot of official business is conducted in Tok Pisin which is not a native language but it is used by a million of people.  
PIDGINS
A pidgin is a variety of a language that developed for some practical purpose, such as trading, among groups of people who had a lot of contact, but who did not know each other’s languages. Thus making it having no native speakers. The word ‘pidgin’ comes from the Chinese version of English word ‘business’.
If a pidgin has the lexifier language (main source of words in a pidgin) English than it is described as “English Pidgin”. But the words taken will not necessary have the same pronunciation or meaning of the lexifier language. Example: the word gras of Tok Pisin is taken from the English word grass, but the meaning is different and is connoted for hair. It has derivations like mousgras (moustache) and gras bilong fes (beard).
Many pidgins are used till today too. They are characterized by the limited vocabulary and absence of complex grammatical morphology. The inflectional suffixes like –s and –‘s on nouns in the Standard English are rare in pidgins. But structures like tu buk (two books) and di gyal place( the girl’s place) is present.
 Functional morphemes take place of the inflectional morpheme like you to your, but the form like bilong is used to change the word order and make a phrase like buk bilong yu.
The syntax of the pidgin language is not like the ones from which the pidgin has been modified from.  Bainbai hed bilongyu i-arrait gain it means your head will soon get well again.

CREOLE:
When a pidgin develops with time and it used for more than trade and contact purposes is called a Creole. The basic factor for a pidgin to transform into Creole is that the pidgin has to become the first language of the population or a social community using the Pidgin. Examples of pidgins evolving into creole is Tok Pisin itself, other is Hawai’i Creole English.
A pidgin evolves into creoles when the children or upcoming generation of the pidgin community take the pidgin language as their first language, forming more and complex forms of the language. There is a lot of coinage involved in creolization too. A plus point for Creole is that it cannot be only spoken by native speakers and it can be spread out to other communities too. A creole of English is spoken in Jamaica and Sierra Leone and French Creole in Haiti.
The vocabulary items which were used in pidgins are modified to grammatical elements. Example: Baimbai yu go in pidgin form was shortened to bai yu go and finally into yu bigo, which is an English equivalent to ‘you will go’. 

Post-Creole Continuum:
Where the use of creole is involved, there must be some development in its use constantly. It is explained like the development from pidgin to creole is called creolization. In counter to this development there is a retreat from the use of creole by those who have a greater contact with the standard variety of the lexifier language.  This is called decreolization.
The reason behind this process is the number of speakers having social prestige or reach to better education will tend to speak the standard form of the language from which the pidgin was at the first place taken. This process paves way for two extremes. One towards a variety closer to external standard model and the other towards a more localized variety of creole. But in between these two extremities, there lie a range of slightly different varieties of evolving after the creole has come into existence is called post-creole continuum. It is very common for the creole natives to use all the different varieties in different situations. Example:

Basic Creole: fi mi buk dat (basilect)
Continuum: iz mi buk (mesolect)
Standard: it’s my book (acrolect).
                    BASILECT----- MESOLECT----ACROLECT
                   -----------------------------------------------------------
                                            Decreolization.
It is quite evident that these differences and its use are completely social in nature where the person has to keep in place social values and social identity. 

Sapir Whorf Hypothesis

Introduction:
language both expresses and creates categories of thought that  are  shared  by members  of  a  social  group  and  that  language  is,  in part, responsible for the attitudes and beliefs that constitute what we call “culture,”.  Language is so important to culture. It is what separates humans from animals. Language is used to express meanings, thoughts, ideas, and emotions.  Language only can offer substantial communication within the culture it defines if it is meaningful, interpreted and understood by a given community. Language can be symbols, signs, spoken, or unspoken words known body language.  Language is the aid humans use to express language.
There are two ways of looking at the language with respect to the Sapir-Whorf hypothesis. They are the mould and cloak theory.  The Mould and Cloak theories are used to explain the relationship between language and the thought process in human beings.  These two theories help define how language and thoughts are intertwined.  The two different views are language forms thoughts or thoughts form language.“Within linguistic theory, there are two extreme positions concerning the relationship between language and thought are commonly referred to as “mould theories and cloak theories”. Mould theories represent language as a “mould in terms of which thought categories are cast” (Bruner et.al. 1956, p. 11). Cloak theories represent the view that “language is a cloak conforming to the customary categories of thought of its speakers” (ibid.). The doctrine that languages is the “dress of thought was fundamental. Language and thought are identical. According to this stance thinking is entirely linguistic: there is no “non-verbal”, no “translation” at all from thought to language.
SAPIR WHORF HYPOTHESIS:
The Sapir-Whorf HypothesisThe Sapir-Whorf theory, named after the American linguists EdwardSapir and Benjamin Lee Whorf, is a mould theory of language.
Ø  Sapir (1929)Human beings do not live in the soceity alone. Language of the societypredispose certain choices of interpretation about how we view theworld.
Ø  Whorf (1930s)We dissect nature along lines laid down by our native languages. Wecategorise objects in the scheme laid by the language and if we do notsubscribe to these classification we cannot talk or communicate.
Sapir-Whorf hypothesis I
Ø  Linguistic relativity: – Structural differences between languages are paralleled by nonlinguistic cognitive differences (the structure of the language itself effects cognition). Language may determine our thinkingpatterns, the way we view and think about the world.it considers as weak version.
Sapir-Whorf hypothesis II
Ø  Linguistic Determinism  the less similar the languages more diverse their conceptualization of the world; different languages view the world differently. The structure of a language can strongly influence or determine someone’s World View – A World View describes a (hopefully) consistent and integral sense of existence and provides a theoretical framework for generating, sustaining and applying knowledge. It consider as strong version.
Sapir-Whorf hypothesis III
Ø  Arbitrariness  The semantic systems of different languages vary without constraint. This hypothesis must be tacitly assumed, because otherwise the claim that Linguistic Relativity makes is rather undramatic.
Ø  Both Sapir and Whorf agreed that it is our culture that determines our language, which in turn determines the way that we categorize our thoughts about the world and our experiences in it.
For more than fifty years researchers have tried to design studies that will support or refute this hypothesis. Support for the strong version has been weak because it is virtually impossible to test one’s world view without using language. Support for the weaker version has been minimal.
problems with the hypothesis:
Ø  Problems with the hypothesis begin when one tries to discern exactly what the hypothesis is stating. Penn notes that the hypothesis is stated “more and less strongly in different places in Sapir’s and Whorf’s writings” (1972:13). At some points, Sapir and Whorf appear to support the strong version of the hypothesis and at others they only support the weak version. Alford (1980) also notes that neither Sapir nor Whorf actually named any of their ideas about language and cognition the Sapir-Whorf Hypothesis. This name only appeared after their deaths. This has lead to a wide interpretation of what researchers consider to be the one and only hypothesis.
Ø  Another problem with the hypothesis is that it requires a measurement of human thought. Measuring thought and one’s world view is nearly impossible without the confounding influence of language, another of the variables being studied. Researchers settle for the study of behaviour as a direct link to thought.If one is to believe the strong version of linguistic determinism, one also has to agree that thought is not possible without language. What about the pre-linguistic thought of babies? How can babies acquire language without thought? Also, where did language come from? In the linguistic determinist’s view, language would have to be derived from a source outside the human realm because thought is impossible without language and before language there would have been no thought.
Ø  Yet another problem with the hypothesis is that languages and linguistic concepts are highly translatable. Under linguistic determinism, a concept in one language would not be understood in a different language because the speakers and their world views are bound by different sets of rules. Languages are in fact translatable and only in select cases of poetry, humour and other creative communications are ideas “lost in the translation.”
Ø  One final problem researchers have found with the Sapir-Whorf hypothesis is Whorf’s lack of empirical support for his linguistic insights. Whorf uses language nuances to prove vast differences between languages and then expects his reader to infer those differences in thought and behaviour. Schlesinger attacks Whorf’s flimsy thesis support: “…the mere existence of such linguistic diversities is insufficient evidence for the parallelist claims of a correspondence between language on the one hand and cognition and culture, on the other, and for the determinist claim of the latter being determined by the former” (1991:18). Schlesinger also fails to see the connection between Whorf’s linguistic evidence and any cultural or cognitive data. “Whorf occasionally supplies the translations from a foreign language into English, and leaves it to the good faith of the reader to accept the conclusion that here must have been a corresponding cognitive or cultural phenomenon” (1991:27).

Implications of the Strong Version of the S-W Hypothesis:
*note that these implications are controversial, which is why many do not accept the strong version of the S-W Hypothesis
Ø  A change in world view is impossible for speakers of one language. For this reason, some speak of the “prison-house of language,” or call language a “straightjacket”
Ø  True cross-cultural communication and translation are impossible
case of Pablo Neruda – refuses to allow his poetry to be translated from Spanish
case of Ngugi Wa Thiongo – refused, for a long time, to write in any language but Swahili
Ø  Language is powerful–it can stimulate strong, emotional responses and shape how people think about morally and socially important issue-This is why we use euphemisms.
This is why groups like the “language police” try to intervene and control what words people use.
Examples of Sapir Whorf Hypothesis:
Whorf hypothesis A good example of the Sapir-Whorf hypothesis would be the example given by Whorf about Eskimos and their word for snow and color blind reading.
Ø  Eskimos are people who live in the Arctic. The Eskimo language is a dialect spoken by coastal native people from the east of Siberia to Greenland.  These people are knows as Eskimos. Because of their habitat in the Eskimo language, there are many words for snow.  For example just to name a few, they have, “snow (in general) aput, snow (like salt) pukak, soft deep snow mauja, snowdrift tipvigut, soft snow massak, water snow mangokpok, snow filled with water massalerauvok.” And the list goes on. (Macropaedia “Eskimo-Aleut Languages” 962-964). In the English language where people do not experience the same weather as the Eskimos, there is only one word for snow and that is, snow.  Due to the difference in these two cultures (Western and Eskimo) the Sapir-Whorf hypothesis would argue that these very specific words for snow allows the Eskimo people to “see” or experience snow differently than people of other languages who do not have as many detailed words for snow.  As a result, Eskimo people see subtle differences in snow that many people do not see or recognize. Languages vary quite drastically in how the base units of meaning (morphemes) are combined into words.
Ø  Another example of the relationship between language and thought would be from our reading The Colorblind Painter.  Color perception supports the Sapir-Whorf  hypothesis. In the Colorblind Painter, Jonathan the mail character was in a car accident that left his vision impaired.  Once his vision was repaired could experience his world in black and white. “Jonathan could see dismal grays…..causing him not to be able to share his world with others. (Colorblind Painter  521).  Another how language evokes thoughts would be in our assigned reading Ceremony. Ceremony was a story of healing. Tayo the main character was a Veteran from Vietnam.  When Tayo returned home from Vietnam he felt very disoriented. The cause of his disorientation was in a sense he had two cultures dictating his reality. Tayo had difficulty eating and sleeping. Also Tayo experienced a nervous breakdown due to the mixing of the two cultures he was experiencing. When Tayo went to Vietnam he experienced the Western Culture. Before Vietnam Tayo belonged to a culture called Hopi. The main difference between these two cultures is their perception of time. In the Hopi culture the do not experience what the western cultures call “past” and “present”. They experience time with the notion of “senous” and “non-senous”, meaning they group past and future all in the same category.  Because of this major differences Tayo would often feel disoriented.  So when Tayo returned home to his people he could not express how he was feeling since no one there could relate.  This communication breakdown left Tayo feeling with drawn and unattached to his family, friends and neighbors.  Recall, that Language only can offer substantial communication within the culture it defines if it is meaningful, interpreted and understood by a given community.
Studies Support Hypothesis:
Despite all these problems facing the Sapir-Whorf hypothesis, there have been several studies performed that support at least the weaker linguistic relativity hypothesis.
Ø  In 1954, Brown and Lenneberg tested for colour codability, or how speakers of one language categorize the colour spectrum and how it affects their recognition of those colours. Penn writes, “Lenneberg reports on a study showing how terms of colours influence the actual discrimination. English-speaking subjects were better able to re-recognize those hues which are easily named in English. This finding is clearly in support of the limiting influence of linguistic categories on cognition” (1972:16).Schlesinger explains the path taken in this study from positive correlation to support for linguistic relativity: “…if codability of colour affected recognisability, and if languages differed in codability, then recognisability is a function of the individual’s language” (1991:27)
Ø  Lucy and Shweder’s colour memory test (1979) also supports the linguistic relativity hypothesis. If a language has terms for discriminating between colour then actual discrimination/perception of those colours will be affected. Lucy and Shweder found that influences on colour recognition memory is mediated exclusively by basic colour terms–a language factor.
Ø  Kay and Kempton’s language study (1984) found support for linguistic relativity. They found that language is a part of cognition. In their study, English speakers’ perceptions were distorted in the blue-green area while speakers from Tarahumara–who lack a blue-green distinction–showed no distortion. However, under certain conditions they found that universalism of colour distinction can be recovered.
Ø  Peterson and Siegal’s “Sally doll” test (1995) was not intended to test the Sapir-Whorf hypothesis specifically, but their findings support linguistic relativity in a population who at the time had not yet been considered for testing–deaf children. Peterson and Siegal’s experiment with deaf children showed a difference in the constructed reality of deaf children with deaf parents and deaf children with hearing parents, especially in the realm of non-concrete items such as feelings and thoughts.

Ø  Most recently, Wassman and Dasen’s Balinese language test (1998) found differences in how the Balinese people orient themselves spatially to that of Westerners. They found that the use of an absolute reference system based on geographic points on the island in the Balinese language correlates to the significant cultural importance of these points to the people. They questioned how language affects the thinking of the Balinese people and found moderate linguistic relativity results.
STUDIES THAT DISPUTES THE SAPIR WHORF HYPOTHESIS:

There are, on the other hand, several studies that dispute the Sapir-Whorf hypothesis. Most of these studies favour universalism over relativism in the realm of linguistic structure and function.
Ø  For example, Osgood‘s common meaning system study found that “human beings the world over, no matter what their language or culture, do share a common meaning system, do organize experience along similar symbolic dimensions” (1963:33)
Ø  In his universalism studies, Greenberg came to the conclusion that “agreement in the fundamentals of human behaviour among speakers of radically diverse languages far outweighs the idiosyncratic differences to be expected from a radical theory of linguistic relativity” (1963:125).
Ø  Alford‘s interpretation of Whorf shows that Whorf never intended for perception of the colour spectrum to be used to defend his principle of linguistic relativity. Alford states, “In fact, he is quite clear in stating that perception is clearly distinct from conception and cognition, or language-related thinking” (1980).
Ø  Even Dr. Roger Brown, who was one of the first researchers to find empirical support for the hypothesis, now argues that there is much more evidence pointing toward cognitive universalism rather than linguistic relativity (Schlesinger 1991:26).
Ø  Berlin and Kay’s colour study (1969) found universal focus colours and differences only in the boundaries of colours in the spectrum. They found that regardless of language or culture, eleven universal colour foci emerge. Underlying apparent diversity in colour vocabularies, these universal foci remain recognizable. Even in languages which do not discriminate to eleven basic colours, speakers are nonetheless able to sort colour chips based on the eleven focus colours.
Ø  Davies‘ cross-cultural colour sorting test (1998) found an obvious pattern in the similarity of colour sorting behaviour between speakers of English which has eleven basic colours, Russian which has twelve (they distinguish two blues), and Setswana which has only five (grue=green-blue). Davies concluded that the data showed strong universalism.

 CONCLUSION
In conclusion, many people still wonder if the Sapir-Whorf hypothesis is true. Surprisingly the theory has been hard to prove or disprove. The reason for this is because a research experiment would need very unusual circumstances. The ideal circumstances would include two culturally identical groups using language that differs in one way which affects a testable cognition. Because researchers have failed to find such circumstances, the Sapir-Whorf hypothesis has remained controversial.

Saturday 1 October 2016

A complete analysis of 'The last leaf' a story by O.Henry

‘The Last Leaf’, a marvelous story by O. Henry, depicts the treasury of life and the inevitability of faith to tackle the hindrances we battle through our life. The value of the life is the cynosure of the story where all things go back and revolve around it. The sequence of events is smoothly carved in with the supporting details. The story starts with a whimsical setting called the ‘places’ and the description of the present situation of Johnsy, the main character. The melodramatic and picturesque setting of the story connects to the negative status of Johnsy facing life and death subject matter. The setting also helps to describe the resources at hand to ‘combat’ the pneumonia mentioned later in the story because they are in a small district where they find themselves unable to treat it effectively with traditional methods.        
The story begins as Johnsy, a young girl victimized by pneumonia, lies in bed waiting for the last leaf of an ivy vine on the brick wall she spies through her window, to fall. She watches each leaf fall. She is very pessimistic about her health and says that with the fall of the last leaf, she will die. Mr. Behrman, an old man considers himself as a frustrated but magnificent painter who is just waiting for the right opportunity to create his first masterpiece. He daubs the last leaf on the wall after the real one falls. At the end, he is able to finish his masterpiece, a real one not because it is fabulous but it serves as a tree of hope for Johnsy to fight against what many believe as an unbeatable illness. Then he catches pneumonia and dies.
‘The Last Leaf’ is the true depiction of O. Henry’s writing traits: skillful plot and twist ending. As the story moves on, the reader cannot expect such a heroic act from Mr. Behrman who sacrifices his life and makes a special appearance in the end to show the sacrificial masterpiece. The leaf becomes his masterpiece because he paints it with the passion to save a life, the courage and determination to make an art not to prove himself but to help others prove that life is something to enjoy and fight for.
The action of Mr. Behrman appears to be chivalric in nature, thus, forming the major theme of the story: theme of the sincere friendship and the selfless sacrifice. He risks his life for Johnsy. He sacrifices his life so that she may not die of pessimism and disbelief.  Sue, friend of Johnsy, becomes the representation of sincere friendship. She always stays home and does whatever she can to keep very good care of Johnsy.
Imagery employed in “The Last Leaf” whether it is sight imagery or sound imagery go hand in go with the theme of death and dying. It helps to set the mood, and tone of the story that assists in imposing the author’s theme and motive upon the reader. An example of sight imagery is how Johnsy seems to feel about the ivy vine outside her window, she feels as though the leaves on the vine are her clock to death.   The sound and touch imagery is revealed when Johnsy and Sue both describe the howling wind outside as “beating rain and fierce gusts of wind that had endured through the livelong night, there yet stood out against the brick wall one ivy leaf.” The images such as ‘a bare, dreary yard’ and ‘a persistent, cold rain’ enhance the effect of something unwelcoming in the situation.
O. Henry in his artistic and unique style of writing brings home the idea how a person, no matter, how hopeless he/she is, can become a symbol of hope and courage to others. Hence, ‘The Last Leaf’, the story of passion, hope and personal sacrifice, inculcates the spirit of selfless sacrifice and optimism in its readers.
Themes:
Death:
Last leaf is a short story that entails the treasury of life and the existence of faith and hope. It need to the importance of living and how we deal with the hindrances we battle through our life story. It is a moving story across the traps that come across us in the most significant parts of our lives, the value of life is the centerpiece of story, where all the things go back and revolve…Apart of this story gives us a hint that God is the only one who knows that whether we ride on with life and chances or trail on and be drawn against the judgment, the melodramatic and picturesque setting of the story connects to the negative status of main character facing life and death subject matter.
The title of this story conveys the theme of death. Last means very close to death or closely to be end. The life or growth of the tree or plant may be guessed through its branches and the condition of leaves. There were almost a hundred leaves clinging with the stem but they were falling due to autumn season. Autumn is the mortal season for leaves. At the same time Johnsy fell ill due to Pneumonia. Pneumonia is the symbol of death for human being and old Behrman dies of it.
 “When the last one falls I must go, too.”
            “Mr. Behrman died of Pneumonia today in the hospital.”
Pessimism and Optimism:
The system of this universe is based on two opposite things i.e. day and night, black and white, good and bad, hope and frustration etc. ‘The Last Leaf’ is very symbolic story which conveys the theme of Pessimism and Optimism. Pessimism deals with the darken aspects of life. As optimism is totally against to pessimism, it deals with the positive ways of life. It also can be said that optimism and pessimism are the two sides of a single coin. Johnsy always leads her life as a pessimist. Sue consoles Johnsy and she consults a painter to paint the fancy of Johnsy in an optimist way.
           “When the last one falls I must go, too.” –P
           “She was looking out the window and counting-counting backward.” –P
            “It is a sin to want to die.” –O
Johnsy the main character seems to be a very pessimistic person. She has lost the entire positive attitude in life due to her disease and she is waiting for her death.
“Your little lady has made up her mind that she’s not going to get well.”
That is the first step of Johnsy that she has made up her mind that she will die when the last leaf falls. That signifies the mental and psychological condition of her and is describing the theme of pessimistic.
“She was looking out of window and counting -counting backwards”
The psychological disturbances shown by O’ Henry in these lines as she is tired of waiting that when the last leaf falls, she will be near to death.
“When the last one falls I must go, too.”
Here in these lines Henry has showed extreme pessimism.
“It is the last one, said Johnsy “I thought it would surely fall during the night. I heard the wind. It will fall today, and I shall die at the same time.”
These words uttered by Johnsy again show her desperate and chaotic state of mind. She has supposed the things which have no logic and waiting for her death, or waiting for the last leaf to fall.
Self-Sacrifice:
Mr. Behrman risks his life for Johnsy. He has sacrificed his own life, to give life to Johnsy the painting he made at the wall, shows his self sacrificing, kind and noble nature.
He himself catches the pneumonia and dies, but he didn’t let Johnsy die.
With the character of Mr. Buhrmann, O’ Henry is showing the sacrificing nature of a man and it gives us a message that self sacrificing is a great deed and one has to be kind and gentle towards others.
“Mr. Buhrmann died of pneumonia today in hospital.”
Hope:
Theme of hope is very nicely presented in this story. Doctor is a very optimistic person and he tries to make Johnsy realize that is she has made her mind that she will die when the last leaf falls that could be harmful for her. He told her that he can only provide her medicine and that is effective as 50 cent, the next situation is in her hand.
“I subtract 50 percent from the curative power of medicines.”
If you will get her to ask one question about the new writer styles in cloak sleeves I will promise you one-in-five chance for her, instead of”
So O’ Henry conveys message one never let go for hope and optimist approach in life. It is our state of mind which can bring worse or better for us in our lives
“Sudie, someday I hope to paint the bay of Naples”
These lines show Johnsy’s desires and aspirations. It gives the picture of hope and this hope in life gives us the spirit of living in this world.
Hope is also one of the major themes in ‘The Last Leaf’. The system of this universe is running at the idea of hope. We dream for future life due to hope. For example, if an old man is seriously ill still he is dreaming for his recovery because of hope. He does not think about the black or fatal bird. The significance of the leaf is life and nurture. Leaf is the hope of life for tree or plant. When Johnsy sees the painted leaf against the wall through the window then she says,
“Something has made that last leaf stay there to show me a how wicked I was. It is a sin to want to die.”
 The Doctor said to Sue, “She’s out of danger. You’ve won.”
Love and Friendship:
In last leaf O’ Henry describes friendship and bondage between two friends. They care and love each other, and Sue supports Johnsy morally when she falls ill. She proves to be great support for Johnsy and she tries her level best to bring back Johnsy towards life and in the world of optimism.
“Dear, Dear!” said she, learning her won face down to the pillow” think of me, if you won’t think of yourself. What would I do?”
These lines show the effective relationship between two friends. Mr. Behrman also shows great deal of love for these girls. Although he is bit careless person but he really cared for Johnsy and his love is shown by his painting for the sake of Johnsy’s life.
“The last leaf” shows the theme of friendship and sacrifice. Friendship is such a relationship that is completed with the ties of sacrifice, sincerity, love, loyalties etc. Sue is friend of Johnsy and she progresses this relation through sacrifices.
Said Sue, “Will you promise me to keep your eyes close, and not look out the window until I am done working?”
The Last Leaf Summary
‘The last leaf’ consists of four human characters; JOHNSY, SUE, DOCTOR and BEHRMAN, and a non-living character Mr. Pneumonia. Johnsy and Sue are roommates. Johnsy falls ill and she bounds herself with such a fancy that she will die with the falling of last ivy leaf. But Sue, the very optimist, consults the painter, Behrman, to paint an ivy leaf against the wall. Behrman paints such a leaf which is clinging to its stem against the wall. At last, Johnsy recovers her health. But Behrman dies of pneumonia in the hospital.
Figures of Speech
Personification
A variety of Figurative or metaphorical language in which things or ideas are treated as if they were human beings, with human attributes and feelings is called Personification. In the very first line of this story “the Last Leaf”, streets are personified by the writer but there streets symbolize human passions and relationships.
“The streets run crazy and broken themselves into small strips called ‘places’.”
 Pneumonia is a serious kind of disease and may become the cause of death. Johnsy falls ill due to the prey of pneumonia. While Behrman dies of it.
 “Mr. Pneumonia was not what you would call a chivalric old gentleman.”
Simile/Metaphor
 These deal with the relatedness of one thing to other with direct or indirect reference. Simile is the relatedness by ‘as’ or ‘like’. But metaphor is direct relation of one thing to the other on the behalf of some quality. For example,
                       “Johnsy was lying white and still as a fallen statue.”
“Behrman had a Michael Angelo’s Moses beard curling down from the head of a satyr along the body of an imp.”
Comparison
It is a technique used by O’ Henry to explain things through contrast and comparison. It is based on the quality or quantity of something. Art and literature are very close to each other but the writer compares them on the level of their functions. He pleads,
“Young artists must pave their way to art by drawing pictures for magazine stories that young authors write to pave their way to literature.”
 Symbolism/Imagery
This story also does have the devices of symbolism and imagery. Leaf deals with life, nutrition and growth as well. The symbol of shoes and icy cold is also used in this story. Shoes are the symbol of oppression, tyranny and death as well. The writer uses this symbol to show the death of Mr. Behrman.
            “His shoes and clothing were wet through and icy cold.”
 Imagery is also very close to symbolism but it appeals to senses and feelings. There is a lot of color imagery in this story.
            “I have something to tell you, white mouse.”
 The image of white mouse is used for Johnsy because she recovers her health now. The white color presents innocence and purity.
 “Johnsy was contentedly knitting a very blue and very useless woolen shoulder scarf.”

             “Old Behrman, with his red eyes…”

Figures of speech in The Gift of the Magi by O henry

IRONY
 Irony is a kind of device which is used in literature to increase the value of the work. Irony consists of saying one thing while you mean another. There are several kinds of Irony in the literature. But this story deals with the situational Irony. When their gifts become useless for themselves, it creates the situational Irony. Because gifts are presented by the wisest these gifts are useful and beneficial for the receivers.
 “I could not have lived through Christmas without giving you a present”
“Being wise, their gifts no doubt wise ones… two foolish children in a flat who most unwisely sacrificed for each other”
HUMOR
 In writing or speaking ‘HUMOUR’ can mean ‘MOOD’ or ‘CHARACTER’ but the word also denotes ‘that which causes laughter.’ In the very beginning of this story, the way how THE DILLINGHAMS were spending their lives was pathetic and humorous as well.
“There was clearly nothing to do but flop down on the shabby little couch and howl. So Della did it…”
SYMBOLISM/IMAGERY
 A symbol is something which represents something else (often an idea or quality) analogy or association. The Dillingham were so poor that they were living in miserable condition. Their misery is symbolized through this sentence.
 “… and looked out dully at a grey cat walking a grey fence in a grey backyard”
 Color imagery also exists in this short story.
 “She turned white for just a moment.”
 COMPARISON
 O’ Henry uses a colorful comparison in a mastery way to attract his readers. He describes the beauty of his heroine in a splendid comparison. Comparison is a device which shoes the value of something than other on the basis of quality.
 “Her eyes were shining brilliantly, but her face had lost its color within twenty seconds”
 “Being wise, their gifts no doubt wise ones… two foolish children in a flat who most unwisely sacrificed for each other”
 SIMILE
 A figure of speech usually used in prose and verse. Similes always contain the words ‘like’ or ‘as’. Here the writer uses simile of cascade for the beauty of Della’s hair.
“Della’s beautiful hair fell like a cascade of brown water.”
After cutting her hair off Della was looking like a schoolboy.
“That made her looks like a truant schoolboy.”
ALLUSION
Allusion is a historical or Biblical reference. The main motive of the usage of allusion is to relate the present events and characters with the previous incidents and persons and to enhance the attraction knowledge of the readers.
“Had the question of Sheba lived in the flat across the Airshaft?”
“Had King Solomon been the Janitor?”

 “The Magi – who brought gifts to the Babe in the manger.”

Tuesday 9 August 2016

The Doll’s House, A master piece by K. Mansfield

“The Doll's House” is a short story by Katherine Mansfield, written in the year 1922. The story reveals the extent to which class consciousness has wreaked havoc in the social set up, so much so that the other children are discouraged from talking to the children from the lowest of the social classes. The story traces the problem of class consciousness through the character of Kezia, and her journey from innocence to the symbolic world of experience.
This is a great story and apart from the old story of rich and poor you can find another interesting theme of rebel child in the story. In the story school is used as a small society representing the bigger one in real life where different kinds of people interact and live together with all their differences. However, there are always people who do not fit in their own society, "Kezia", because they do not think the same way as the people who are living there. The story attempts to tell us how different people react toward life, symbolized by the house itself. People look differently at life according to their expectations and intentions, major group of them are just trying to gain power and money in order other people around and show off, "Isabel". There is another group of people whom try to pave their way in life using the first group by keeping themselves close to them and flatter them as much as possible, "Lena Logan". The minor group can be those ones who believe in goodness of everything in and that gives them hope to continue living against all bad things that are out there in cruel world "Else". Katherine Mansfield writer tried to use show these things through children's eyes, maybe because children world is simpler than grownups world. Also, we can see that always older generation has effect on the younger generation and their way of thinking toward different subjects.

The characteristics of the story are;
·         Most of the things are explained in details like a report which gives readers opportunity to make a good and vivid image of events and characters in their minds.
·         The past tense usage also gives reader the sense that someone is telling a story. "She was a tiny wishbone of a child, with cropped hair and enormous solemn eyes" 
·         The text implies that the narrator is being very sympathetic about Else's situation and relate to this character more than the other ones.
·         The story ends by silence because it is in silence where one can sit and find the truth and save a happiness even if it only last just for a second.
Major Theme
Mansfield brings out the bitter truth that the discrimination between the wealthy ‘haves’ and the underprivileged ‘have nots’ was based solely on wealth and class.  The fact that “the line had to be drawn somewhere” speaks volumes to the social hierarchy prevalent in society. At the end of the story, Aunt Beryl shouts at Kezia, ‘How dare you ask the little Kelveys into the courtyard?’ in her furious voice, adding, ‘Run away, children, run away at once. And don’t come back again!’ “Burning with shame, shrinking together, the Kelvey sisters huddled through the big courtyard and squeezed through the white gate.”
Conclusion:

Through the portrayal of the predicament of the Kelveys, Mansfield brings out the class consciousness that was faithfully handed down by one generation to another, from parents to children and vice versa. Moreover, through the deft portrayal of the character of Kezia, Mansfield tries to challenge the existing social class consciousness which was wreaking havoc on the social fabric. All the above mentioned things make the story a masterpiece of Katherine Mansfield.

Anti Vivisection Elements in A dog's Tale


The Anti-vivisection movement was an ethical and political protestation which emerged in Europe, Britain and the United States in the nineteenth century against Vivisection. It was basically concerned with protecting animals from harmful experimentation that were held at that time. Vivisection is an experiment done on the living being, for the medical and research purposes. The experiment does not contains precision, there is always fear of errors. The scientists who did vivisection believed it as a token of welfare to the mankind. On the other hand, the supporters of the animal rights welfare lamented and stood against the hideous experiments that were being carried out. The American Anti-Vivisection Society (AAVS) kept on striving for the protection of animals by providing public awareness, educating, and by giving ideas about changing research methodologies. Mark Twain, was a major supporter of the American Anti- Vivisection society. He stood firmly against the cruelty done to animals and in support to it he wrote stories like “A Dog’s Tale”.
Mark Twain’s Story “A Dog’s Tale” is a tale that is told by a dog. The tale reveals the faithful nature of animals or pets like dogs and the unfaithful and irrational nature of human beings who do not care for anyone other than themselves. They just think selfishly about their material success and fame. The master of the dog in the story similar like the scientists who performed vivisection believed it as a kind of welfare they are serving to humanity in the name of inhumane acts of cruelty on animals. The master while talking about the vivisection with his colleagues for experimenting optics and whether a certain injury to the brain would introduce blindness or not, said “it’s far above instinct; it’s REASON, and many a man, privileged to be saved and go with you and me to a better world by right of its possession, has less of it that this quadruped that’s foreordained to perish”.
Mark Twain being the staunch supporter of antivivisection drew a painful picture of the aftereffects of the vivisection experimented by the master on his pets puppy. “One day those men came again, and said, now for the test, and they took the puppy to the laboratory, and I limped three-leggedly along, too, feeling proud, for any attention shown to the puppy was a pleasure to me, of course. They discussed and experimented, and then suddenly the puppy shrieked, and they set him on the floor, and he went staggering around, with his head all bloody…”Mark Twain lamented the vivisection in this story by narrating the story through a dog’s perspective making it more painful to read it and make the world overlook their decision of carrying out vivisection. The story clearly expresses the nobility of the dogs and the cruel nature of humans, as in the story the master after successfully experimenting on the puppy, clapped his hands and shouted:
"There, I've won—confess it! He's as blind as a bat!"
And they all said:
"It's so—you've proved your theory, and suffering humanity owes you a great debt from henceforth," and they crowded around him, and wrung his hand cordially and thankfully, and praised him.Twain represents the ironical comment on humanity and especially the supporters of vivisection that how much blinded they were by their material fame and appraisal that no one among them was able to realise the suffering they were causing to the humanity in the name of humanities well-being. Moving on in the story, we see that how painfully the puppy gets blind and finally dies after being experimented. The obedience of dog to his master and mother is pretty evident throughout the story.
The dog on one hand through his life never forget the lessons taught by her mother and on the other the humans like the master of the dog, forgot the lessons of humanity taught him in Church. Mark Twain throughout the story with the assistance of satire and irony disapproves and shows his resentment towards the vivisection that was prevalent in his society.

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