XXXXXXXXXXXXXX of: XXXXXXXXX in XXX XXXX of a XXXXX XXXX
XXXXXXX name
Instructor XXXX
XXXX:
Interpretation XX Incidents in XXX XXXX XX a XXXXX Girl
XX XXX narrative,Incidents in XXX XXXX XX a Slave Girlby XXXHarriet Jacobs, XXX XXXXXX describes XXXXXXXX XXXXXXX XXXX captures the XXXXX XX XXX readers XXXXXXXXX the XXXXXX-standards XXX XXXXXXXXXXXX of black XXXXX XXXXXX the 19th century. Jacobs XXXXXXX XXXXXXX begins with, “I was XXXX a XXXXX, but I never XXXX XXXX six years XX XXXXX childhood had XXXXXX away.” (page XXX) This XXXXXXX XXXXXXXXX in XXXXXXX one leaves XXX reader wondering what exactly mean XXX XXXXXX the XXXXXX puzzled XXX wanting an XXXXXXXXXXX. XXXXXXX XXXXXXX in XX XXX chapter, XXXXXX repeatedly XXXX XXX XXXXX family and XXXXXX to her XXXXXX arrangement XX “XXXXXXXXXXX” in which XXXXXXXXX her claims in the opening statement of XXXXXXX XXX XX how she XXXXXXXXX her XXXXXXX living XXXXXXXXX. XXXXXXX, near XXX end XX XXXXXXX one, Jacobs XXXXXXXXX XXX XXXXXX that she in XXXX XXXXXXXX XXXX XXX is a slave by XXXXXXX, “But I XXX her XXXXX, and I suppose XXX XXX not recognize XX as her neighbor”.XXXX this XXXXX forward Jacobs XXXXXXXXXXXX XXX XXXXX owners, XXXXXX, and XXXXXXXX to embed XXX image XX slavery in to XXX readers’ XXXXX XXXX XXXXXXXXXXX figures XX XXXXXXXXX XXXXXX her XXXXXXXX as a slave.
Jacobs chronologically XXXXXXXXX a XXXXXX of XXXXXX and XXXXXXXXXXX that XXXXXXXX XX the XXXXXXXXX XXXXX Brent inciting XXXX XXXXXXXX XXXX XXX XXXXXX as XXX character experience them. For XXXXXXXX, when XXX XXXXX of her XXXX XXXXX mistress XXX XXXXXXXXX her as XXXXXX. “I loved her; XXX she XXX XXXX almost like a XXXXXX to me” (page XXX). XXXX XXXXXX compared XXX emotional attachment XX a XXXXX XX XXX XXXXXX XXXXXXX XXX emotional attachment this XXXXX had towards her XXXXXXX’ XXXX XXXXXX her XXXXX that she XXX shielded from the fact XXXX she XXX born a slave. Every child holds an emotional XXXXXXXXXX XX its mother and XXXX children think XXXXXX XX XXXXX XXXXXX, nevertheless XXXXXX choosing of XXX term XXXX XX describe Brent’s XXXXXXXXXX to a slave-owner heightens XXX XXXXXXXXX of XXX reader.
XXXXX in XXX reading, XXX XXXXXXXXX emotional XXXXX changes from XXXX, admiration and XXXXXXXXXX to XXXX, hatred and XXXXXXXXXXX. XXX XXXXX to speak XX being XXXXXX and referenced slaves XXXX times XXXXX the XXXX chattel XX reinforce XXX image of slavery. XXXXXX XXXXXX, “O XXXXXXXX XXXXXX! XXX never knew XXXX it is to XX a XXXXX; to XX XXXXXXXX XXXXXXXXXXX XX XXX or custom; to XXXX the XXXX XXXXXX you XX XXX condition XX a XXXXXXX, XXXXXXXX subject to XXX XXXX XX XXXXXXX.” (page XXX) In this quote not only XXXX Jacobs XXXXXXXXX XXX XXXXX XX XXXXXXX XXX she induces sympathy from her XXXXXXX XX XXXXXXXXX them XXXXXXXX.
The XXXXX XXXXXX XXXX XXXXXXXXX XXX with XXXXXXXXXXX XXXXXXXXXXX that XXXXX turn into fear and XXXXXXXXXX defeat. In every scene Jacobs attempted to portray the very XXXXXX as XXX saw them with her own eyes and connect the audience XX her emotional XXXXX during XXXX XXXXXXXXX. Jacobs XXX XXXXXXXXXX in her task, XXX refrained XXXX using XXXXXXXX English in XXX dialogue XX her XXXXXXXXXX to maintain XXX attention and XXXXXXXXXXXXX XX every XXXXXXXX. XXXX XXXXXXXXXX XXXXXXXXXXXX XXX XXX of slang XXXXXXXXXXX or XX some XXXX it, “the XXXXXXXX tongue”. Jacobs XXXX her XXXXXX XXXX clear XX XXX told her XXXXXXX in XXX XXXXXX in which she chose. XXXXXX XXX not XXXX any XXXXXXXXX or her stories XXXXXXXXXXXXXX.