Synthesis Essay Sample

From the beginning of the poem, the speaker tells of his naïve, consuming world of blackberries. Because the

This scene of Scout's first day of school really conveys to the reader that scout likes to be prepared and doesn't have a problem being ahead of the other kids. The fact that Scout was prepared got her into a bit of trouble because according to Miss Caroline they should be taking things slower. But a true theme to this scene is that things are not always as they appear.

Scout learns 3 important things about life in the book. One thing she learns is that life is unfair. She experiences this in a court case with her dad defending a black man named Tom Robinson who is accused for raping Mayella Ewell the daughter of Bob Ewell. Mr. Atticus had very good reasons on why Tom should not be accused of rape and everyone in the court including the jury and judge were sure that he would win but at the end of the case the jury decided

The third line states the speaker's purpose. He is going out "to eat the blackberries for breakfast." This line shows that the speaker not only has an attraction to the berries aesthetic qualities but also craves them to satiate his appetite. The speaker's appetite for the berries is later paralleled to his appetite for words. In the next line, the speaker describes the stalks of the blackberry bushes as "very prickly." This is the first negative image used in association with the blackberries. All the previous images have been positive characteristics of blackberries- fat, overripe, icy, and black. Perhaps, this negative image of the prickly stalks is being used to show that along with pleasure invariably comes pain in the natural world. This same idea used in the context of the words suggests the two-fold potential of words to both benefit and harm. In the next line, the prickly stalks are attributed as a penalty that "they [blackberry bushes] earn for knowing the black art." This imagery of the flowering of the bushes being a black art lends a magical, bewitching quality to the blackberries, an idea that there is something wickedly tempting about the berries. In connecting this idea to the "word" metaphor, it shows that the ability to tempt and persuade with words can also be a form of black art. In the next line, the speaker talks about standing among the blackberries and lifting the stalks to his mouth where "the

At the age Scout was at, many girls think that every family is pretty much the same. When she final sees that everyone is not the same it is hard to come to a realization in life. Life is not always the way it seems like when she goes to school and sees that not everyone is the same. “Burris Ewell, remember? He just goes to school for the first day.”

Initially, Scout Finch is introduced as a young, somewhat self-centered five-year-old. She is uninterested in adult problems and happy to continue her carefree young life as most five-year-olds would. Scout learns to thrive without a maternal influence that most children receive. The discovery of Dill in the collard patch marks the beginning of a long friendship-and an early engagement. Dill's persistent attempts to catch a glimpse of Boo Radley draws Scout into the mix. Scout attempts to solve a problem by first taking action, an approach that often gets her into trouble. As an example, Scout recognizes that the Cunningham’s are poor when she defends Walter Cunningham Jr for not having a lunch at school, but she doesn’t understand his poverty till later in the book. When Scout first truly witnesses someone else’s hardship, in the form of the Cunningham’s poverty, she is confused. While eating dinner at Scouts house as a guest, Walter douses his food in syrup. Perplexed and confused, Scout calls him out on it. Not realizing that to Walter, syrup is a treat, Scout demonstrates her innocence and ignorance to the poverty around her.

Have you ever wondered what makes someone grow up? It seems to be the little things in life that really make children ponder about life’s choices. In the novel To Kill a Mockingbird, Scout has many moments that help the young child realize the answers to life’s questions and what she is expected to become as she grows older. Harper Lee’s many literary devices used throughout the novel help build up to moments of coming of age for young Scout. From pages thirty to thirty-two, Scout learns a lot of new lessons that help her on her way to growing up. When reprimanded by her teacher, Miss Caroline, she chooses to take her anger out on what she thought was the source, Walter Cunningham. This innocent boy is the son of a father that hardly provides

After starting school, Scout comes upon his first lesson from Atticus. When Walter Cunningham refuses to take a quarter from Miss Caroline to pay for his lunch, Scout begins to explain to her teacher that “The Cunninghams never took anything they can’t pay back.” Scout had overheard her father talking to one of his clients, Mr. Cunningham, about how he would pay Atticus for his work on his entailment. Atticus explains to Mr. Cunningham that the money was the least of his worries. Scout later learns that the Cunninghams pay in what they have, for example, stovewood or turnip greens. When Atticus says “ If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view- until you climb into his skin and walk around in it.” Scout learns that some people live differently than her, and that it is important to always accept that some people are different. When she explains the situation to her teacher, she gets in trouble, in turn making her not want to go to school anymore.

The south was a place full of poplar trees and sweet, fragrant magnolias. In contrast, as illustrated in “Strange Fruit” the south was also the place the most hateful crimes against African Americans in our counties history were taken place. Meeropol uses metaphors to convey images of these gruesome acts of racism. Meeropol repeats the words “crop” and “strange fruit” which both refer to African American people and emphasize the metaphor for the lynching of African Americans being talked about the poem. These people were simply treated like bad crops, left outside for the birds to eat.

Her teacher, Miss Caroline, criticizes her ability to read and write and insists that Atticus should stop teaching her. Miss Caroline was also reluctant to listen to Scout’s suggestion about why Walter Cunningham could not pay her back and she ended up being punished. Scout loses her innocence when she realizes that not everything is fair and due to her gender, it will not be easy for

A Taste of Blackberries is written in the first person with a nameless narrator, for the purpose of this review he will be called the narrator. The narrator is friends with a boy name Jamie and this is the story of their friendship. They live across the street from each other and the summer seems endless while they are having fun. Jamie is a bright boy who loves to cause mischief. In the

“Now the peaches were on a large plate on the card table at which they sat. There were seven of them, but one of them was flawed. It looked as good as the others, almost the size of a tennis ball, nice red fading to light green, but where the stem had been there was now a break that went straight down into the heart of the seed.” It could be argued that that passage might have a big impact on understanding the story, which it does but the theme would not be understood if all of that symbolism was not

Blackberry-Picking by Seamus Heaney, entails of picking blackberries that get old and sour over time. This poem can have different meanings; the literal meaning can still be determined. If examined closely, the poet is presenting the reader with a memory from the past; the lesson that good things don’t last forever. The poet uses diction, imagery, and form among other literary devices to depict this deeper meaning. Heaney’s diction plays a major role in the time frame of the poem.

One day in the middle of summer we went to the park, and this time my mother was with us. The ripened blackberries were glistening in the sun, and their lovely bubbly texture was clearly being seen.

In lines 9 through 15, the apple-picker describes a memory of his experience earlier that day at the drinking trough - “I cannot rub the strangeness from my sight / I got from looking through a pane of glass / I skimmed this morning from the drinking trough.” He continues his detached remembering in lines 16 through 26 with an explanation of how the apple-picking season has saturated his mind with the sights, sounds, and feelings of apple-picking until he experiences them even when he is not picking apples - “Magnified apples appear and disappear / [...] My instep arch not only keeps the ache, / It keeps the pressure of a ladder-round. / [...] And I keep hearing from the cellar bin / The rumbling sound / Of load on load of apples coming in.” He then describes the actual experience of picking apples in lines 30 through 36 - “There were ten thousand thousand fruit to touch, / Cherish in hand, lift down, and not let fall.” In each instance, the reader imagines the scene alongside the apple-picker, imagining themselves in the apple-picker’s place and aligning with his beliefs.