In “St. Lucy’s Home for Girls Raised by Wolves” the nuns use a shockingly casual tone when speaking to the girls, as if they understand the sacrifices the girls are going to have to make. For example, when the girls first arrive at St. Lucy’s and are running rabid around the courtyard the sister asks, “And what is your name?”(239). The nun asks this question as if she is speaking to a girl who knows how to respond despite the fact she knows the girls can not speak. In “The Ruined Maid” the author uses word choice to set the tone.
In this stage she is expected to feel comfortable in the human culture, and everything in the human culture will start to make sense (Russell 240). Claudette does not match the expectation in this stage due to the Sausalito dance. When she got to the dance, she met Kyle, her brother. Their conversations were very awkward, she, “narrowed my eyes at Kyle and flattened [her] ears, something [she] hadn’t done for months” (Russell 242 and 243) because she had changed into a human. She naturally resorted to her wolf like instincts to flatten her ears when she was in this awkward conversation with Kyle, meaning she has not met the expectation of the stage.
t Lucy’s Home for Girls is a safe haven for werewolf girls to learn how to change into better humans through a curriculum taught by the home’s nuns. Claudette, a student at St Lucy's Home For Girls, follows the nun’s curriculum closely, but sometimes she strays from it. This short story written by Karen Russell follows three werewolf girls as they learn about and adapt to their new way of living as humans, all of them heading in separate directions. In the beginning of Claudette’s journey, everything is new and different. She shortly learns that hard work is crucial to adapt to her new way of life and that from that point onward the stakes will be high.
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.
Lucy’s Home for Girls Raised by Wolves”, a pack of girls is sent away from its forest home to learn and become a part of human culture. Among the characters there is a wide spectrum of ability to conform to the norms of human society. On one end is Jeanette, the eldest sister who most quickly assimilates to human culture, and on the opposite end is Mirabella who is completely incapable of reforming. The story is told from the point of view of Claudette who adapts slowly, but successfully to the new environment. The conflict in the story is in how Claudette and the pack adjust to the new culture and how they deal with the deviance of
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.
This shows that Claudette can now effectively behavior in a new human environment. However the handbook states that she should be able to “easy to move between the two culture”(pg.246). This is not the case when it comes to Claudette. When she first reconnects with her family after her time at St.Lucy’s her “mother recoiled from me, as if I was a stranger”(pg.249). Claudette develops a human identity, but in the process her wolf identity is somehow damaged.
The narrator is a woman embarking on a career as a governess. She vividly described what she did before she would be leaving, which helps to understand that she is excited to leave. For example, she says “I now busied myself in preparations: the fortnight passed rapidly.” The narrator made sure she was busy so that the time would pass quicker, since she was so happy to embark. She also states “I had brushed my black stuff travelling-dress, prepared my bonnet, gloves, and muff; sought in all my drawers to see that no article was left behind; and now having nothing more to do, I sat down and tried to rest.” This statement describes, in great detail, what she did to prepare to leave. You can clearly tell that she is excited by the way she is telling her preparations.
The theme of “The Bicycle” by Jillian Horton is that you shouldn’t let anybody dictate how you should live your life, and you should do what makes you happy instead. This theme is powerful and pronounced all throughout the story, especially after Hannah started to realize what she had been missing out on. The rebellious thoughts began on page 35, when Hannah reminisced about how it felt to feel the wind in her hair, after seeing her friends zip by her on their bikes. Later, she says, “I felt lonely and isolated, increasingly aware of the of the differences between myself and girls like Ilana and Leah.” Hannah yearned to participate in the activities that her friends partake in—like going to Israel club after school—but she refrained, in fear of upsetting Tante Rose. Had Hannah not traded her happiness for Tante Rose’s approval, she would not have to bottle up her continuous feelings of longing and solitude.
Linda Pastan, in her collection of poems, The Imperfect Paradise, uses abnormal diction in order to describe event’s within the speakers’ lives. These events are generally viewed under one emotional lense, but through keywords are viewed through an entirely different emotion. Specifically, in the poem “To a Daughter Leaving Home,” Pastan uses “screaming,” “breakable,” and “waving goodbye” to describe a mother watching her daughter riding a bike for the first time. Conventionally, teaching a child how to ride a bike is seen as a good thing; however, Pastan is able to show, through diction, the speaker’s true panic and anxiety of watching her daughter grow up. From Pastan’s peculiar diction in her poems, the speaker’s true emotions can be
Similarly, at St. Lucy’s the nuns saw the wolf girls as barbaric people and treated them accordingly. The teachers and nuns believed that since they were the civilized culture, they must assimilate the more savage people into their way of life and help them become as stated in Karen Russell’s