The Importance Of Literary Elements Used In Red Queen In the novel Red Queen, by Victoria Aveyard, shows how the author has the ability to write more to the story, to add more emotions, and expressions in such a way that the audience can capture these moments and predict what happens next. This can show in the author’s writing by using these literary devices written throughout the story: historical context, indirect and direct characterization, and mood. When using these literary devices in the novel, it provides how the audience sees the characters, to picture a division of the protagonists and the antagonists in the story, and how the readers feel. The speaker’s intention for using historical context is by comparing how the book uses the …show more content…
For example, “The Southern legislatures, former confederates, passed laws known as the black codes, after the war, which severely limited the rights of blacks and segregated them from whites”. Before, white people thought they should have had more power than black people because of their skin color, who introduced them into slavery and did not let them go into certain places. As opposed from segregation, the author from the chosen novel Red Queen states that, “We don’t get seats here, just long concrete benches, but the few Silver nobles up above enjoy cool, comfortable boxes.” (Page 5). By this, the author shows the injustice that was created between the Silvers and Reds, where the Silvers were rich and had more power, and the Reds not being able to obtain the same things as them. The message the author is trying to portray is that by every circumstance, every human being is the same no matter what race they are, where they are from, their culture, and their way of life. People should not be judged by their …show more content…
This can be shown within the character Evangeline, the Queen’s actions towards Mare the protagonist, as written in the text, “Her fingers dig into me, down to the flesh.” (Page 102). This shows signs of violence and hatred towards Mare in the story. Another example that points out the actions of Maven is provided in the text, “As nice as he is, my instinct tells me not to turn my back on Elara’s son, that he’s hiding something.” (Page 135). This lets the audience know that someone like the Queen’s son is no one to mess with, for she can mess with anyone’s mind, or even kill for blood. The message the author portrays towards indirect characterization is that you can’t always assume what a character is like by their appearance, because there is something more to that person on the inside, not on the outside, where people judge first before getting to know that person
Moreover, Maven seems to be crueler than Mare due to their ambitions toward the newbloods. As Mare tried to escape from Maven, he aimed to kill the newbloods to win her heart and make her giving up (Aveyard, 2016, p. 249). Nevertheless, Mare put all her effort into her commitment that she would protect the newbloods from Maven, and never let him found them before she did (Aveyard, 2016, p. 30). In addition, toward Cal, Maven and Mare have particular purposes against each other.
Every individual is born with a specific culture and color. Respecting each and every person is society’s duty. Society fails in doing so by treating each individual based on their color. Society has two ways to see a person and that is black and white. Whites are given the higher position and well treatment whereas blacks are treated in an opposite way than whites.
comprehends that most people of his race is dignified enough to be acknowledged of their actions. He refers to all of the remarkable people such as Rosa Parks, Hunter-Gaunt and an amazing poets who lived through this era with courage and dignity. “... noble sense of purpose … characterizes the life of pioneers … rose up with a sense of dignity … ‘ My feet are tired, but my soul is at rest’ …” ( P.49, Paragraph 30). He sees his race being put down while they should be known for their decisions or actions in life.
As quoted in this novel by an Alabama planter, “We have the power to pass stringent police laws to govern the Negroes—this is a blessing—for they must be controlled in some way or white people cannot live among them.” (Alexander, 2011, p.28). This quote is an example of ideology; the rich plantation owners feel they are above the poor people of color. White superiority was justified in this time period. The people of color were seen as slaves and were less important than the white people.
The author wants his son to be aware of the country he grew up in calling it his home. Instead, Ta-Nehisi says this country is a place that judges you based on your skin color. Ta- Nehisi illustrates this by not only giving his son advice on what he should or should not do, but instead uses examples of his experiences, history, and the criminal justice system devaluing the “black body”. Ta-
This shows the prevalence of racism in America when this was written. The loss of intentionality in the actions of Americans lead to a subconscious behavior of discrimination and overall apathetic way of life. Living without purpose limits growth and leaves room for making mistakes more easily in the
During the early 1970’s, the United States of America had many structural inequalities integrated into its society. Many Americans lives were affected by the social standards of race, gender, and economic stance. Anne Sexton’s transformative poem “Cinderella” allows the speaker to use satire to show the structural inequalities of the economy, gender, and race in the United States in the 1970’s. With the use of mockery, the speaker shows how fairy tales and unequal distributions of authority were used to ensure a lack of social mobility in the United States.
In the Novel “A Lesson Before Dying” by Ernest J. Gaines shows the discrimination between the African Americans, the Whites, and the Mulattos are based on a social hierarchy. This is shown in different chapters among the Novel and will be explained in detail. Firstly, at the beginning of the novel “A Lesson Before Dying” we automatically read in the first couple of chapters that the Black ethnicity is at the bottom of the social hierarchy. One of the main scenes that comes to mind during the book is when Miss Emma, Tante Lou, and Grant go to see Mr. Henri Pichot.
Since the 1930’s, milestones have been reached as to racial equality and equal rights in America, but there are still issues between black and white. Today, racism is an existing part of society. News headlines of “Police Brutality” flash across the television screen from time to time. Racial stereotypes are a common mindset for some people. Back in the 1930’s however, racism and segregation was everywhere.
This quote is important because in the beginning she was feeling like the only colored person and then it moved to how she felt out of place at times. But in the end she sees that she has always been one. This narrative agrees with how I understand race, because we are all one.
In the novel To Kill a Mockingbird by Harper Lee, one of the most significant themes is unjust decisions are made due to race and social class. For example, a group of men showed up in dusty cars at the Maycomb County jail, where Atticus was late at night. Outside the jail, “in ones and twos, men got out of the cars. Shadows became substance as lights revealed solid shapes moving toward the jail door” (Lee 80). One man asked “he's in there, Mr. Finch?” referring to Tom Robinson (Lee 80).
Throughout history, many influential writers have used literature to teach people about human nature; these writers used their works improve the morals of humanity. In the 18th century, Romantic and Gothic writers used many literary elements to make their works more meaningful. These included figurative language, symbolism, imagery, allusions, mood and tone to enhance the theme in their stories. Two men who did this were the Gothic writer Edgar Allan Poe, and the Gothic romance writer Nathaniel Hawthorne. The works “The Masque of the Red Death” by Poe, and “The Minister’s Black Veil” by Hawthorne, are examples of using literary elements to enhance theme.
Racism, family background, and wealth are the three main forms of social inequality that appear multiple times in To Kill a Mockingbird. In the novel To Kill a Mockingbird, Lee proves that the Negroes are not respected at all simply because of their skin color. They are so disrespected and looked down on to the point they have their own little community out of the town away from the white people. Although, the colored are racists towards the white people in Maycomb.
For example in the book, *The Great Gatsby, by *Scott Fitzgerald, depicts how these inequalities happen through its main character Gatsby. Throughout the 1920's people focused on getting rich instead of striving for equality as shown in The Great Gatsby, by Scott Fitzgerald. Fitzgerald shows that people are yet not treated fairly and that social discrimination still exists. For example, in Chapter 2, Tom goes to see Wilson, a poor mechanic worker. He tells him he is going to sell him his old car, but his purpose is to distract Wilson so he can have an affair with his(wilson's) wife, Myrtle.
SHUBH MITTAL IBDP XII B D-BLOCK Paper 2 Essay Context: Historical, Political, Economic, Cultural, or Social can have an influence on the way literary works are written or received. Discuss with reference to two literary works that you have studied. Writer’s use of context acts as a driving force enabling and shaping literature.