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.
Analyze Claudette’s development in relation to the five stages of Lycanthropic Culture Shock. In ”St. Lucy’s Home for Girls Raised by Wolves”, Russell Wolves”, Russell writes a short story regarding a group of girls, whose parents are werewolves. Their parents sent them to St. Lucy’s Home for Girls to be reformed into civilized humans and become functional members of society. The main character, Claudette, is developed by comparing her behavior in each stage The Jesuit Handbook on Lycanthropic Culture Shock.
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 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.
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.
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. There are several challenges that Claudette surpasses in order to abandon
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Each story undoubtedly has important concepts intertwined into them. When one looks beyond the surface of the stories, he or she might notice that these stories could address things such as fitting in to society, living up to false expectations, and even family values. When it comes to fitting in to society, people often go to great lengths so that they might fit in with the people around them. In the case of the story "St. Lucy 's Home for Girls Raised by Wolves," we see the parents ' desire for the girls to fit in to their society. We see this when the girls go off to what some might call an 'obedience school. '
Scout demonstrates the idea that adversity does strengthen an individual by learning how to take her life situations, furthermore turn them into positive outcomes, resulting in her building an emotional wall in order to prevent her past from breaking her down, leading her to show the world that she is transitioning into a mature, young woman. In Harper Lee’s novel, To Kill a Mockingbird, Jean Louise Finch (Scout Finch) becomes exhibited to adversity in her early childhood. Scout begins by having an arduous time trying to be herself without facing the wrath of people narking on her about the way she dresses as well as the way she acts. Without a mother figure present in her life, the only way she feels like herself is by doing what she knows best, acting as well as dressing like a boy. In chapter eleven, Scout explains how
With the use of these three rhetorical strategies, she can get the reader to comprehend that every girl has the right to an education. Throughout the novel, Malala utilizes influential ethos while talking about how difficult it was for a girl to attend school in peace so that the audience will believe her story. For example, in the novel Malala states “The trips from school became tense and frightening, and I just wanted to relax once I was safe inside my home”. (Yousafzai,pg.62) This quote is included so that the reader will be able to perceive how she and the other girls felt while trying to obtain an education. Also, her purpose of