Karen Russell's “St. Lucy’s Home For Girls Raised By Wolves” is a story of lycanthropic girls who have been raised by their wolf parents who are being assimilated into human culture by forceful nuns. Claudette is the main character who is also telling the story. She faces many achievements and struggles, but by the end of the story Claudette has clearly conformed to human culture. This is supported when Claudette shows her loss of wolf-like traits, such as when she loses compassion for her pack members, and in the later stages when she starts to have complex human thoughts and starts to lose detectable traces of her wolf origins. Claudette encounters cultural shock and struggles to assimilate, however, she also reaches many milestones on her journey to becoming human.
Russell wrote a short story that took place at “St. Lucy’s Home for Girls Raised by Wolves”. The parents of the girls sent them away to train to become a functional and civilized member of society and provide them with a better life than their werewolf parents could provide for them. In this book, Russell introduced each stage of change with an epigraph that described what the girls should be expected to complete in the stage. The epigraph furthers the reader 's knowledge by outlining what they should expect from the girls in each stage. It develops the girls as individual characters in a different manner than the stages do.
Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves”, is about a pack of wolf-like girls who go to St. Lucy’s to learn how to adapt to a human life. The stages of adapting shows the character 's development and their traits throughout the story. There are many struggles as they adapt to human life, and epigraphs from The Jesuit Handbook on Lycanthropic Culture Shock informs the nuns on what will occur at a certain point in time. Sometimes the epigraphs aren’t entirely accurate. However, Stage Two’s epigraph is quite accurate with its description to Claudette.
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.
In the short story Girls Raised by Wolves by Karen Russell, nuns at St. Lucy's Home For Girls Raised by Wolves try to turn a pack of young girls, including Claudette the narrator, whose parents are werewolves, into proper humans who can fit into society. Claudette struggles with balancing her wolf upbringing with the teachings of the nuns, and ends up conforming to the standards and morals of humankind. Her change from being a pack member to a human individual is seen in many places throughout the text. Although it is certain that Claudette grows to be human by STAGE 5, she has to struggle through the difficult and disorienting processes that are required in order to become human.
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.
Harwood contrast at the start as a “she” then being dehumanised as an “it.” The personification Harwood described the bride tells that a piece of her freedom has been taken away from the change. The bride would have to cope to try and regain to what she was once to the lion with “her warm human smell.” Her sense of freedom was juxtapose by her “barefoot stepping in [his] cage” as Harwood suggests that she knew what she was stepping into, but didn’t understand the sacrifices she must make, by undergoing the change of becoming a wife. Furthermore, “In the Park” advise women that being a mother will change their life, but it isn’t easy as more sacrifices are made in order to be more devoted to the children.
In stages, 1, 2, and 3 Claudette is going through stages to become more civilized. On Claudettes journey to conforming to human, she has faced many struggles in becoming human. To start, Claudette “...was irritated, bewildered, depressed”, her pack is “uncomfortable, and between languages.” She is struggling in becoming human because she is stuck between two barriers.
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.
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. Russell uses feral diction in “St. Lucy’s Home for Girls Raised by Wolves” to prove that people cannot change who the are. For example, Kyle tried to talk to Claudette, but just succeeded in annoying her instead. Claudette immediately reacted and, according to the story, “I narrowed my eyes at Kyle and flattened my ears, something I hadn’t done for months” (249).
The Sweeter Things In Life This passage about sensory memory in “The Promised Land”, by Mary Antin, is one that can be examined critically to determine concealed ideas and hidden character traits that the author puts in their literature. This passage occurs in the stage of the novel where the protagonist and author Mary is starting to settle into the first few years in her new home in the United States of America after emigrated from Polotsk, near communist Russia. Mary stumbles upon a fruit that brings back a specific memory from her childhood that is connected by a sensory memory.
This piece of the novel is extremely important. It shows the reality of the situation. It is important to the readers to understand that every family has flaws. Capote goes on about how loved and cherish the Clutter’s are and how well known they are. It proves to society that even the most popular, the richest, the luckiest, and the prettiest people out there do not have perfect lives.
“The Treaty Story”, By the Minnesota Historical Society, and “What Does Justice Look Like?” by Wazyatawin are two pieces about Native American treaties when Minnesota was first being established. They both discuss the initial discovery of the land by fur traders and European settlers in the 1700’s and on, as well as the first communication between natives and white settlers. Both are credible, factual, but they differ when it comes to the speaker, the audience, and the word choice used throughout each text. “The Treaty Story” is an online interactive text meant for 6th grade students in Minneapolis Public Schools who are in the Minnesota history course; therefore the Minnesota Historical Society wrote it to be as unbiased as possible.
The Position Paper's final position is one of genuflection: prostrate, rump raised, ready to proffer thanks for something already received and also waiting receptively, patiently, for something else. If this deferential position is immediately recognizable as a whole-body symbol of gratitude, it is also simultaneously recognizable as an indication of one's readiness for punishment: my butt is extended as you commanded, or, I'm inviting you to inflict pain. It would be imprudent, perhaps even impudent, of the Position Paper to proceed any further without addressing the bared butt in the room: its very name, a tribute, of course, to one of literary theory's legendary masochists, Eve Kosofsky Sedgwick. The Latin infinitive form of "tribute" is tribuere, "to give, distribute" (AHD).
In both the passage and the scene, “The Mount of Monte Cristo” and “Blessings”, send messages out to their readers. The way the authors developed the messages, or themes, have similarities, but also some differences in each text. In “The Mount of Monte Cristo”, a man is imprisoned for over four years and has recently stopped eating the prison food. I think the theme of this passage is to always have hope, even in the worse situations.