American Literature


Your entry should be 4 paragraphs in length.

FORMAT: Think of your entry as a mini-essay. Assume that you are writing for a general audience of

fellow college students. The reader may not have viewed the documentary you are discussing. You will

need to provide enough background information for your analysis to make sense to someone who has

not seen the film.

American Literature

In your first paragraph, you will introduce the documentary series you will discuss. State

specifically what you see as an important purpose or intent of “The Downward Spiral.” For example the

purpose of the film is to show how different colonies used the law to gradually make slavery a racialized

system. OR the purpose of “The Downward Spiral” is to shows the different ways that enslaved people

sought to resist the system, etc. Conclude the introduction with a specifically stated thesis statement.

Everything you include in the entry should clearly support your thesis.

Using the SIEL method of paragraph development, discuss supporting examples in paragraphs 2 and

3. For each example, clearly establish WHERE the historical event occurred. For example, “half-

freedom” was specific to the colony of New Amsterdam. The Stono Rebellion took place in the colony of

South Carolina. You must discuss history specifically to be accurate.

Outline before you write your final draft. Use the two major supporting points from the outline as

topic sentences for paragraphs 2 and 3. The topic sentence will support your thesis and introduce

the supporting example you will discuss in that paragraph. In paragraphs 2 and 3, describe and discuss

two examples of historical events or facts presented in the documentary that support your thesis. There

was a great deal of information presented. Choose carefully. Establish in your discussion HOW these two

examples support your thesis.

Paragraph 4 should be your conclusion.

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Analysis of the poem “The Raven” by Edgar Allan Poe

Analysis of the poem “The Raven” by Edgar Allan Poe

In any academic, poetry analysis is imperative to the completeness and understanding of what a poet tries to convey to the readers. Such analysis promotes the empathy of a poem and promotes readership. Comprehension is also uplifted in a big way as people are made to have a different scope of a poem, as they now take the aspects of the poem with a different approach. Poetry analysis heightens the literary appreciation to a poetry work. In the long run, this creates a mastery of poetry as an art. That is why the “The Raven” by Edgar Allan Poe stands to be an exemplary piece that is fit for some analytical approaches.

In the manner of form, the poem narrates what the poet feels. Whatever happens, is an assertion that some things have happened to the persona. The poem is introduced with an aura of mystery, where a reader is left with the urge to read more and have some analysis to help their comprehension. The supposition of narration is seen in line one of the poems, where the narrator begins with an opening formula, “once upon a time.” The opening formula is a style that is not common in poetry. The aura of mystery is made explicit in line one, where we have “midnight dreary.” This is a direct allusion to unknown and dread. The events in the poem occur at night, and it is lackluster, giving the poem a sense of superstition.

The persona is a lover, who is in lament over a person he loves; Lenore. The Raven is given human attributes, as the persona speaks of it, where it utters the word “nevermore.” This can be attributed to the mental turmoil that the persona is in, as he has lost someone he loves, and cannot possibly forget. The word that the raven utters is an attribute for desperation. The death of Lenore is seen to have adverse effects as one can clearly see that he is behaving in a manner that can make get into oblivion. The raven is seen to be drawing the persona into some sense of insanity and a trigger to painful memories that are still alive.                                                                                                                                                                                

Regarding the form, the poem is a trochaic octameter which has a regular rhyme scheme; ABCBBB. There are eight pairs of syllables. This rhyme, with the accompaniment of the meter, gives the poem a musical note, in a manner that is almost hypnotic. This is meant to make the reader have the musical feeling, especially when the poem is read aloud. The poet has employed the use of incorrect syntax, where he has the arrangement of words in ways that are out of the usual norms and syntactic conventions. For instance, when he says, “‘doubtless’ said I” (line 62). Another example is where the persona says “this and more, I sat divining, with my head at ease reclining.” The arrangement here is not conventional. It makes the poem entertaining. Some of the words that the poet uses are used to show that the poem was written long ago when we had some different conventions in language. A good example of this is the word “morrow” (line 59). Moreover, in line 69, we also have the word “betook.”

The poem has employed the use of various figures of style, which are aimed at making the work literary. A text is autonomous, which calls for the need that the information regarding it is in the text. That is why such figures elevate the artistry exhibited by Allan Poe. We have the aspect of illusion. This is seen when the poet uses an allusion into the Greek culture, talking of a “Plutonian shore” (line 48). Here, the poet is trying to intensify the feeling in the poem by alluding to a Greek god, Pluto, who is the ruler of the underworld. This gives the poem a dark essence. We also have some instance of personification, which is seen in line 63, where the poet is talking about “unmerciful disaster.” In line 13, personification is seen when the curtains are said to be sad, which is not an inanimate attribute. We have several instances of alliteration, which is seen in line 37 where we have “flirt and flutter.”

Through the poem, there is an address to some thematic concerns. These are important as they define what a poet wants to communicate. There being of themes qualify that any works I poetry are meant to be shared, as a poet cannot exist in a vacuum. We have the theme of love, which is seen to be a trigger for almost every behavior that is seen in the persona. He has lost a woman he loves; Lenore. There is also a theme of madness, where one tends to question the sanity of the persona, who is obsessed with the loss of a woman she loves, that he starts talking about a bird. The theme of supernatural essence is seen where the persona thinks about the different aspects of life after death, as he wonders if he is to meet Lenore in the afterlife.

From the above, it is explicit that Edgar Allan pore has done much in elevation of the work that he did, long time ago. The idea of having poetry in a manner that resembled a narration, in addition to the inclusion of the different aspects of poetry, is a good entailment of a poetic composition. This analysis is important, as it has offered some scope in manner of form, thematic concerns, and the figurative indulgence into the poem

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A Rose for Emily (1930)by William Faulkner

The final exam will require you to compose a literary argument essay on cue, focusing on analyzing a literary text for the terms that we have reviewed and the basic elements of composition, such as creating well developed paragraphs, creating a specific thesis statement, transitioning from topic to topic, using clear and specific topic sentences, incorporating evidence, etc.

The final exam will consist of a written response to a specific prompt. I will offer three different prompts, and you will choose one of those prompts. To prepare for the exam, review the following readings; essays from this condensed reading list will show up on the exam.

  • Kate Chopin’s “A Story of an Hour” (on pp. 485-87 in Literary Argument PDF posted in this week’s folder)
  • Flannery O’Connor’s “A Good Man Is Hard to Find” (pp. A-62 to A-79 in They Say/I Say textbook)
  • William Faulkner’s “A Rose for Emily” (link posted in this week’s folder)

The exam will require that you analyze readings with a specific focus in mind, using textual evidence to support your claims (with correct in-text citations and works cited entries at the end of the essay). Essentially, you’ll show me that you can write a liteary argument essay on cue within a particular time frame (2.5 hours).

  • When evaluating your final exams, I will use the same grading system used for your previous essays. However, I will not overload the exams with markings and numerous comments.

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Present your research plan as an orderly and useful document demonstrating your completed work

The Research Plan

In this course, you and your team will create a research plan based on qualitative interviews with IT stakeholders in an organization in a similar sector.

You and your team should use your network to identify at least one stakeholder, preferably two, who work in a similar sector to your chosen problem.

Testing the Solution

The Solution Testing page includes five areas of business associated with or significantly affected by the implementation of new information technology in an organization.

How will your proposed solutions stand up in each of these application areas? Each member of the team will test all three proposed solutions from attached document against at least two of the common application areas given on the Solution Testing page.

At this stage, you are also invited to think creatively and add information you already possess to apply your skills and knowledge to test the value of your solutions. You should describe how the proposed solutions address the concerns identified in the common application areas. When possible, provide concrete details and data to support your answers. Use a format agreed upon by the team to present the results of your testing.

The Results

Testing the solution will yield results. In this course, the results of your test will show the strengths and weaknesses of your proposed solutions. What you learn from testing your proposed solutions against the scenarios in this step will help you identify, revise, and clarify which of your proposed solutions, or combination thereof, to use as your final solution.

Instructions for Deliverable

  1. Present your research plan as an orderly and useful document demonstrating your completed work.
  2. Then, each member of the team should test all three proposed solutions from Step Three against at least two of the application areas listed on the Step Four Solution Testing(new tab) page. Use a format agreed upon by the team.
  3. To conduct the test, describe how your three proposed solutions address the concerns and questions identified in each application area. Analyze the solutions for any weaknesses: Do they provide the solutions needed? Is the solution a better fit for one type of application over another? Make recommendations for improving the solutions within the plan to better tailor them to your organization.
  4. As appropriate, compare your test results to your research plan. What information overlaps? What information differs?
  5. Present the results of your test as organized information. Provide a brief summary of the action steps needed to strengthen your solution. Clearly indicate team members’ contributions.


This assignment is continuation of previously submitted assignment, (STEP3) the attached document.

There are 3 proposed solutions, you can find all of them under the sub heading proposed solutions. Need to write at least 2 pages about testing each solution based on above instructions.

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A Streetcar Named Desire

A Streetcar Named Desire

Blanche’s world is more of an illusion than a reality; she lives her life lying about her reputation. She does not admit to her sister, Stella, who was fired from her teaching job and argued that she took leave. Blanche expects life to be better than it is; she wants perfection. This is seen when she fails to understand why Stella would forgive her husband after he acts so violently toward her. This shows that she does not embrace the fact that there are hardships in reality. Her life contrasts with that of Stanley and Stella in that they live a normal life and understand that there are problems. However, Blanche wants a perfect life and to be with someone who does not care about her past mistakes.

The play portrays Blanche in two ways, the innocent and charming Blanche and the devious and scheming Blanche. However, the real branch is the innocent and charming Blanche. She has had a hard time, and her mistakes cost her her job. Therefore, to get over that, she went to her sister, trying to start afresh, which is why she did not tell Stella about what happened. She later confessed to Mitch about her past because she was genuinely interested in him and was not the same devious woman she used to be.

The book brings about the notion that sometimes good does not always prevail. Stanley rapes Blanche, but he ends up unpunished. People always want to bring out the perspective that good deeds will outdo bad ones, but that is not always true. The play also shows that people often choose what to believe what they want, which is why it was hard for Stella to believe her sister when she said that Stanley had raped her.

The villain in this story has to be Stanley, he does not welcome Blanche to their home, and he dislikes her. He eventually tells Mitch why Blanche was fired from her teaching job and informs him that Blanche lived in a hotel known for prostitutes. He should have given Blanche a chance to be the one to inform Mitch. Stanley violently attacks Stella while drunk, and by the end of the play, he manages to assault Blanche sexually and goes unpunished.

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Poetry Discussion-Free-Verse


We all talk of codes,

Codes that govern and dictate,                                                      

They also mitigate and castigate.

They I wonder, in any way, are they important?

Why must we have them?

Well, I believe that if I didn’t have such, I would not be up today.

I would not go anywhere.

I would not attend any meeting or seating.

I also believe that they are everywhere that I am in,

And I cannot escape. However,

They have stolen my freedom.

I am obliged to follow and follow.

And follow to the letter.The only way,

Way that my life can have a definition.

Hating them I do, but must follow.

Peter Monroe

Oh, Monroe,

Poor thing, what happened to him?

He was a good person.

He did not float. But,

Instead lived in a good way.

We all wished him well.

It was your Grace,

That misled him. Do you ever think?

Think that we will forgive you? No

He barked the wrong tree, and followed his heart,

Which was your dictation?

He is now in square one.

Back to the drawing board.

But all you could say, I had to let go.

Nemesis will get you Grace, Grace with no emotions or pity.

Blessed Hadassah

How blissfully, we remember,

The way that she touched our hearts,

With a tender touch,

And beauty lie that of a blazing sun,

Making us coil with passion.

Passion that ate through our souls,

Making us have the need to recount,

The moments that we had with her.

We wished to be with her,

Then we fought,

A cold war, war of words, ears,

War that did not hurt anyone. However,

He outdid us, with charm.

And roses, jasmines, and poetry

Poetry made him win

Win hearts, and the heart.

How we wished he were not our friend.

We were not betrayed though.

Poem Analysis


In codes, I find a clear understanding after reading it twice. The poem is not clear at first but reading it once more offers a light scope. In addition, the poem has hidden meaning that requires one to discern more. This is the author intention to make his audience read over more times to enhance understanding. The title captures what the poem in its entirety, codes. One may be inquisitive on what they are. The codes are seen to have the ability to deal with the persona and dictate how he lives and does his activities. For instance, the author says that one cannot do anything without them and even attending daily chores is hard. Moreover, codes also “makes things better, which is mitigation, and punish, which is castigation.” The author argues that codes have also stolen freedom from the persona whereas he has nothing to do with them. The poet is talking about the codes of morality that govern life. He says that they are everywhere, which is to mean that they cut across all gender, race, and culture.

The poet has had the poem in first person point of view, which is important in improving the explication, as he addresses the issue. The title is clear and enabled one to get to know what the poem is all about. Personification is used when the poet says “codes are seen to mitigate, castigate, and dictate. They have also stolen.” All this are human attributes. There is also the use repetition of “I” in lines 7, 8 and 9. The poem is a free verse and does not follow any patterns of rhyme and rhythm.

Peter Monroe

The poem is made clear when one gets to read it three times, as the first reading gives the scope on a light note. The poem is about Monroe, who is misled and betrayed by her friends. His life has been good, and he has been following rules of life, without flouting any. However, he is attached to Grace and falls in love. He invests in her but is betrayed at last. Grace leaves him, as proof that he has wasted the life of Peter Monroe.

The poem is presented as a second person and third person omniscient point of view. The poet uses the second person when refereeing to Grace, while third on Monroe. This is important as it makes ideas presented to us much clearly. The tone that is used is bitter, as the persona is not happy about what Grace has done to Monroe. There is the use of irony, in the last line, where we have Grace with no emotions. The irony is that we expect Grace to have positive attributes, but she is negative instead. Nemesis has also been personified.

Blessed Hadassah

The poem is free verse, which talks about a beautiful girl that is affiliated to many. She touches the hearts of many. After a close reading, we get to understand that the persona was in a group of men, who wished to be with her. She is so affectionate that she makes them coil with passion. All are attracted to her and try to win her, in a war that is not physical but for her love. One of their friends outdoes them with poetry, charm, and gifts, winning the girl.

The poem is presented in the first-person point of view, which is important in voicing the idea of the group that the persona is in. The title is symbolic, as it is used to demonstrate of a beautiful girl. The poet also employs some aspect of biblical allusion. Blessed Hadassah was a name used to show a very beautiful girl in the Bible. The poet has also employed the use of simile, where the beauty of the girl is compared to that of a blazing sun. The tone of the persona is filled with envy, as he and his friends have lost a girl to one of their friends.

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How the Society Defines People

How the Society Defines People

Just as Nora is dispositional in Henrik Ibsen’s “A Doll’s House,” we all face a definition from society and a predisposition that can lead to the making of who individuals are. Thus, people must define their identity because if they fail to, they tend to live as society wants them to, and which can lead to prejudice and live a life that is not ours.

People are all defined by gender, which tends to make them automatically be attached to specific behaviors. All this is construed the by the cultural norms and behaviors in a given society. For instance, Nora, in Henrik Ibsen’s “A Doll’s House,” is prepositioned to behave as a woman-like manner, which she fails to because she tries to get her true identity. Moreover, Mrs. Linde has to go against her will and marry a man she does not love to support her relatives. This is because, in that society, women have the predisposition, which they cannot develop their sense of individuality.

The society also predisposes us to our happiness, which in turn creates our identity. This is the reason why Krogstad tends to be unhappy and resumes a vengeful attitude. He changes when he gets to be what was meant to be. Before, he has made some changes that he thinks can change his life. Therefore, he reunites with the one he loves; Mrs. Linde, which brings some sense of change and relief.

The society has some repression towards individuals. That makes Torvald live according to what the world finds acceptable. Therefore, he gets more concerned with the appearances of his wife, other than her happiness, as the former aspect is regarded more by the society. She has to keep Nora with him, although he has already rejected her, due to the public image of what a respectable marriage is.

From the above, it is clear that the world creates some definition to us, which is more of a predisposition that makes us behave in the way that we do. This is seen in the likes of Nora, Krogstad, Mrs. Linde and Torvald, as explained above.

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Nothing Gold Can Stay: Poem Analysis

Nothing Gold Can Stay: Poem Analysis

Robert Frost’s poem Nothing Gold Can Stay focuses on beauty’s fleeting nature, evident from the choice of words and use of symbolism. The title appears overly revealing, inferring that nothing is pure, justifying gold to the first green leaves in spring that fade as they grow old. Symbolism appears from the outset, whereby gold represents purity, and just like the early spring buds that grow and fall off, so does gold lose its beauty once it has been used.


The poem alludes to the fleeting nature of beauty, meaning that every good thing comes to an end, reflecting mortality or death. In the opening line, Frost states that; “Nature’s first green is gold” (Frost 1923), and in this imagery, he likens youth or young age to beauty, similar to the most precious metal ever known. In the subsequent line, the poet personifies gold by referring to the metal as ‘her,’ This indicates that he is alluding to life or the living things that are attractive from conception. Still, at some point, they lose their value and eventually die, like spring buds falling off (Yustisiana, 2018). The perceived impression that these first shoots exude renders them pure, similar to gold and some readers; it could be a trick of the sun’s rays, which makes them shine. Youth may be associated with innocence, but this could also be linked to naivety because as people age, they gradually lose their innocence. Mortality awaits them in the long run (Yustisiana, 2018). Ideally, the choice of words and comparison of spring leaves to gold proves that the poet speaks of the fleeting nature of beauty that ends in death.

Powerful Words and Figures of Speech

A metaphor is the first powerful figure of speech that one notices, giving meaning to the poem. Frost compares the first green leaves to gold, denoting their purity. Eden is another powerful word in the poem, alluding to the creation story. This gives the impression that the poem is about mortality because “Eden sinks to grief,” similar to death, which sends people to mourn. The pronoun ‘her’ plays a quintessential role in the poem because it personifies gold with its beautiful hue, confirming that the poet uses nature to speak specific truths about humanity and life (Yustisiana, 2018). Personification is another moving figure of speech, which is only attributed to the gold in the poem. Still, it is interesting to note the use of euphemism, mainly when the poet speaks of Eden sinking to grief, referring to death.

Poetic Elements

Frost’s poem is imbued with rich alliteration, and this is evident in the second line where the poet speaks of ‘her hardest hue to hold,’ which introduces the kind of rhythm that renders the poem an interesting read. However, it bears a negative connotation (Frost, 1923). Diction gives the poem its unique feel and tone through the choice of words. For instance, the poet speaks of dawn going down rather than simply saying the day ends because, in reality, he is signifying the end of beauty or the end of life (Yustisiana, 2018). Symbolism is also inherent in the poem, and besides gold representing purity, the poet speaks of nature’s first green or early leaves that are more of a flower. Still, these symbolize the beauty and vibrancy of life, especially from the youthful stages. There is the subtle use of metonymy in the poem, whereby the poet substitutes faded beauty with a dawn that has gone down, and this is reinforced in the 8th line where the poet repeats the title of the poem, Nothing Gold Can Stay (Yustisiana, 2018). Meter defines the poem’s beauty, and the structure indicates that Frost deploys an iambic trimeter in all other lines except lines one and eight. The first line has a spondee, “first green,” which slows all the readers down to contemplate life, denoting its transient nature. The last line features a trochee, a metrical foot that stresses the long syllable. “Nothing” is stressed in this last line, reinforcing the main message conveyed by the title.


The poet’s diction renders the poem interesting to read, although it addresses a subject meant to elicit negative emotions. Through carefully choosing words, the poet can bring onboard elements such as metaphors, symbolism, and metonym. Eden’s allusion and the gold symbol work hand in hand with personification to bring out the main message in the poem. It begins with hope, comparing the first leaves of spring to gold with all her complex hue, but perhaps the most noteworthy feature is the rich alliteration which offers the poem its lyrical flow. Alliteration also helps understand the intended message, particularly in the second line, where the poet speaks of gold’s hardest hue to hold.


Yustisiana, A. (2018). Humanity in Robert Frost’s “Nothing Gold Can Stay.” Journal of Modern Literature42(01), 122-128.

Frost, R. (1923). Nothing gold can stay—Norton Anthology of American Literature.

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Representing the Pain of Other

Representing the Pain of Other

Society today is characterized by a magnitude of oppressive practices, especially for those making up the underprivileged communities of the world. Accordingly, this oppression has demanded the need for human rights and representation in all social and political institutions. As underprivileged individuals fight for equal opportunities, the rest of the world has no option but to integrate themselves in the fight for these human rights and demands. For the part where these individuals cannot present their suffering and destitution, others must come in and represent them to society. According to Sontag, Said, and Derrida, this is known as representation, and it often requires that individuals use their capacity to represent the pain of others the best way they know how.

Representing the pain of others involves telling the stories of the different sufferings an tribulations that different people experience throughout their lifetimes. Representation is identified as a significant tool of communication, as it helps people understand the various ways through which various people undergo their daily lives or living. Consequently, it has been argued the representation takes various forms especially through the media and other literary or artistic forms such as poems and paintings. These media forms have been used to represent the woes of others throughout history and according to the three scholars mentioned, though these representations are necessary, there have been problems associated with such representation. According to these scholars, representing the pain of others has long provoked various personal and political problems, as they do not fully represent the pain and suffering of the people that they intend to represent as expected.

Sontag specifically supports this notion in her book, regarding the pain of others in her examination of the representation of war by the media and artists. She explains that this representation has brought about personal and political problems as in a way they encourage more conflict and war between individuals. Additionally, representing the pain and suffering of others also causes an aesthetic and ethical dilemma as one cannot conclude the importance and significance of such representation. The representation of pain for example, is hard because is illustrates the negative side of things and events that have happened to individuals. Most of these illustrate the pain and suffering of others thus raising an ethical question as to the need for this representation. Said, explains that there are politics and poetics involved in the representation of the pain of others. This is because most of those willing to represent the pain of others have a reason as to why they tell the story of others. While others represent the pain of others so as to explain to society how life can be unfair, others do it for political reasons and to gain a political following.

For that reason such representation easily borders exploitation and disrespect as the intended purpose of the representation is questionable. As Derrida explains, it is hard for people to represent the pain of others without exploiting or disrespecting the victims with whom they intend to represent. Derrida urges his readers to embrace representation with respect and dignity, thus reducing the possibility of having misrepresented the pain and suffering of these victims.

This paper presents a reflection of Austerlitz by W. G. Sebald. Specifically, the paper utilizes the thoughts and perception of Sontag, Said and Derrida with regards to the representation of others.

Representation in Austerlitz by W. G. Sebald

Austerlitz by W.G. Sebald

In his novel, Austerlitz, Sebald tells the story of Jacques Austerlitz a man who was in search of life’s answers during his time (Sebald 1-320). The novel was published after the author’s death and the novel centers on the events that took place during the World War II and the holocaust. The novels looks at the horrifying events that took place, and uses the central character, Austerlitz to explain the pain and suffering experienced by people during this time (Sebald 1-320). A closer examination of the novel illustrates various concepts of the representation of pain and suffering as discussed by Sontag, Said, and Derrida.

Personal and Political Conflict

A closer examination of the novel by Sebald reveals that the story the author is telling in the novel goes beyond the story of his central character Austerlitz. Arguably the novel examines some of the events that took place during the holocaust and the World War II. Because these two event play a significant role in German history, it is easy for one to recognize political and personal conflict in the novel. The author intends to represent Austerlitz the best way possible, which can only be achieved by examining the political and personal connotations of the story being told in the Novel. He explains how the holocaust and the war took the lives of many innocent people, which in turn challenges his readers politically and personally (Sebald 1-320). Those in support of the wars and holocaust will not agree to the thoughts and attitudes presented in the novel, whereas those that were affected by these events would support the ideas presented in the novel. This in turn causes personal and political problems for readers and the audience to which the novel is intended to address.

Aesthetic and Ethical Dilemma

Another concept regarding the representation of the pain of others that can be noted in the novel relates to Aesthetic and Ethical dilemma of the representation. Arguably, Sebald does a good job in trying to represent Austerlitz’s pain as he does not divulge into the details on the way people suffered during these periods. However, he does not cover this pain and suffering so much to the point that he does not represent Austerlitz and his community accordingly. He highlights some of the things that terrible things that the people experienced during the war and the holocaust thus posing both aesthetic and ethical dilemmas with regards to the representation of the pain of others in the group (Sebald 1-320). Aesthetically, the author intends to bring tell his story as artistically as he possibly can. The only way he can achieve this is to provide a description of the actual events that took place during this time. He paints both the negative and positive picture of the lives of people living during this time, and because of this, an aesthetic dilemma is presented in the novel. Readers are barraged with horrific pictures and images of the events that took place during the holocaust and the war, most of which are aesthetically unappealing.

With regards to presented an ethical dilemma, the Sebald’s representation of the events that took place during the holocaust and the World War II beg the question of whether this representation is ethical or moral. The question of the ethical nature of Sebald’s is based on the question of whether or not this representation is good. Whether by representing Austerlitz and his community, the author does something good for the readers and his audience. Most would argue that his representation is ethical and for that reason, does not present an ethical dilemma, but if one is to consider the consequences of this representation especially o the readers, there appears to be an ethical dilemma in the representation.

Respect and Dignity in Sebald’s Representation

Conclusively, the most notable factor with regards to the representation of the pain of others in the novel relates to the observance of respect and dignity in Sebald’s representation of the life of Austerlitz. Arguably, the author does not exploit his central character or his victims in the novel to communicate his message and perception of the events during the holocaust and the World War II. Evidently, the author indirectly presents his attitudes and perceptions regarding the holocaust and the World War II using the lives of Austerlitz and his communities, he uses their pain and suffering to communicate his message to his readers but he does not exploit their destitution for this. He represents their pain and suffering with dignity and respect and does not inflate or deflate the events that took place for his own personal reasons. Whatever is presented in the novel is the actual thing took place during the time. He provides his evidence by explaining that his knowledge of Austerlitz life (Sebald 1-320).

Work Cited

Sebald, W. G. Austerlitz. New York: Random House Publishing Group, 2011. Print.

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Last Night I Dreamed Of Peace

Last Night I Dreamed Of Peace

This paper analyses Dang Thuy Tram’s Novel, Last Night I Dreamt of Peace. Specifically, the paper explains some of the lessons learnt after reading the novel.

As illustrated in the novel, Last Night I Dreamed of Peace tells the story of the well-famed Vietnam war from the perspective of the enemy instead of the victims. The novel’s author is the main protagonist, as the book presents a diary of the events she experienced during the Vietnam War. Arguably, her character in the book is presented as a passionate patriot to her country and one devoted to her country’s revolutionary resistance (Guthrie 1). For that reason, her novel is characterized by a hatred of the American troops who she considers responsible for the death and suffering of her community. In her own words, Thuy considers the American troops as imperialist killers and bloodthirsty devils, thus illustrating her feelings and attitudes regarding the Vietnam War.

In essence, the novel tells the story tells the story of Thuy’s dream of peace, as well as, her longing for a better future. A close examination of the novel reveals that the most valuable lesson to be learnt from the book is centered on self-sacrifice. Through her own character in the book, Thuy illustrates the importance of self-sacrifice for the achievement of the things that are important to an individual’s life. Her first entry in the diary states, “Operated on one case of appendicitis without adequate anesthesia. I had only a few meager vials of Novocain to give the soldier, but he never groaned once during the entire procedure. He just kept smiling, to encourage me.” (Thuy 1-225). This entry is the first illustration of her self-sacrifice as she uses her profession to save her own people. She is s doctor by profession, and she gave up her personal life and committed to herself to taking care of the sick during the Vietnam war. She continues to take care of her patients even though she longs for companionship with her childhood sweetheart, as well as, her family back home. The importance of self-sacrifice is illustrated in how she strives to care for her people at her own expense. Her place of work is not the most favorable place of work as it is under constant bombing and attacks from the US invaders (Guthrie 1). However, instead of giving up on her people and protecting her life through going into hiding, Thuy continues to work as a doctor, thus illustrating her level of self-sacrifice. Her statement illustrates this: “Somehow at this moment, I yearn deeply for Mom’s caring hand. Even the hand of a dear one or that of an acquaintance would be enough. Come to me, squeeze my hand, know my loneliness, and give me the love, the strength to prevail on the perilous road before me.” (Thuy 1-225).

Readers of the novel are encouraged to practice self-sacrifice, as it is illustrated o be beneficial in the long run. Not only does she save many lives through her self-sacrifice, Thuy also gives her people the hope that everything will be okay. She shares her dream of peace with others, encouraging them that there will be a better tomorrow if they stay loyal and devoted to their course. This book also encourages readers never to give up even in the face of suffering and destitution and instead sacrifice themselves to achieve good during this time. Conclusively, the lesson learnt from reading this book is the importance of self-sacrifice for achieving a common good.

Work Cited

Guthrie, John R. Last Night I Dreamed of Peace by Dang Thuy Tram. 13 August 2007. Web. 13

December 2011. <<>>

Thuy, Tram Dang. Last night I Dreamed of Peace: The Diary of Dang Thuy Tram. London:

Harmony Books, 2007. Print.

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