Sold

            While I cannot relate to many of the issues that make up the story line of Sold, there are many themes that resonate to me. The strength and resilience of many of the female characters in the story were quite remarkable. In particular, Lakshmi’s mother’s determinative work effort and lack of self-pity reminded me of my mother. The despairing differences between the males and females, particularly when still in the mountains, were remarkable. Despicably the stepfather’s squandering the meager profits that the females earned brought up notions of the economic issues.  It reminded me of the hardships of wage earners compared to the management and capitalists who own the people. The way in which the females were treated, as replaceable (the lesser food, the lesser breast feeding, the lack of education) compares well to low-grade employees. The same occurred in the brothel in the city. There was a lack of personal worth, an element that I often feel in the capitalist world that occurred on the mountain as well as in the city. Along these same lines, the cycle of poverty and debt that the family endured to their landlord as well as Laksmi to the brothel demonstrates the reality of the lack of economic mobility that exists.

            Critically, this book uses poetry well to progress a storyline while also setting up dimensions within the text. Lakshmi introspective words demonstrate an intricate and often complicated self, that students can relate to. The binaries the story explores (i.e. remembering/forgetting, strength/burden, male/female, power/powerless, hope/despair and person/animal) allow students to see the issues plainly while also understanding that there is a continuum between these extremes. As a book of poetry, the meanings of many of the poems are not explicit. However, many of the titles point in directions that are tangible for young adult readers to follow and pivot around. The varying of stanza and line lengths throughout the book work well to show the thinking processes of the narrator Lakshmi. It is much her own thinking and echoing of her life that occurs, and the short breaks of lists of emotions contrasts perfectly with paragraphed lines. 

Joyful Noise

Joyful Noise was a very interesting read. While on the surface the topic of insects does not seem to be one of depth, I found that many of the poems were somewhat inspiring for me.  The voice given to these minute and often overlooked animals, gives a glimpse into the truly complex societies and what can be assumed of their lives. I was lucky enough to engage in reading the text with another person, giving the two voices the attention that the author intended. This greatly changes the way the text is read and how the meaning comes through. The interplay and echoing of the multiple first person voices, really provide a striking emotional response for myself. I found some of these poems to be very relatable, particularly The Digger Wasp. I really liked the in imagery of never seeing the fruits of your labor.

Critically, I really enjoyed the format of dual voices and the reputation that ensues. I feel that it would be a great text for remedial readers. Apart from those struggling readers, I do not think I would use this with high-school students, and maybe a few selections with middle schools. However, it would be a great example for students of the aural characteristics of poetry. I have seen quite a few youtube videos of the recitation of the book. The themes of many of the poems are similar to the experiences of people and therefore of course adolescents will see the connections. Along these same lines, I feel that the metaphoric qualities of comparing insects’ lives to peoples allows for a good framework into examining figurative language and Anthropomorphism. 

Looking For Alaska

The various methods of escape in Looking For Alaska resonated within myself while reading the novel. The ongoing fascination of last words for Miles and Alaska’s interest in the labyrinth were deep provoking issues that are the heart of dealing with the unknown. The reoccurring probing of the religion class and the contemplation into the three major religions demonstrated one of the more common elements of escaping from pain and struggle. Even Marx’s critique of religion being the opiate of the masses seemed relevant for the students as they tried to come to terms with their friend’s death. The alcohol, poetry, and invigorated effort into school work (though at the final’s push) reminded me of my family’s multiple grieving strategies.

One of the reoccurring themes that Pudge gives us, as the narrator, is that of the various layers between people. These layers, for me, bring up a few ideas of the unison yet disunion between people and ideas. Theses paradoxes of the connectivity yet separation between people and ideas occurs in the variation of grieving methods, yet the one grief-laden death of Alaska, the multiple religious outlooks and their meaningful contributions to philosophy, and just the differences between Pudge, The Colonel, Takumi, and Alaska yet the friendship between them all.

Critically speaking, while I do not know much about the life of students in southern boarding schools, the narrative seems believable. The plot is sadly all too common; a tragic life cut short, abuse of alcohol, depression, and the various stages of grief and questioning that occurs. Along with the school setting, striking up of friendships and enemies, and the need to balance social life and school, this story offers adolescents a chance to think about some major, deep thought provoking questions that all people must come to terms with at sometime in their lives. However, that being said, this text could be difficult to difficult to discuss in a classroom without some people becoming offended or scared. Religion and death are difficult issues and inherently very personal. That being said, if done right, the discussions could be extremely fruitful.

            The countdown of before and after was an interesting touch. At first I noticed it, and paid attention to it. I also noticed the narrator using lists quite often and began to think about the interesting personality that he had, a very meticulous and organized teen. Eventually,  I started to ignore the amount of days left until the numbers dropped. I began paying attention again at the same time the plot reached a major turning point. After Alaska’s death I noticed that the after-the-fact countdown would often be followed by a countdown of other incidents (“a week after the discovery…” p.199)

Favorite quote: “I am going to take this bucket of water and pour it on the flames of hell, and then I am going to take this torch and burn down the gates of paradise so that people will not love God for want of heaven or fear of hell, but because He is God.” (p. 174)

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

          

  Favorite Quote

“I used to think the world was broken down by tribes,” I said. “By black and white. By Indian and white. But I know that isn’t true. The world is only broken into two tribes: The people who are assholes and the people who are not.” 

–Junior, page 176

Personal Response

            Sherman Alexie’s novel, The Absolutely True Diary of a Part-Time Indian, is a fascinating and realistic account of modern-day reservation life. While the story discusses many difficult and rather saddening issues, the uplifting nature of the main character’s positivity allowed me not to become horrendously depressed.

            Many of the incidents that occurred for Junior were absolutely heart wrenching, yet were not entirely out of the grasp of understanding. I could relate to many of the issues that he had to deal with, such as the loss of loved ones and the escape of basketball. The book does a great job of reflecting the world as I view it. Many real-life issues that face Native Americans come into the story. Poverty and drug abuse face characters in the book much as they do in real life. Alexie does a great job of bringing these issues to light, but remaining optimistic about the ability to overcome.

Critical Response

            Critically speaking, the book does a great job of playing true to its genre of contemporary realistic fiction. The story line is not at all far-fetched, but rather very true and hard-hitting. Alexie uses humor to often offset these issues, as well as Ellen Forney’s cartoonish renditions of instances from the book. The illustrations also add parts that the text does not include, but not in a didactic manner. Rather the pictures help move the story along and bring about some clarification.

            The tone of the story adheres closely to the title (diary). Almost nearing stream of consciousness, the novel is very much a bout of storytelling or diary writing. Alexie uses repetition often, whether it is for clarification, reiteration, or even harking to traditional oral story telling. The addition of the sketches, pseudo-taped into the book adds the illusion of the diary. One comparable book that came to mind while reading this one was The Catcher in the Rye. It follows the same single narrator telling the story and explaining the happenings in his life.

            Like The Catcher in the Rye, this novel offers quite a bit to adolescents. Many of the issues the story touches on would act as a mirror for many students. Issues of school, bullying, friends, romantic relations, and thoughts about the future come up often and make up the heart of the plot. Furthermore, the story also would serve well as a fixture of a multicultural unit. Alexie brings to bear many issues that surround Native Americans and provides a realistic look at 21^st century reservation life. Orbiting around the setting of poverty is the issues of race and color. Hope is often portrayed as being white and Junior openly discussed the need to change his own identity when he attends the Rearden School. This complex issue involving education being “white” is a problem that many students of color have to face. The harassment Junior receives from his peers and community (often called being an “apple”) can also be seen as mirror for students. They can see the same issues occurring in their own lives.

CI 5442 Adolescent Literature