...In Karen Russell’s “St. Lucy’s Home for Girls Raised by Wolves”, a group of girls are taken from their home in the wilderness where they live as wolves to St. Lucy’s Home where they undergo extensive training to become more civilized. Mirabella is the youngest of the girls in the program and is the only one to not learn how to act appropriately from the nuns. Mirabella represents individuals resisting conformity to societal norms as she stays true to her roots under pressure and harassment from her peers and authority. As Russell’s “St. Lucy’s Home for Girls Raised by Wolves” progresses, Mirabella becomes more ostracized amongst her sisters and peers as she is the only girl who does not deviate from her identity as a wolf-girl. According to psychological research by Herbert C. Kelman, compliance, which is a form of conformity, is described as individuals adopting “the induced behavior because they expect to gain specific rewards or approval and...
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...immigrants change to their society? In “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell, she writes about girls that are sent to a school on how to act normal. Throughout the story, the protagonist, Claudette, changes slowly from a wolf into a normal human while Mirabella never changes, and she is sent out. At the end, Claudette successfully graduated from the school, and she goes to see her parents, but she tells her first lie once she gets there. The analyzation of this story shows many elements used throughout while also teaching the readers a lesson.The usage of tone and resolution in “St. Lucy’s Home for Girls Raised by Wolves” reveal that it is more important to hold onto a person’s individuality instead of conforming to society. “St Lucy’s Home for Girls Raised by Wolves” uses egocentric word choice to show the wolf culture is treated without respect compared to human culture. In the story, Claudette reveals, “The nuns, they said, would make us naturalized citizens of human society” (238). The nuns are stating that the wolf culture is unnatural while the human culture is normal or natural. Also, Claudette exclaims, “ Someone was coming in and erasing us” (240). The girls mark their territory every night but when they came back their scent was gone. The nuns...
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...St Lucy's Home For Girls Raised By Wolves When humans live in a new and different culture, they will forget their old culture. In “St Lucy's Home For Girls Raised By Wolves,” by Karen Russell, the three girls are changing their wolf identity to human identification. In stage three the girls are adapting to human identification but Mirabella in not. Mirabella was not forgetting her old lifestyle because she thought that wolf identity is more superior than human identification. The nuns were worried because the other girls were able to follow directions and behave, “Mirabella, battling a racon under the dinner table while the rest of us took dainty bites of peas and borscht. Mirabella, doing belly flops into the compost” (Karen, 244). Claudette's...
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...In the story St Lucy’s Home for Girls Raised by Wolves, the author, Karen Russell uses literary device of conflict to show external and internal problem of girls. The usage of conflict helps to develop the central idea of it’s always hard to forget your past, but in order to survive you must to move on. Russell points out St Lucy’s home as an external problem for girls. The environment is complicated for girls because they came from wildlife. “Our itchy jumpers...our noses ached beneath an invisible assault. Everything was smudged with a human odour...Our own scent had become foreign in this strange place”(238). This demonstrates how the girls were having some difficulties to get know the new place. Also, they had fears in the new environment...
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...and “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell, the writers focus on the theme of societies’ corruption upon young, developing girls. The authors choose to center their stories on two groups of girls that are changed by their experiences as they mature in and outside group homes. In both stories the diverse group of girls are placed into homes by their parents for entirely different reasons. Despite these reasons the two girls in the story “Recitatif” grow closer while in the home, but the family of werewolf girls, in the story “St. Lucy’s Home for Girls Raised by Wolves,” grow further apart after they learn the ways of humans. As the girls are influenced by society they grow further apart due to the naturally selfish state of the world and the constant strife between the many cultures that it contains. All of the girls start out pure and untouched by the world and its flaws, but as they are taught to conform to societies expectations they become uncaring towards one another. The main characters of the two stories, Twyla and Claudette, are both placed into group homes by their families for the girl’s betterment. In “Recitatif” Twyla states that she and her friend were taken to St. Bonny’s home because her “… mother danced all night and Roberta’s was sick” (Morrison 201). The two girls bonded over their mother’s mental and physical illnesses, but the relationship between the Caucasian and African-American children soon changed after they both left St. Bonny’s...
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...Russell’s “St. Lucy’s Home for Girls Raised by Wolves” the protagonist, Claudette, struggles with assimilating into a new culture while in “Lusus Naturae” by Margaret Atwood, the narrator fights to live on her own away from her family and loved ones. Though these conflicts seem hard on the characters, their growth throughout the stories helps readers to view them sympathetically. The narrator of “Lusus Naturae” lives with a disease and is eventually exiled from her home and forced to live in the wilderness on her own. Every day she watches her family grow and go through life without her. In “St. Lucy’s Home for Girls Raised by Wolves,” a group of girl wolves enrolled in a private school were taught by religious nuns and must complete...
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...“The nuns, they said, would make us naturalized citizens of human society. We would go to St. Lucy’s to study a better culture. We didn’t know at the time that our parents were sending us away for good. Neither did they” (227). This quotation from St. Lucy’s Home for Girls Raised by Wolves foreshadows the detachment of the female wolf children from their werewolf parents. This foreshadowing proves reality for Claudette, a changed child who no longer has the ability to live in the “green purgatory” that she once grew up in (227). In St. Lucy’s Home for Girls Raised by Wolves, Karen Russell constructs a five stage story to reveal the transformation of the narrator, Claudette, as a successfully integrated individual into human society. Karen...
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...Kati Wall Greenbaum English 1102 24 September 2014 Feeling Feral Upon reading “St. Lucy’s Home For Girls Raised By Wolves” by Karen Russell one might take the story at face value and say that this is simply a fantastic story of young werewolves, but the observant reader might find themselves begging the question “Are these young girls, or are they young wolves?”. The answer lies in a reader’s perception. In the story we meet a group of sisters whose parents are werewolves. The girls behave as wild animals initially, like biting, digging, growling, barking, scratching, flea bitten wolves! They come to live with nuns and begin the process of learning to behave like socially acceptable young women. To this reader it seems that the question is not “girls or wolves”, but “What is it that Karen Russell wants a reader to feel when they are immersed in this story?” I am of the opinion that the wolves are metaphoric, and that there is a deeper message being conveyed. When reading this story we are supposed to feel the sensation of being dropped into a strange culture: overwhelming otherness, fear, desperation, and isolation. Think back to what your life was like as a child. Imagine being taken from your family, friends, home, and everything you have ever known and sent to another country with an entirely different culture, (Think India, Russia, China, etc…) I think you would feel similarly to Claudette and her sisters. Near the beginning of the story, in stage 2, Claudette’s...
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...There are many stories in the world. Today I am comparing and contrasting three different stories called “metamorphoses,” “Braving the wilderness” and “St. Lucy. I know that all three authors, Ovid, Brene Brown and Karen Russel, wrote their genres: poetry, fiction and nonfiction. I feel that the stories “Braving The Wilderness” and “St.Lucy. wolves” are more explainable than “Metamorphoses” because the story seems more relatable than the “Metamorphoses” and more modern. Braving the wilderness and “St. Lucy. “wolves” are similar in some ways. One example: both stories have to evolve in a way that humans are not used to helping with problems. For example “St. Lucy. Wolves” is about a home for girls raised by wolves. Braving The Wilderness was about being on her high school drill team, using the experience to teach valuable lessons about success, failure and belonging. Another example is both stories: the girls have a good reason why they want to do what they're doing. In braving the wilderness she says the is “in a house that is increasingly filled with sounds of my parents arguing, heard through the walls of my bedroom, that drill team was salvation” and in St. Lucy’s Home for the girls raised by wolves says “A pack of girls descended from werewolves attends a boarding school to learn how to behave like regular humans....
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...The outsider archetype has been in the media for quite some time. A difference that can vary in the archetype is how the outsider interacts with the rest of the characters. In Karen Russell's "St. Lucy's Home for Girls Raised by Wolves," Mirabella's peers see her as an outsider and treat her poorly throughout the story even though Mirabella will help them if they get into trouble, just like Shinji Ikari in Hideaki Anno's "Neon Genesis Evangelion." Both outsider archetype characters don’t understand why their peers treat them differently and wish to be accepted. Even though they don’t conform to the perceived norm, they still want to help those around them. Being an outsider does not always have to be an exact copy and paste archetype....
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... DRACULA DRACULA A Mystery Story Bram Stoker REIDER BOOKS Los Angeles Copyright © 1897 by Bram Stoker Electronic edition copyright © 2012 by Andrea Reider/Reider Books How these papers have been placed in sequence will be made manifest in the reading of them. All needless matters have been eliminated, so that a history almost at variance with the possibilities of latter-day belief may stand forth as simple fact. There is throughout no statement of past things wherein memory may err, for all the records chosen are exactly contemporary, given from the standpoints and within the range of knowledge of those who made them. Table of Contents 1 Jonathan Harker’s Journal .................................................... 1 2 Jonathan Harker’s Journal .................................................. 17 3 Jonathan Harker’s Journal .................................................. 33 4 Jonathan Harker’s Journal .................................................. 49 5 Letter From Miss Mina Murray To Miss Lucy Westenra ... 65 6 Mina Murray’s Journal ............................................
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...A Study in Scarlet Doyle, Arthur Conan Published: 1887 Categorie(s): Fiction, Mystery & Detective Source: Wikisource 1 About Doyle: Sir Arthur Ignatius Conan Doyle, DL (22 May 1859 – 7 July 1930) was a Scottish author most noted for his stories about the detective Sherlock Holmes, which are generally considered a major innovation in the field of crime fiction, and the adventures of Professor Challenger. He was a prolific writer whose other works include science fiction stories, historical novels, plays and romances, poetry, and non-fiction. Conan was originally a given name, but Doyle used it as part of his surname in his later years. Source: Wikipedia Also available on Feedbooks for Doyle: • The Adventures of Sherlock Holmes (1892) • The Casebook of Sherlock Holmes (1923) • The Return of Sherlock Holmes (1905) • The Memoirs of Sherlock Holmes (1893) • The Hound of the Baskervilles (1902) • The Lost World (1912) • The Sign of the Four (1890) • His Last Bow (1917) • The Valley of Fear (1915) • The Disintegration Machine (1928) Copyright: This work is available for countries where copyright is Life+70 and in the USA. Note: This book is brought to you by Feedbooks http://www.feedbooks.com Strictly for personal use, do not use this file for commercial purposes. 2 Part 1 Study in Scarlet 3 Chapter 1 Mr. Sherlock Holmes In the year 1878 I took my degree of Doctor of Medicine of the University of London, and proceeded to Netley to go through the course...
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...NEW EDITION HIGH SCHOOL English Grammar & Composition BY WREN & MARTIN (With New Appendices) REVISED BY N.D.V. PRASADA RAO S. CHAND Page i New Edition HIGH SCHOOL ENGLISH GRAMMAR AND COMPOSITION By P.C. WREN, MA. (OXON) and H. MARTIN, M.A. (OXON), O.B.E. Revised By N.D.V. PRASADA RAO, M.A., D.T.E., Ph.D. Dear Students, Beware of fake/pirated editions. Many of our best selling titles have been unlawfully printed by unscrupulous persons. Your sincere effort in this direction may stop piracy and save intellectuals' rights. For the genuine book check the 3-D hologram which gives a rainbow effect. S. CHAND AN ISO 9001: 2000 COMPANY S. CHAND & COMPANY LTD. RAM NAGAR, NEW DELHI -110 055 Page iii PREFACE TO THE NEW EDITION Wren and Martin's monumental work High School English Grammar and Composition now appears in two editions. One is a de luxe edition, illustrated in full-colour, and the other is an ordinary edition without illustrations. The material in the book has been further updated where called for. It has been felt necessary in particular to revise some material in the chapters dealing with adjectives, active and passive voice, articles and prepositions. Appendix I, which deals with American English, has been expanded. Appendix II has been replaced with a newer set of tests covering the important areas of grammar. It was in the year 1972 that the shrewd visionary Mr. Shyam Lai Gupta obtained the permission of Manecji Cooper Education Trust for the revision of this book...
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...Longman English Grammar L G.Alexander Consultant- R A. Close, CBE Pearson Education Limited, Edinburgh Gate, Harlow, Essex CM20 2JE, England and Associated Companies throughout the world www longman com © Longman Group UK Limited 1988 All rights reserved, no part of the publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers Distributed in the United States of America by Longman publishing, New York First published 1988 Twentieth impression 2003 BRITISH LIBRARY CATALOGUING IN PUBLICATION DATA Alexander L G Longman English Grammar 1 English language - Text-books for foreign speakers 1 Title 428 2'4 PE1128 LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Alexander, L G Longman English Grammar/L G Alexander, consultant, R A Close p cm Includes index ISBN 0-582-55892-1 1 English language - Grammar - 1950- 2 English language Text-books for foreign speakers 1 Close, R A II Title PE1112A43 1988 428 2'4-dc19 87-22519 CIP Set in 8 on 9 1/2pt Linotron 202 Helvetica Printed in China SWTC/20 Louis Alexander was born in London in 1932 He was educated at Godalming Grammar School and London University He taught English in Germany (1954-56) and Greece (1956-65), where he was Head of the English Department of the Protypon Lykeion, Athens He was adviser to the Deutscher Volkshochschulverband...
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...WATERSHIP DOWN by RICHARD ADAMS (1972) [VERSION 1.1 (Apr 29 03). If you find and correct errors in the text, please update the version number by 0.1 and redistribute.] To Juliet and Rosamond, remembering the road to Stratford-on-Avon Note Nuthanger Farm is a real place, like all the other places in the book. But Mr. and Mrs. Cane, their little girl Lucy and their farmhands are fictitious and bear no intentional resemblance to any persons known to me, living or dead. Acknowledgements I acknowledge with gratitude the help I have received not only from my family but also from my friends Reg Sones and Hal Summers, who read the book before publication and made valuable suggestions. I also wish to thank warmly Mrs. Margaret Apps and Miss Miriam Hobbs, who took pains with the typing and helped me very much. I am indebted, for a knowledge of rabbits and their ways, to Mr. R. M. Lockley's remarkable book, The Private Life of the Rabbit. Anyone who wishes to know more about the migrations of yearlings, about pressing chin glands, chewing pellets, the effects of over-crowding in warrens, the phenomenon of re-absorption of fertilized embryos, the capacity of buck rabbits to fight stoats, or any other features of Lapine life, should refer to that definitive work. PART I The Journey 1. The Notice Board CHORUS: Why do you cry out thus, unless at some vision of horror? CASSANDRA: The house reeks of death...
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