Lycanthropic Culture Shock Character Analysis

I think the point of the story Lyddie is to show just how hard it was for young women to get by back then. In Lyddie's story, she has to go endure many hardships such as losing her farm, having poor working conditions, and having to walk and walk to become a factory girl. The place she stayed at was an small inn. The in was very overcrowded with 2 women sharing a bed. This could potentially be harmful to the girls if for example there was a fire they would not all be able to make it out alive. In this essay, I will be talking about all the hardships that Lyddie had to push through and how bad their lives were back then.

In the short story, “St. Lucy’s Home for Girls Raised by Wolves,” written by Karen Russell, a pack of wolf girls leave their home in the woods for St. Lucy’s in order to be able to live in human society. Within the story, Russell has included epigraphs before each stage from The Jesuit Handbook for Lycanthropic Culture Shock. This handbook was for the nuns at St. Lucy’s to help guide their students. Karen Russell included the epigraphs, short quotations at the beginning of a chapter intended to suggest a theme, from the handbook to help the reader understand what the characters might be feeling or how they will act in a certain stage. In Stage One, the epigraph closely relates to the characters’ development, yet doesn’t consider that the girls could be fearful in their new home due to interactions with the nuns.

Throughout stage two, the girls do not adjust easily to St. Lucy’s. The narrator states that “We spent a lot of time daydreaming during this period” as well

In “St. Lucy’s Home for Girls Raised by Wolves”, Claudette, Mirabella, and Jeanette is taken to a foreign place to adapt to human nature. They are taken through the process of 5 stages of becoming human. Claudette, the speaker of the story, is stuck between two faces, the human and the wolf face. While Claudette is in between these two worlds, she has fully conformed from wolf to human. She has completed the transformation from wolf to human because her own mother doesn 't recognize her, trying to make herself seem more like human, and not even caring about her own fellow wolf mates anymore.

Claudette encounters cultural shock and struggles to assimilate, however, she also reaches many milestones on her journey to becoming human. One example of Claudette struggling finds Jeanette crying and says “Why you cry?”... instinctively reaching over

This work may be stressful, and students may experience a strong sense of dislocation. They may miss certain foods. They may spend a lot of time daydreaming during this period. Many students feel isolated, irritated, bewildered, depressed, or generally uncomfortable” (page 229). The Jesuit Handbook on Lycanthropic Culture Shock states that once the wolf girls experience these negative sentiments, they have entered stage two. During stage two, Russell’s development of Claudette directly corresponds with the epigraph. Claudette found that she was always “irritated, bewildered, depressed… uncomfortable and between stages”(page 229). This lines up perfectly with the Handbook, which describes feelings of discomfort and dislocation among the pack. Claudette had even “begun to snarl at [her] own reflection as if it were a stranger,” showing that she is very uncomfortable with the changes that have happened to her, both physically and mentally. In Stage 2, when the girls had begun to drift apart, Claudette found where she fit in, explaining that she “was one of the good girls. Not great and not terrible, solidly middle of the pack” (Russell 232). This idea of Claudette being a good but imperfect character connects to her relation to the Handbook, as she mostly follows along with its expectations but occasionally lags

In Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves”, she develops the progression of the characters in relation to The Jesuit Handbook on Lycanthropic Culture Shock. The characters, young girls raised as if they were wolves, are compared to the handbook with optimism that they will adapt to the host culture. The girls’ progression in the five set stages are critical to their development at St. Lucy’s. The author compares Claudette, the narrator, to the clear expectations the handbook sets for the girls’ development. Claudette’s actions align well with the five stages, but she has outbursts that remind her of her former self.

People who endure dislocation feel out of place and have many mixed emotions. Karen Russell’s “St. Lucy’s Home for Girls Raised by Wolves,” tells the story of a group of girls who suffer from lycanthropy including Jeanette, Claudette, and Mirabella. The “pack” of girls go through many stages to rehabilitate to their human identity. The girls experience culture shock and have to work as they progress through the stage.

In Karen Russell's short story, “St. Lucy’s Home for Girls Raised by Wolves”, a pack of wolf-girls are sent to a church to transform them into human-girls. As they journey through their transformation there is a guide called, The Jesuit Handbook on Lycanthropic Culture Shock that helps the nuns running St. Lucy’s. The book describes the transformation in stages to help determine the girls’ place as a human. Claudette, the narrator, arrives at St. Lucy’s with her pack to begin their transformation. She struggles through most of the stages, but succeeds in only a couple of them.

Kate Chopin’s short story “The Story of an Hour” is set in the late 1800s – a time when women were considered inferior to men. Women had traditional roles as wives and mothers. In this 19th century patriarchal society, Chopin shows us Louise Mallard, the main character, who does not comply with the female gender norms of the Victorian period. When Louise learns about the death of her husband, her reaction and the reaction of her sister and the doctor tell us a great deal about gender stereotyping during this time.

In the story, “St. Lucy’s Home for Girls Raised by Wolves”, the author, Karen Russell, uses feral diction to establish that although people strive for perfectionism in their lives, people cannot become someone or something that they are not, thus causing a loss of identity.

There are many things that influence how one portrays or performs race. Race is something that cannot be easily, psychically changed, but it is such an important part of one’s identity and can be manipulated based on ever changing surrounding forces. People perform race even within their specified “race” because of the influences of other races around themselves.

In Karen Russell's book “St. Lucy’s Home for Girls Raised by Wolves,” the girls learn what it is like to be human and how they adjust to our culture. The main character is a wolf girl named Claudette, we watch her go from cote human as she moves through the stages of Lycanthropic Culture Shock.

They all still acted like misbehaved wolves. To Claudette everything that the nuns did to let them be free was a taunt. “It all felt like a sly, human taunt” (pg 240). Claudette and her sisters gave up. “The advanced girls could alternate between two speeds, ‘slouch’ and ‘amble’’ (pg 240). Claudette was worried for her sister Mirabella because she was the youngest one and didn’t seem to adapt so quickly. Now by the end of stage 2 Claudette is now more adapted. She and her sisters now wanted to please others and show them respect. Like humans would to one another. Claudette now expresses herself as one of the good girls. “I was one of the good girls” (pg 242). “Not great not terrible, solidly middle-of-the-pack” (pg 242). She was also very smart she even claimed by now that she could be better than her older sister Jeanette.”I probably could have vied with Jeanette for the number one spot” (pg 242). Claudette’s character towards the end of stage two is very much against Mirabella her youngest sister. Claudette said to Mirabella “Get away, get away! “(pg 243). That is because Mirabella jumped on her and wouldn’t leave her

Initially, Cady did not know how to act in the social setting she was placed in, therefore she had to learn along the way what the group norms were in the now scenery she encountered. Certain actions or expectation of others that were came back form her stay in African did no longer apply to those in America; she was now exposed to negative influences. She deviated from a collectivistic to an individualistic community. Once she able to gain access into this new found crowd, she began to conform to her new group and demonstrate the stages of group development. For example the forming stage when she first began to associate herself with the new group, she behaved polite with them to the extent of obeying them with certain suggestion like what