Hey all,
For those of you who haven't printed out the Woolf essay yet, I put all 6 chapters together into one PDF. Here 'tis:
http://dl-client.getdropbox.com/u/42454/A%20room%20of%20one%27s%20own%2C%20by%20Virginia%20Woolf.pdf
It may seem a bit long, but it's pretty straightforward, and a moderately quick (and fun!) read.
Happy Thanksgiving - enjoy.
-Ben
Wednesday, November 26, 2008
Saturday, November 22, 2008
PIZZA! :)
Hey everyone,
Please bring $2 tomorrow for pizza! I'm thinking of getting 2 or 3 "Godzilla" size pizzas from Blondie's. Comment if you have other suggestions or any preferences for toppings :)
~Radhika
Please bring $2 tomorrow for pizza! I'm thinking of getting 2 or 3 "Godzilla" size pizzas from Blondie's. Comment if you have other suggestions or any preferences for toppings :)
~Radhika
Thursday, November 20, 2008
Sunday Screening
Just to remind everyone, the screening this Sunday is at 6:30 pm in 209 Dwinelle. The film's about 2 hours long, so we should be out of there by 9 at the latest.
Oh, and a few of you came up to me after class and said that you were going home before then and couldn't make it. If you could, please e-mail me before then so I don't mark you absent.
Thanks - see everyone then.
-Ben
Oh, and a few of you came up to me after class and said that you were going home before then and couldn't make it. If you could, please e-mail me before then so I don't mark you absent.
Thanks - see everyone then.
-Ben
“Blow-Up” Homework Assignment
Reality vs. Imagination
Examples:
“It’s going to be difficult because nobody really knows… if I am I or what actually occurred or what I’m seeing…or if, simply, I’m telling a truth which is only my truth and then is the truth only for my stomach, for this impulse to go running out and to finish up in some manner with this, whatever it is” (paragraph 4).
The narrator speaks about the confusion between the true reality and his own creation, in which he deems as true. These two different worlds are merged together. A photograph offers evidence on what really happened, while literature is a piece that he can create and change. In this case the literature happens to be the actual passage. He collects his observations into the passage and ends with a photo, but as he stares at the photo, his mind trails off to possible alternatives to what he had actually observed. With more literature/imagination, the photo changed in his mind to a way to output his self-created scenarios.
“Michel is guilty of making literature, of indulging in fabricated unrealities. Nothing pleases him more than to imagine exceptions to the rule” (paragraph 16).
- Literature is connoted as only fiction in this case. The narrator writes these fictions, which goes against the “rule,” which means the true reality.
“…and the first day he spent some time looking at it and remembering, that gloomy operation of comparing memory with a reality that is lost, a frozen memory, like any photo, where nothing is missing, not even, and especially, nothingness, the real fixer of the scene” (paragraph 20).
- “Memory” refers to his imagination while “reality that is lost” is what really happened, but because of his fabrications, he has turned to believe in them as true. It has turned into a photo, which is supposedly a depiction of the actual event.
Thesis:
The separation between reality and imagination is distorted, leaving the narrator remnants of the truth and his self-created memories, in which he combines together to form his own perverse reality.
Linda Pham
Examples:
“It’s going to be difficult because nobody really knows… if I am I or what actually occurred or what I’m seeing…or if, simply, I’m telling a truth which is only my truth and then is the truth only for my stomach, for this impulse to go running out and to finish up in some manner with this, whatever it is” (paragraph 4).
The narrator speaks about the confusion between the true reality and his own creation, in which he deems as true. These two different worlds are merged together. A photograph offers evidence on what really happened, while literature is a piece that he can create and change. In this case the literature happens to be the actual passage. He collects his observations into the passage and ends with a photo, but as he stares at the photo, his mind trails off to possible alternatives to what he had actually observed. With more literature/imagination, the photo changed in his mind to a way to output his self-created scenarios.
“Michel is guilty of making literature, of indulging in fabricated unrealities. Nothing pleases him more than to imagine exceptions to the rule” (paragraph 16).
- Literature is connoted as only fiction in this case. The narrator writes these fictions, which goes against the “rule,” which means the true reality.
“…and the first day he spent some time looking at it and remembering, that gloomy operation of comparing memory with a reality that is lost, a frozen memory, like any photo, where nothing is missing, not even, and especially, nothingness, the real fixer of the scene” (paragraph 20).
- “Memory” refers to his imagination while “reality that is lost” is what really happened, but because of his fabrications, he has turned to believe in them as true. It has turned into a photo, which is supposedly a depiction of the actual event.
Thesis:
The separation between reality and imagination is distorted, leaving the narrator remnants of the truth and his self-created memories, in which he combines together to form his own perverse reality.
Linda Pham
Blow Up assignment
Contrast: Photos vs. Writings
Examples of contrast:
A)
“like and photo, where nothing is missing” (126).
“guilty of making literature, of indulging in fabricated unrealities” (124).
The contrast made here is that photographs are all seeing, they cannot be fabricated, whereas writing can be created from nothing.
B)
When describing taking the photo the narrator states, “I was satisfied with myself” (127).
“I was unable to find a way to say in food French what Jose’ Norberto Allenda was saying in very good Spanish” (127). When one is attempting to accomplish a task, such as translating a piece of literature, it is frustrating when the task is failed. This is contradictory to his satisfaction from taking the photo.
C)
The narrator realizes that photos are very easy to understand and lack confusion, stating, “we look at a photo from the front, the eyes reproduce exactly what position and the vision of the lens” (126.)
The narrator speaks of a man with a paper that he has been pretending to read. He describes the man as having “the grimace that twisted his mouth askew, it covered his face with wrinkles” (125). The man was confronted with reading a paper and although he was not actually reading it, he is described as a wrinkled. Wrinkles can often be formed by confusion, thus the mere presence of writing is symbolized by the confusion on the man’s face.
Thesis:
Photography and writing are both forms of art, but the symbolism and understanding of each can contrast one another.
Examples of contrast:
A)
“like and photo, where nothing is missing” (126).
“guilty of making literature, of indulging in fabricated unrealities” (124).
The contrast made here is that photographs are all seeing, they cannot be fabricated, whereas writing can be created from nothing.
B)
When describing taking the photo the narrator states, “I was satisfied with myself” (127).
“I was unable to find a way to say in food French what Jose’ Norberto Allenda was saying in very good Spanish” (127). When one is attempting to accomplish a task, such as translating a piece of literature, it is frustrating when the task is failed. This is contradictory to his satisfaction from taking the photo.
C)
The narrator realizes that photos are very easy to understand and lack confusion, stating, “we look at a photo from the front, the eyes reproduce exactly what position and the vision of the lens” (126.)
The narrator speaks of a man with a paper that he has been pretending to read. He describes the man as having “the grimace that twisted his mouth askew, it covered his face with wrinkles” (125). The man was confronted with reading a paper and although he was not actually reading it, he is described as a wrinkled. Wrinkles can often be formed by confusion, thus the mere presence of writing is symbolized by the confusion on the man’s face.
Thesis:
Photography and writing are both forms of art, but the symbolism and understanding of each can contrast one another.
Blow-Up
Contrast: The Camera/Photo versus The Eye/Vision
Three Examples:
Thesis: Although a photo seems to be similar to the act of seeing something in real life (a person, a situation, etc.), the two mechanisms in fact hold somewhat opposing principles, one principle being a stiff, unchanging moment in time, and the other being a rhythmic, moving act of life.
Three Examples:
“As for the boy I remember the image before his actual body (that will clear itself up later), while now I am sure that I remember the woman’s body much better than the image.” (119) PHOTO IMAGE VERSUS MEMORY
“…sure that I would finally catch the revealing expression, one that would sum it all up, life that is rhythmed by movement but which a stiff image destroys…” (123) PHOTO IMAGE VERSUS RHYTHMIC MOVEMENT OF LIFE
“My strength had been a photograph, that, there, where they were taking their revenge on me, demonstrating clearly what was going to happen. The photo had been taken, the time had run out, gone; we were so far from one another, the abusive act had certainly already taken place, the tears already shed, and the rest conjecture and sorrow. All at once the order was inverted, they were alive, moving, they were deciding and had decided, they were going to their future; and I on this side, prisoner of another time, in a room on the fifth floor, to not know who they were, that woman, that man, and that boy, to be only the lends of my camera, something fixed, rigid, incapable of intervention.” (130) STIFF PHOTO IMAGE BECOMING THE RHYTHMIC MOVEMENT OF LIFE AND THE RHYTHMIC MOVEMENT OF LIFE BECOMING THE STIFF PHOTO IMAGE
Thesis: Although a photo seems to be similar to the act of seeing something in real life (a person, a situation, etc.), the two mechanisms in fact hold somewhat opposing principles, one principle being a stiff, unchanging moment in time, and the other being a rhythmic, moving act of life.
Wednesday, November 19, 2008
blow up assignment
1. Contrast of actual events vs. what Michel thinks
2. a) "All this was so clear, ten feet away-and we were alone against the parapet at the tip of the island" (119).
"...unless he...would rouse himself to put his arm around her waist and to kiss her. Any of this could have happened, though it did not, and perversely Michel waited..." (122).
The contrast here is that Michel creates this fake situation when in fact the boy and the woman are just ten feet in front of him doing nothing of what he is talking about.
b) "I imagined the possible endings...I saw their arrival at the house...Closing my eyes, if I did in fact close my eyes, I set the scene: the teasing kisses" (123).
Again, the same quotation from 119 can be applied because the couple is still on the island, they have not left, Michel just imagines that they do so.
c) "Every few minutes, for example when I was unable to find the way to say in good French what Jose Norberto Allende was saying in very good Spanish, I raised my eyes and looked at the photo" (127).
"I had just translated...when I saw the woman's hand beginning to stir slowly, finger by finger" (128).
The contrast here is that Michel is translating a Spanish text into French and when he takes a break, he imagines the woman and her situation back on the island.
3. Through the character of Michel in Julio Cortazar's "Blow-Up", the separation of reality and imagination is blurred.
2. a) "All this was so clear, ten feet away-and we were alone against the parapet at the tip of the island" (119).
"...unless he...would rouse himself to put his arm around her waist and to kiss her. Any of this could have happened, though it did not, and perversely Michel waited..." (122).
The contrast here is that Michel creates this fake situation when in fact the boy and the woman are just ten feet in front of him doing nothing of what he is talking about.
b) "I imagined the possible endings...I saw their arrival at the house...Closing my eyes, if I did in fact close my eyes, I set the scene: the teasing kisses" (123).
Again, the same quotation from 119 can be applied because the couple is still on the island, they have not left, Michel just imagines that they do so.
c) "Every few minutes, for example when I was unable to find the way to say in good French what Jose Norberto Allende was saying in very good Spanish, I raised my eyes and looked at the photo" (127).
"I had just translated...when I saw the woman's hand beginning to stir slowly, finger by finger" (128).
The contrast here is that Michel is translating a Spanish text into French and when he takes a break, he imagines the woman and her situation back on the island.
3. Through the character of Michel in Julio Cortazar's "Blow-Up", the separation of reality and imagination is blurred.
"Blow-Up" Assignment
1. There is a contrast in perspective. The author switches between first, second, and third person points of view.
2. Three examples of how this contrast is set up:
a. “It’ll never be known how this has to be told, in the first person or in the second, using the third person plural or continually inventing modes that will serve for nothing. If one might say: I will see the moon rose, or: we hurt me at the back of my eyes, and especially: you the blond woman was the clouds that race before my your his our yours their faces. What the hell (Cortazar 114).”
b. “Oh, doctor, every time I take a breath . . . Always tell it, always get rid of that tickle in the stomach that bothers you. And now that we’re finally going to tell it, let’s put things a little bit in order, we’d be walking down the staircase in this house as far as Sunday, November 7, just a month back. One goes down five floors and stands then in the Sunday in the sun one would not have suspected of Paris in November, with a large appetite to walk around, to see things, to take photos (because we were photographers, I’m a photographer) (Cortazar 116).”
c. “Out of breath, I stood in front of them; no need to step closer, the game was played out. Of the woman you could see just maybe a shoulder and a bit of the hair, brutally cut off by the frame of the picture; but the man was directly center, his mouth half open, you could see a shaking black tongue, and he lifted his hands slowly, bringing them into the foreground, an instant still in perfect focus, and then all of him a lump that blotted out the island, the tree, and I shut my eyes, I didn’t want to see any more, and I covered my face and broke into tears like an idiot (Cortazar 131).”
3. By changing the perspective between first, second, and third person in “Blow-Up,” Cortazar aims to capture many different viewpoints of the story in order to explain it in a more meaningful and comprehensive manner, much like a series of photographs evokes a more complete understanding of an experience through multiple angles.
2. Three examples of how this contrast is set up:
a. “It’ll never be known how this has to be told, in the first person or in the second, using the third person plural or continually inventing modes that will serve for nothing. If one might say: I will see the moon rose, or: we hurt me at the back of my eyes, and especially: you the blond woman was the clouds that race before my your his our yours their faces. What the hell (Cortazar 114).”
b. “Oh, doctor, every time I take a breath . . . Always tell it, always get rid of that tickle in the stomach that bothers you. And now that we’re finally going to tell it, let’s put things a little bit in order, we’d be walking down the staircase in this house as far as Sunday, November 7, just a month back. One goes down five floors and stands then in the Sunday in the sun one would not have suspected of Paris in November, with a large appetite to walk around, to see things, to take photos (because we were photographers, I’m a photographer) (Cortazar 116).”
c. “Out of breath, I stood in front of them; no need to step closer, the game was played out. Of the woman you could see just maybe a shoulder and a bit of the hair, brutally cut off by the frame of the picture; but the man was directly center, his mouth half open, you could see a shaking black tongue, and he lifted his hands slowly, bringing them into the foreground, an instant still in perfect focus, and then all of him a lump that blotted out the island, the tree, and I shut my eyes, I didn’t want to see any more, and I covered my face and broke into tears like an idiot (Cortazar 131).”
3. By changing the perspective between first, second, and third person in “Blow-Up,” Cortazar aims to capture many different viewpoints of the story in order to explain it in a more meaningful and comprehensive manner, much like a series of photographs evokes a more complete understanding of an experience through multiple angles.
Sunday, November 16, 2008
This Tuesday
Hey everyone,
So although the discussion on Thursday was really good, I'm still feeling like we could use a little more time to finish up with "The Lover." And looking at the syllabus, there's also some "Writing Analytically" (pg. 120-136) scheduled for Tuesday. I'm still hoping that there'll be a little bit of time to start with the Cortazar story ("Blow-Up"), but given the way things usually go in class, I'm a little doubtful. So why doesn't everybody review "The Lover" and "Writing Analytically," and do a quick read of the Cortazar story, just to get a sense of what happens in it. As I said, it's not a very long story, but it is a little enigmatic. We can also talk a bit in class about how we want to arrange the next few weeks.
Also, I just took a look at the link I posted for the Cortazar story, and it's a little weird, with different sized typefaces and the like (which are not part of the story! Apologies to those of you who may have taken a look and started to construct paper topics around the relationship of font-size to plot). So I'll try to find a better on-line source, or if I have to do a quick scan that you can download. Stay posted.
Hope everyone's having a good weekend.
-Ben
So although the discussion on Thursday was really good, I'm still feeling like we could use a little more time to finish up with "The Lover." And looking at the syllabus, there's also some "Writing Analytically" (pg. 120-136) scheduled for Tuesday. I'm still hoping that there'll be a little bit of time to start with the Cortazar story ("Blow-Up"), but given the way things usually go in class, I'm a little doubtful. So why doesn't everybody review "The Lover" and "Writing Analytically," and do a quick read of the Cortazar story, just to get a sense of what happens in it. As I said, it's not a very long story, but it is a little enigmatic. We can also talk a bit in class about how we want to arrange the next few weeks.
Also, I just took a look at the link I posted for the Cortazar story, and it's a little weird, with different sized typefaces and the like (which are not part of the story! Apologies to those of you who may have taken a look and started to construct paper topics around the relationship of font-size to plot). So I'll try to find a better on-line source, or if I have to do a quick scan that you can download. Stay posted.
Hope everyone's having a good weekend.
-Ben
Thursday, November 13, 2008
7.1 and 7.4
Thomas Magrino
7.1
6. The insured must provide the insurer with evidence of costs when expenses are above $250.
7. Federal spending must be reduced in order to reduce the federal deficit.
8. Continue medication until symptoms of nausea and dizziness have disappeared for 6 hours.
9. People should be told the reasons for being rejected from a chance to participate in a cost-sharing educational program.
10. Until the total mass of the universe is calculated, there will always be debate about whether the universe is open or closed.
11. As long as taxpayers pay their taxes, the government can pay off its debts.
12. The only alternative fuel sources in this country are tar sand, oil shale, and coal.
13. The Catholics and Protestants will remain separate until they agree on the issue of the authority of papal supremacy.
7.4
1. There may always be TV programming to appeal to the public’s most prurient interests.
2. Plea bargaining needs a new approach because the current approach allows hardened criminals back onto the street and encourages a lack of respect for the judicial system.
3. There is one principle regarding the protection of wilderness from exploitation.
4. It is unlikely that there is any undiscovered species of terrestrial-type snakes.
5. The educational system has become one of the more important sources of transmission of social values.
7.1
6. The insured must provide the insurer with evidence of costs when expenses are above $250.
7. Federal spending must be reduced in order to reduce the federal deficit.
8. Continue medication until symptoms of nausea and dizziness have disappeared for 6 hours.
9. People should be told the reasons for being rejected from a chance to participate in a cost-sharing educational program.
10. Until the total mass of the universe is calculated, there will always be debate about whether the universe is open or closed.
11. As long as taxpayers pay their taxes, the government can pay off its debts.
12. The only alternative fuel sources in this country are tar sand, oil shale, and coal.
13. The Catholics and Protestants will remain separate until they agree on the issue of the authority of papal supremacy.
7.4
1. There may always be TV programming to appeal to the public’s most prurient interests.
2. Plea bargaining needs a new approach because the current approach allows hardened criminals back onto the street and encourages a lack of respect for the judicial system.
3. There is one principle regarding the protection of wilderness from exploitation.
4. It is unlikely that there is any undiscovered species of terrestrial-type snakes.
5. The educational system has become one of the more important sources of transmission of social values.
Wednesday, November 12, 2008
Homework: 7.1 and 7.4
7.1
6. The Insured must provide the Insurer with evidence of costs if expenses exceed $250.
7. The federal deficit can be reduced only if spending is reduced.
8. Continue medication unless there are no symptoms of dizziness or nausea in six hours.
9. People who are not accepted into the cost-sharing educational program should be given an explanation.
10. The dispute of an open or closed universe can be resolved only if the total mass of the universe is computed.
11. Government will be able to pay its debts unless there is a widespread refusal to pay taxes.
12. To become energy independent, the country must develop tar sand, oil shale, and coal.
13. Catholics and Protestants cannot reconcile unless they reach a resolution on papal supremacy.
7.4
1. There are always some TV programs that appeal to our lowest interests.
2. The standard approach to plea bargaining needs to be dispensed because it allows criminals to avoid just punishment and encourages lack of respect for the judicial system.
3. The basic principle one must follow in regard to preservation is to not open unspoiled areas to commercial exploitation.
4. We assume that there are no snakes in unmapped areas of the world that are larger than those we know of.
5. The educational system may exceed the family as a source of transmitting social values.
6. The Insured must provide the Insurer with evidence of costs if expenses exceed $250.
7. The federal deficit can be reduced only if spending is reduced.
8. Continue medication unless there are no symptoms of dizziness or nausea in six hours.
9. People who are not accepted into the cost-sharing educational program should be given an explanation.
10. The dispute of an open or closed universe can be resolved only if the total mass of the universe is computed.
11. Government will be able to pay its debts unless there is a widespread refusal to pay taxes.
12. To become energy independent, the country must develop tar sand, oil shale, and coal.
13. Catholics and Protestants cannot reconcile unless they reach a resolution on papal supremacy.
7.4
1. There are always some TV programs that appeal to our lowest interests.
2. The standard approach to plea bargaining needs to be dispensed because it allows criminals to avoid just punishment and encourages lack of respect for the judicial system.
3. The basic principle one must follow in regard to preservation is to not open unspoiled areas to commercial exploitation.
4. We assume that there are no snakes in unmapped areas of the world that are larger than those we know of.
5. The educational system may exceed the family as a source of transmitting social values.
Style 7.1 & 7.4
7.1:
6. The Insured should provide the Insurer with receipts, checks, or other evidence of costs if the expenses exceed $250.
7. Federal deficit reductions are possible if federal spending reductions are introduced.
8. Take medication until symptoms of dizziness and nausea are not present for six hours.
9. Those who cannot participate in cost-sharing educational programs should know why they are denied access.
10. The argument on whether the universe is open or closed will likely remain unresolved unless we can compute the total mass of the universe.
11. If taxpayers refuse to pay taxes, the government will have difficulty paying its debt.
12. If we wish to be energy independent, the only option we have is eventual development of tar sand, oil shale, and coal as sources of fuel.
13. Catholicism and Protestantism will reconcile when they reach an agreement about the authority of the Pope.
7.4:
1. On the other hand, some programming will appeal to our most prurient interests.
2. The approach to plea bargaining needs to be changed for two reasons: it encourages a lack of respect for the judicial system and it often leaves criminals unpunished.
3. There is one principle in deciding how to preserve the wilderness from exploitation.
4. There are probably no bigger terrestrial-type snakes in the world than the ones we already know.
5. Education's influence on social values exceeds the family's influence.
6. The Insured should provide the Insurer with receipts, checks, or other evidence of costs if the expenses exceed $250.
7. Federal deficit reductions are possible if federal spending reductions are introduced.
8. Take medication until symptoms of dizziness and nausea are not present for six hours.
9. Those who cannot participate in cost-sharing educational programs should know why they are denied access.
10. The argument on whether the universe is open or closed will likely remain unresolved unless we can compute the total mass of the universe.
11. If taxpayers refuse to pay taxes, the government will have difficulty paying its debt.
12. If we wish to be energy independent, the only option we have is eventual development of tar sand, oil shale, and coal as sources of fuel.
13. Catholicism and Protestantism will reconcile when they reach an agreement about the authority of the Pope.
7.4:
1. On the other hand, some programming will appeal to our most prurient interests.
2. The approach to plea bargaining needs to be changed for two reasons: it encourages a lack of respect for the judicial system and it often leaves criminals unpunished.
3. There is one principle in deciding how to preserve the wilderness from exploitation.
4. There are probably no bigger terrestrial-type snakes in the world than the ones we already know.
5. Education's influence on social values exceeds the family's influence.
Tuesday, November 11, 2008
Style 7.1 & 7.4 Homework
Exercise 7.1
6. The Insured must provide the Insurer with evidence of costs, except when expenses are under $250.
7. Reductions in federal spending must be introduced for there to be a reduction in the size of the federal deficit.
8. Continue medication unless symptoms of dizziness and nausea are not present for six hours.
9. An agency may reject a person from a cost-sharing educational program only if the agency provides a full hearing into why it rejected him.
10. There is disagreement on an open or closed universe which can only be resolved by a computation of the total mass of the universe.
11. If we pay our taxes, the government can pay its debts.
12. If we wish to be energy independent, we must develop alternative fuel sources.
13. Catholics and Protestants will only reconcile when they agree on the Pope’s authority.
Exercise 7.4
1. On the other hand, some TV programming will always appeal to our most prurient interests.
2. The approach to plea bargaining needs to change for two reasons. First it allows criminals to avoid punishment, and second, it encourages a growing lack of respect for the judicial system.
3. One principle governs how to preserve the wilderness from exploitation.
4. It is my belief there are no terrestrial-type snakes—larger than those known—in unmapped areas of the world.
5. Schools transmit more social values than families.
6. The Insured must provide the Insurer with evidence of costs, except when expenses are under $250.
7. Reductions in federal spending must be introduced for there to be a reduction in the size of the federal deficit.
8. Continue medication unless symptoms of dizziness and nausea are not present for six hours.
9. An agency may reject a person from a cost-sharing educational program only if the agency provides a full hearing into why it rejected him.
10. There is disagreement on an open or closed universe which can only be resolved by a computation of the total mass of the universe.
11. If we pay our taxes, the government can pay its debts.
12. If we wish to be energy independent, we must develop alternative fuel sources.
13. Catholics and Protestants will only reconcile when they agree on the Pope’s authority.
Exercise 7.4
1. On the other hand, some TV programming will always appeal to our most prurient interests.
2. The approach to plea bargaining needs to change for two reasons. First it allows criminals to avoid punishment, and second, it encourages a growing lack of respect for the judicial system.
3. One principle governs how to preserve the wilderness from exploitation.
4. It is my belief there are no terrestrial-type snakes—larger than those known—in unmapped areas of the world.
5. Schools transmit more social values than families.
Tuesday, November 4, 2008
"The Lover"
"The Lover" seems very interesting so far. On page 30, Duras writes, "She died between Do and him she called her child..." Here is it interesting to note that this paragraph is in the middle of the page and there is a big space between this paragraph and the paragraphs above and below it. It represents the fact that the mother died in between Do and her child.
Monday, November 3, 2008
The Lover
Hi, does anyone have suggestions on how to keep track of what's going on in the story? The book kind of reminds me of Catch-22 where the events are scrambled and retold many times. Anyways, I like the story so far it's just hard to remember what has happened and what hasn't. Thanks to anyone who is able to help.
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