...really going through his head in “Bullet in the Brain” As I read Tobias Wolff’s: Bullet in the Brain for the first time, I came across a passage that surprised me. Anders was on his way to the bank, since the bank closed as soon as he got there he made them let him, he got stuck between two women in the line. One of the women say “Oh, that’s nice” (Wolff 497) then she says to Anders One of those little human touches that keep us coming back for more” (Wolf 497). Anders answers her by saying “Tragic, really. If they’re not chopping off the wrong leg, or bombing your ancestral village, they’re closing their positions” (Wolff 497). When I first read this story, Anders came off as a self-centered person. As I read further as the story went on. it leads me to investigate the key...
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...The story “Bullet in the Brain” by Tobias Wolff narrates the last minutes of Anders’ life. Anders is a scrupulous book critic, who is killed by a bank robber. The character, plot, and symbolism Wolff uses help the reader decipher the theme of the story: The flaws and mistakes of something give it singularity, thus making it beautiful. Anders, the protagonist, is a static character (he doesn’t change) but as the story goes on, the reader’s thoughts on Anders change. At first, Anders is arrogant and sarcastic; it is this attitude the reason why he loses his life. But, as the story goes on, the narrator tells us parts of his life that help the reader develop sympathy for Anders. From the beginning of the story, the reader senses Anders’ bad personality, an example of this is “Anders—a book critic known for the weary savagery with which he dispatched everything he viewed.” (Wolff, pg. 1). This quote provides us with a negative image of Anders; as the story continues, the narrator tells us of events in Anders’ life that have shaped who he is. The reader sees Anders in a different light, helping develop sympathy towards him. The protagonist does not suffer any changes but as we review his life we realize he was not always arrogant and rude, but...
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...before us waiting to take us to the great beyond, or we will have this gruesome coldness take us. In the stories An Occurrence at Owl Creek Bridge and Bullet to the Brain, the authors illustrate and embellish what death is and what precedes it. I will show how these stories are similar and different; Depending on what path is taken reflects how we will remember the fallen deceased. The peace that a split second can bring cannot be measured; it will last forever to the...
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...Reading Tobias Wolff’s story, “Bullet in the Brain,” Wolff decided to tell us, the readers, what Anders did not remember after he was shot by the robber because Wolff wanted us to understand Anders better as a person and what he has been through in his life. I believe Anders went through life changing events such as disappointment in love and marriage, growing family, his dying mother, and going to college. For example, “He did not remember his first lover, Sherry, or what he had most madly loved about her, before it came to irritate him” (75). Anders began to get irritated with Sherry when she repeatedly called his unit “Mr. Mole.” Next, “Anders did not remember his wife, whom he had also loved before she exhausted him with her predictability”...
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...Tobias Wolff “Bullet in the Brain” is a short story about a man named Anders, who is a grumpy judgmental book critic who lives in his own little world. He criticizes life events that are occurring right before his eyes, which leads to a fatal incident after two robbers shot him in the head during a bank robbery. Throughout the story Anders is portrayed as a heartless old man who dies while criticizing a cliché. However, as the bullet is piercing through his brain he begins to remember why he fell in love with language in the first place. Anders has gone through life pushing everybody he cares about away. His judgmental lifestyle consumed him. Before the incident happened, he stood in line judging two women who stood in front of him. Although, the two women were not bothering him in anyway, he found it in himself to complain about them....
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...Leadership Development Seminars and ECQ-based Readings The success or failure of any endeavor depends on leadership. Now, more than ever before, we need leaders in our organizations and in our world. Great leaders create and communicate a vision and move people into action to achieve it. They ignite our passion and inspire us to do our best. Government leaders in the 21st century are experiencing change at a more rapid pace than previous generations. Rapid advances in technology have expanded the quantity of work we are capable of accomplishing, and also where it’s accomplished. We have a more highly educated workforce, yet face diminishing resources with an increased demand for productivity, and the essential services we provide to the American public. To be successful at navigating these challenges leaders must develop the essential skills to motivate their employees, effectively communicate with others, fine-tune critical thinking skills, and build and leverage partnerships. Future leaders must also be visionary; i.e., possess the ability to identify trends and the courage to be innovative. Being technically adept in your field will no longer be enough. In response to these demands on senior executives, the U.S. Office of Personnel Management identified five Executive Core Qualifications (ECQs) that all aspiring government leaders and executives must possess. These ECQs and Fundamental Competencies were developed by OPM after extensive research on the attributes...
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...Leadership Development Seminars and ECQ-based Readings The success or failure of any endeavor depends on leadership. Now, more than ever before, we need leaders in our organizations and in our world. Great leaders create and communicate a vision and move people into action to achieve it. They ignite our passion and inspire us to do our best. Government leaders in the 21st century are experiencing change at a more rapid pace than previous generations. Rapid advances in technology have expanded the quantity of work we are capable of accomplishing, and also where it’s accomplished. We have a more highly educated workforce, yet face diminishing resources with an increased demand for productivity, and the essential services we provide to the American public. To be successful at navigating these challenges leaders must develop the essential skills to motivate their employees, effectively communicate with others, fine-tune critical thinking skills, and build and leverage partnerships. Future leaders must also be visionary; i.e., possess the ability to identify trends and the courage to be innovative. Being technically adept in your field will no longer be enough. In response to these demands on senior executives, the U.S. Office of Personnel Management identified five Executive Core Qualifications (ECQs) that all aspiring government leaders and executives must possess. These ECQs and Fundamental Competencies were developed by OPM after extensive research on the attributes...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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