Emily Dickinson didn’t have years of education and she mainly isolated herself at home. It reflects in some of her poems she didn’t write as though it was for others but for herself the placement of her punctuation marks or lack there of is an example. Her writing style is experimental because it lets the poems flow and only interrupted the flow when needed to. She didn’t drown her poems in commas and periods.

Dickinson’s writing style allows the reader freedom of interpretation, you take breathers almost where you see fit. The punctuation marks in a poem alerts the reader when to breath and to a certain rhythm. I find that her poems held her own voice. As if I’m reading it while she is writing it, like I am going through the thought process along with her. My poetic writing style is fairly similar to hers because I also don’t use a lot of punctuation marks unless there’s an specific inference to be made. Which I believe she does as well.

There are several Similarities between Keats and Dickinson writing styles, they both write about an unobtainable love. Though one would say their lifestyles were different because Dickinson rarely left her home I would say they both lived a lonely life. Keats health was failing while he was fairly young so many relationships that one would foster he couldn’t. He was in love with a woman and was denied her hand in marriage because of his health. There’s also a lot of references to nature in both writer’s work and this stress of vision. Its interesting that even though Dickinson wasn’t one to leave her home she expressed the beauty of nature as if she sees it all the time. She speaks a lot of dew on grass, birds freely flying and how green the grass is, it seems as if she become one with nature from experiencing it through her window.

After looking at  Dickinsons handwriting manuscripts, I noticed that many of her poems aren’t named but  just numbered. Its very hard to read clearly, 1. Because its through an image and 2. Because of her handwriting. Even so I think its really amazing to see her thought process through these poems some where she scratches words out and starts a completely new line, it makes me wonder how long she must have worked on it. I also noticed that certain things she may have stressed in the manuscript werent often followed through in the reprints. For example in A Saucer Holds A Cup , she has each word of her ending line stressed with underscores but in reprints its stressed as sentence. Continue reading Emily Dickinson poems →

Emily Dickinson’s poetry is often described as “experimental because the way she writes her poems are much like lyrics. I believe her work is described this way because it is her intentions to keep the readers off their toes, filling them with endless desire to read. Also, in the introductory, it mentions that she spends most of her life within the confinement of her home, therefore, it is her poetry that she writes that connects most deeply with the outside world. With poems like song, the meanings are exemplified to a degree that readers can feel the intensity of her thoughts.

Dickson’s work does indeed have a similar poetic style like Keats. She draws on the themes like death, nature, death, love and faith. In “Bright Stars” written by Keats, he’s describing his feelings towards the girl whom he loves almost to death, and in Dickinson’s poem 258 she writes

“Heavingly hurt, it gives us-

We can find no scar

But internal difference,

Where the meanings, are-

She seems to be troubled with emotion thought. In the introductory it also mentions that “some of her work reflects on the pain of unrequited love.” Which is precisely why there is that close resemblance to Keats work.

In the poems, the uses of line break, capitalization and dashes contributes to confusion while reading but at the same time generates a striking thought. Her poems have abrupt interruptions to exaggerate her sudden thoughts. It helps the reader visualize the scenario and can possibly emphasize with what she felt while writing her poems.

After seeing the handwritten version, my  experience was not affected. The only thing that boggled my mind for a moment was while reading “Amherst – Amherst Manuscript # 633 – The day she goes – asc: 13428 – p. 1” I notice that some of her letters are more exaggerated than some in previous. For example her S and T is much larger. So I do suppose that she’s putting some emphasis in certain aspect of her work while writing, which is something we can not see if we don’t see the handwritten version.

Bartleby is a mysterious character who utilizes the method of passive resistance that surprises the lawyer. In the very beginning, Bartleby works diligently and “seemed to gorge himself on [the] documents” (page 301). However, after some time, Bartleby suddenly develops a strategy that involves passive resistance to avoid doing something that he once was working so hard on.The theme that passive resistance can be just as or even more effective than resistance through violence is clearly evident. A very effective and yet simple response of “I prefer not to” from Bartleby causes the lawyer to be startled for he felt that “there was something about Bartleby that not only strangely disarmed [him]…” (page 303). Due to the non-violent resistance presented by Bartleby, the lawyer is really patient and is often thrown into the state of self-evaluation that causes him to rethink whether or not his decisions were reasonable. After each of the three encounters with Bartleby, the lawyer asks the other scriveners “what do [they] think of it” as a method of confirming if he did the right thing (page 303).

In addition to this passive resistance theme, there is also this whole mysterious character problem going on. From the very beginning, the lawyer states that he knows little about Bartleby and he believes that “no material exist for a full and satisfactory biography of this man” (page 297). One of the possible reasons that make the lawyer lose his sense of logical reasoning when he interacts with Bartleby may be due to what little is known about Bartleby. For example, the lawyer felt confident to dismiss Bartleby “when [he] entered [his] office, nevertheless [he] felt something superstitious knocking at [his] heart, and forbidding [him] to carry out [his] purpose (310). It seems as though something mysterious about Bartleby that prevents the lawyer to act upon his decisions on firing the scrivener. People have always been known to be afraid of the unknown because they don’t know how to deal with the unknown, which in this case with the lawyer is Bartleby. However, at the very end, though it is known that Bartleby is depressed and used to work at a place opening the mail that were sent to the dead people, there is nothing more known about his past or his background.

Bartleby’s use of the word “prefer” is a powerful choice in this literature. While the meaning of the word is misleading and a source of irritation to his employer and co-workers, Bartleby was stolid and unaffected by their reaction. The dictionary definition of the word “prefer” is, “like (one thing or person) better than another or others; tend to choose” (www.oxforddictionaries.com). Preferring to do something often implies that if one had a choice, one would rather not perform the task, but in the case that one does not  have a choice, s/he will perform the task assigned. However, Bartleby uses “prefer” as a substitute for “no.” The first time Bartleby used his famous phrase, “I would prefer not to,” the narrator could not believe his ears. It took the lawyer a while to realize that Bartleby meant no in a polite manner and he was impervious to reasoning (page 302).  Bartleby chose to be polite yet obdurate in preserving his individuality throughout the course of the story by simply repeating, “I would prefer not to.”  In only one instance, Bartleby said no was when his vision was impaired and he decided not to do any more writing (page 311). His use of the word “prefer” can imply that he used “prefer” when he was physically and mentally capable of participating in examining the papers but he chose not to do so. The fact that he was unable to perform anymore writing because he was physically incapable of doing so, might have been important enough for him to say the word “no.”

Furthermore, involuntarily, everyone else in the office started using “prefer.” Annoyed with Bartleby’s behavior, which was augmented by his sour mood at the time, Turkey derided Bartleby’s use of the word “prefer.” Turkey also stated that he seldom uses the word “prefer,” yet upon asked to quit picking on Bartleby, his response was “Oh certainly, sir, if you prefer that I should” without realizing that he used “prefer” (page 310). I think Melville used “prefer” in his literature to show that a polite yet persistent use of a word can be influential enough for people to question their own individuality. People are bound by societal rules and feel threatened by the few who politely refuse to abide by the rules. Most people follow rules only because they feel they are supposed to, and individuals such as Bartleby implicitly force them to think about why they are doing what they are doing.

Narrative of the Life of Frederick Douglass, An American Slave generously provided the reader with details of the situations Douglass witnessed and lived through himself, giving the reader a vivid realization of what it was like to be a slave in slave-holding America. After learning how to read and write, Douglass gained knowledge about the barbaric institution of slavery, and the contradictory lives the white slaveholders of the south lived. When you are denied something, you only want it more. Douglass’s mind had been starved of education, so any opportunity that came before him, he grabbed it with full force. Education is what aided Douglass in interpreting the bible in his own way, vastly differing from the white slaveholders of the South’s interpretations.

Religion plays a major role throughout Frederick Douglass’s narrative. After having been moved back and forth, through the hands of many masters, it became evident that these white slaveholders shared something in common. They lived their lives in the most contradicting manner possible. Douglass describes a situation where a former master named Auld used religion to justify an action: “I have seen him tie up a lame young women, and whip her with a heavy cowskin upon her naked shoulders, causing the warm blood to drip; and, in justification of the bloody deed, he would quote this passage of scripture – He that knoweth his masters will, and doeth it not, shall be beaten with many stripes” (261). This was one of the many events Douglass witnessed that only made him hungrier in interpreting the text these barbarous people used in defending their inhumane actions

Throughout the narrative, Douglass at times seemed as if he had views opposing religion: “Does a righteous God govern the universe? And for what does he hold the thunders in his right hand, if not to smite the oppressor, and deliver the spoiled out of the hand of the spoiler?” (272). Here, Douglass expresses a loss of faith after events that would shatter anyone’s spirit. In the appendix of this narrative, Douglass clarifies with the reader that he opposes the “slaveholding religion” and loves the pure Christianity of Christ. “The man who wields the blood-clotted cowskin during the week fills the pulpit on Sunday, and claims to be a minister of the meek and lowly Jesus… He who proclaims it a religious duty to read the bible denies me the right of learning to read the name of the God who made me” (289). Frederick Douglass made it clear that he strictly defies the religion the white slaveholders aggressively practice and hold so dear and loves the version he interpreted on his own through his dedication to seek education.

Narrative of the Life of Frederick Douglass, An American Slave provides a well-informed and vivid interpretation of horrors of slavery. In describing his life, from his birth in Talbot County, Maryland to his arrival in New York City, Frederick Douglass spends the majority of his narrative (Chapters I – IX specifically) moving from different plantations to homes and slowly learning to read and write, always at the risk of facing beatings from his master. It is into the later chapters where his knowledge of the inhumane system that is slavery grows exponentially, leading to his eventual freedom.

Again, as a narrative, Douglass’ graphic descriptions and strenuous life story provide a significant outlook into the past. However, his analysis of the systematics of slavery gives the reader a way to empathize; to truly understand the cruelty of these slave owners/masters and their revolting methods. Similar to the way slaves were entirely deprived of an education, slaveholders would employ tactics to trick their servants. Douglass describes the effect of receiving holidays as a slave: “The holidays are part and parcel of the gross fraud… This will be seen by the fact, that the slaveholders like to have their slaves spend those days just in such a manner as to make them as glad of their ending as of their beginning. Their object seems to be, to disgust their slaves with freedom, by plunging them into the lowest depths of dissipation” (269-70).  This practice is one of several Douglass observed which slaveholders would “disgust their slaves with freedom”, rather make it known that the slave will forever remain a slave. It is but a way of life.

In his career of slavery, it is certainly the physical treatment that pushed Fredrick Douglass over the edge: “I was broken in body, soul, and spirit. My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered upon my eye died” (264). Yet despite all the hardships throughout his life he successfully stands above the inhumanity of the system in the triumphant stance as a “Liberator.”

When reading a work of fiction, readers are compelled to interpret symbols throughout the story. Cause for interpretation in novels is purposeful by the author to switch on the reader’s imagination. In doing so, in most cases, the author merely hints the symbol’s meaning, leaving the reader to digest and interpret the symbol by themselves. When reading Narrative of the Life of Frederick Douglass, An American Slave, the reader cannot forget that this is not only a nonfiction autobiographical narrative, but also a critical piece of the puzzle to abolishing slavery in America. Frederick Douglass does not leave the reader open for any such interpretation. Instead, he spoon-feeds the reader exactly what he is thinking with no chance for misrepresentation of an argument he is attempting to tell.

“Our house stood within a few rods of Chesapeake Bay, whose broad bosom was ever white with sails from every quarter of the habitable globe. Those beautiful vessels, robed in purest white, so delightful to the eye, of freemen, were to me so many shrouded ghosts, to terrify and torment me with thoughts of my wretched condition.” (264)

At this point in the narrative, Frederick Douglass has tasted a small portion of what it is to be a free man through experiencing education. Educating a slave was forbidden, yet he was able to find a way to read and begin to learn to write. This small bite of intellect swung the doors open to what it may be like to be free. Seeing these ships in what seems like a beautiful picturesque landscape, roaming freely in the harbor is even more painful to him now because of this taste of education. The opportunity he strove for that was bitterly taken away when he left Baltimore now haunts him (“shrouded ghosts”) and is so close physically yet so far in practicality. After reading this section of the story, I thought it was a gold mine to interpret, thinking I finally found what I can sink my teeth into as a blog post. But no, Frederick Douglass took it upon himself to take my opportunity to interpret away by following with a clear and concise explanation of exactly how he felt in that moment. I was very annoyed. But then I figured out exactly why he went ahead and explained it all himself. Frederick Douglass goes on to explain:

(Speaking of the ships) “You are loosed from your moorings, and are free; I am fast in my chains, and am a slave! You move merrily before the gentle gale, and I sadly before the bloody whip! You are freedom’s swift-winged angels, that fly round the world; I am confined in bands of iron! O that I were free!” (265)

This was an obvious interpretation. A reader might think it was unnecessary to state these obvious feelings of jealousy towards a free sailing ship from a chained up slave. But something a reader must remember is that this narrative had a purpose. Frederick Douglass did a fantastic job captivating the reader with graphic details and a story of survival, but the goal to be achieved here is to abolish slavery. Frederick Douglass wanted the reader to stand in his shoes, feel the sweat dripping down his neck, and sink in his/her seat when realizing exactly how a slave felt in those times, with no room for error in understanding what happened to a slave in the South.

Narrative of the Life of Frederick Douglass emphasized the importance of how knowledge was the most powerful tool in the path of abolishing slavery. Frederick Douglass, the author of this novel, is given the opportunity to become literate by Mrs. Auld despite being a slave. He was taught the alphabet and various three to four letter words. Upon discovering the fact that Mrs. Auld was instructing Douglass how to read, Mr. Auld reprimanded Mrs. Auld. He informed her that, “If you teach that nigger how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master” (250). Essentially, this quote demonstrated the consequences of a slave becoming educated in the eyes of a slave owner. Once a slave becomes educated, he would no longer become ignorant to the accessibility of freedom. Respectively, he would be able to reason and think for himself. Douglass included this pivotal scene in his narrative to illustrate his epiphany towards the idea of by simply learning how to read, he is able to achieve what slave owners dread, which is the use of knowledge to fight oppression. Douglass now understands that masters purposely deprive slaves of intelligence. Furthermore, they brainwash them to believe that they are inferior and their sole purpose in life is to obey their masters.

Douglass described the gore and violence of slavery as a, “… blood-stained gate, the entrance to the hell of slavery, through which I was about to pass” (238). Douglass also included many detailed and vivid imageries in hopes to shed a light on the horrors of slavery. An example of him portraying the violence of slavery is when he recalls the incidence of his Aunt Hester being whipped, “I have often been awakened at the dawn of the day by the most heartrending shrieks of an own aunt of mine, whom he tie up to a joist, and whip upon her naked back till she was literally covered with blood” (238). By highlighting these personal anecdotes of his life and the violent experiences faced by other fellow slaves through the form of literature, Frederick Douglass was able to expose the atrocious practice of slavery.