Translated Literature

Translated writings holds great value within the field of literature as it connects cultures and diverse communities by expanding the confined boundaries of ideas and knowledge in which one language holds. In reference to Amara Lakhous’s quote: “So many people consider their work a daily punishment. Whereas I love my work as a translator. Translation is a journey over a sea from one shore to the other. Sometimes I think of myself as a smuggler: I cross the frontier of language with my booty of words, ideas, images, and metaphors.”  This quote interprets that Amara figuratively travels great distances to reach huge milestones within his work, even if that requires him crossing regular limits of literature. His translation of texts goes beyond the direct and basic translation as he utilizes his treasurable tools of words, ideas, images, and metaphors as opposed to only words, which leads to the loss of meaning of the original text. When calling himself a smuggler, this analogy is effective as sea divides cultures and his figurative act of trespassing international borders and shores and violating laws and regulations allows him to get to the core translation of a text. This also implies that he is challenging authority, which causes his writing to be authentic. These significant themes form direct connections to Part 3 of the language and literature course as translated texts part take in the shift of the historical, cultural, and social contexts, in which is a benefit as this panoramic approach only connects cultures and provides a holistic view to global populations.

Moreover, in reference to the “Found In Translation” article by Claudia Pierpoint, the last line reads: “Whether any book will outlast its moment is impossible to say, but what follows is an account of some novels that are worth reading now, and that may prove to be worth reading even when newspapers divert our attention to wars and prisons somewhere else”.  This reference makes connection to the current presence of social media and news platform, in which present the Arab world through publicizing its negative circumstances such as war and devastation. Despite the presence of such conditions, behind these trapped doors lie the regular lives of the Arab nation. Therefore by means of translated novels, in which hold such hefty information, other populations around the world can be informed of this and become knowledgeable of the nature and lifestyle of the Arab nation within regular settings as opposed to only within war conditions. This a major benefit to translated literature.

Practice IOC: Boys and Girls

Audio Link:

https://sites.google.com/a/raha-international-school.org/audio-files/

IOC Passage: 

Alive, the foxes inhabited a world my father made for them. It was surrounded by a high guard fence, like a medieval town, with a gate that was padlocked at night. Along the streets of this town were ranged large, sturdy pens. Each of them had a real door that a man could go through, a wooden ramp along the wire, for the foxes to run up and down on, and a kennel — sometimes like a clothes chest with airholes — where they slept and stayed in winter and had their young. There were feeding and watering dishes attached to the wire in such a way that they could be emptied and cleaned from the outside. The dishes were made of old tin cans, and the ramps and kennels of odds and ends of old lumber. Everything was tidy and ingenious; my father was tirelessly inventive and his favourite book in the world was Robinson Crusoe. He had fitted a tin drum on a wheelbarrow, for bringing water down to the pens. This was my job in the summer, when the foxes had to have water twice a day. Between nine and ten o'clock in the morning, and again after supper, I filled the drum at the pump and trundled it down through the barnyard to the pens, where I parked it, and filled my watering can and went along the streets. Laird came too, with his little cream and green gardening can, filled too full and knocking against his legs and slopping water on his canvas shoes. I had the real watering can, my father's, though I could only carry it three-quarters full. 

    The foxes all had names, which were printed on a tin plate and hung beside their doors. They were not named when they were born, but when they survived the first year’s pelting and were added to the breeding stock. Those my father had named were called names like Prince, Bob, Wally, and Betty. Those I had named were called Star or Turk, or Maureen or Diana. Laird named one Maude after a hired girl we had when he was little, one Harold after a boy at school, and one Mexico, he did not say why. 

    Naming them did not make pets out of them, or anything like it. Nobody but my father ever went into the pens, and he had twice had blood-poisoning from bites. When I was bringing them their water they prowled up and down on the paths they had made inside their pens, barking seldom — they saved that for nighttimes, when they might get up a chorus of community frenzy--but always watching me, their eyes burning, clear gold, in their pointed, malevolent faces. They were beautiful for their delicate legs and heavy, aristocratic tails and the bright fur sprinkled on dark down their back — which gave them their name — but especially for their faces, drawn exquisitely sharp in pure hostility, and their golden eyes. 

    Besides carrying water I helped my father when he cut the long grass, and the lamb's quarter and flowering money-musk, that grew between the pens. He cut with they scythe and I raked into piles. Then he took a pitchfork and threw fresh-cut grass all over the top of the pens to keep the foxes cooler and shade their coats, which were browned by too much sun.

 Guiding questions:

-          1. How is the description of setting in this passage significant to the development of larger themes

-          2. How does the allusion contribute to meaning in this message

Practice IOC: Royal Beatings

Audio Link:

https://sites.google.com/a/raha-international-school.org/audio-files/

IOC Passage:

“Well, we don’t need the public in on this, that’s for sure,”  Flo says, and she goes to lock the door of the store, putting in the store window the sign that says BACK SOON, a sign Rose made for her with a great deal of fancy curving and shading of letters in black and red crayon. When she comes back she shuts the door to the store, then the door to the stairs, then the door to the woodshed. 

Her shoes have left marks on the clean wet part of the floor.

“Oh, I don’t know,” she says now, in a voice worn down from its emotional peak. “I don’t know what to do about her.” She looks down and sees her dirty knees (following Rose’s eyes) and rubs at them viciously with her bare hands, smearing the dirt around.

“She humiliates me,” she says, straightening up. There it is, the explanation.

“She humiliates me,” she repeats with satisfaction. “She has no respect.” “I do not!” “Quiet, you!” says her father. 

“If I hadn’t called your father you’d still be sitting there with that grin on your face! What other way is there to manage you?”

Rose detects in her father some objections to Flo’s rhetoric, some embarrassment and reluctance. She is wrong, and ought to know she is wrong, in thinking that she can count on this. The fact that she knows about it, and he knows she knows, will not make things any better. He is beginning to warm up. He gives her a look. This look is at first cold and challenging. It informs her of his judgment, of the hopelessness of her position. Then it clears, it begins to fill up with something else, the way a spring fills up when you clear the leaves away. It fills with hatred and pleasure. Rose sees that and knows it. Is that just a description of anger, should she see his eyes filling up with anger? No. Hatred is right. Pleasure is right. His face loosens and changes and grows younger, and he holds up his hand this time to silence Flo.

“All right,” he says, meaning that’s enough, more than enough, this part is over, things can proceed. He starts to loosen his belt. 

Flo has stopped anyway. She has the same difficulty Rose does, a difficulty in believing that what you know must happen really will happen, that there comes a time when you can’t draw back.

---

Reminiscing on my summer trip abroad #2

In continuation of my summer trip abroad to Canada, the second most fresh memory of mine was the festive celebration of the famous Islamic holiday: "Eid Al-Fitr", which takes place directly after the last day of “Ramadan", which involves the dedication of fasting for one month. Similar to every Eid celebration, the sequence of events begin with the entire family dressing up in their new outfits that were purchased specifically for this holiday. Then we head to the mosque for the morning Eid prayer, where all the Muslims unite to pray and celebrate together. Once that is done and over, a regular tradition is that after prayer, the “imam”, which is the leader of the prayer, executes a Eid speech that is carried out in English with slivers of Islamic terms in Arabic incorporated. Since we were celebrating an Arabic holiday in Canada, which is an English speaking country, code-switching was vastly implemented, thus showcasing the hybrid product of the combination of languages within a religious holiday. For instance, this was applicable when the imam mentions a prophet’s name or a “hadeeth”, which is a collection of traditional Islamic sayings derived from Prophet Muhammad, or references to the Quran, which is the holy book of Islam. This even further continued throughout the day during our visits to our Arab friends; for instance we would articulate a sentence in English and then insert ‘Eid jargon’ that is a celebratory gesture in Arabic: “Eid Mubarak” or “kol am w inti bkhair”.

Therefore, in reference to the Grade 11 Language and Literature course, code-switching, language hybridization, and religious jargon, are very common within immigrants. Therefore, our celebration of Eid Al Fitr in Canada indicates the use of such facilities that were studied within the first year of the Language and Literature course.

Reminiscing on my summer trip abroad #1

Now that the final year of the International Baccalaureate Program has approached and my high school career is coming to an end, sudden flashbacks of my 'last summer break as a high school student' randomly come and go. After two and a half years of departing London, Ontario, Canada, and moving to Abu Dhabi, United Arab Emirates, my family and I decided to temporarily return to our Canadian roots and spend two months of summer break in the flourishing and buzzing lands of London and Toronto Ontario.

The most vivid memory of this lengthy trip was the birth of my brother “Basim” on July 24^th 2017. It was exactly at 1:04 pm that our lives, mine, my parents as well as my 15 year old brother, undertook a complete 360 degree turn to the better; the instant I met eyes with him, a rush of emotions gushed, emotions of happiness, joy, and exhilaration, and suddenly I felt this overwhelming desire to cradle him tightly in my arms. Instantaneously, from the first skin to skin contact, an immediate bond sparked and I was eagerly attached to him day and night.

In the infamous "Victoria Hospital", located in London Ontario, my mother's private hospital room was overflowing with blue “congratulations it’s a boy” balloons, multi-colored flowers, and boxes of chocolate. Also aside from these popular post-delivery norms, more of our Arabic origins and customs emerged when many of our Palestinian friends cooked traditional dishes, specifically this special post-delivery soup, and brought them to the hospital room. In addition, after my mother's departure from the hospital, we held a festive gathering and feast called a “Aqeeqa” in celebration of Basim's birth. We invited 50 of our closest friends over for a feasting that included a range of traditional Palestinian foods, such as spiced rice, roasted chicken, hummus, baba ghanoush, fatoush salad, and with the center of attention on the meat derived from two goats that were slaughtered in tribute to Basim's birth. Therefore the hybridity of my Canadian and Palestinian roots, in which their rituals immensely emerged through Basim's birth, in conjunction showcase the way of life and customs of one with dual identity.

David Wallace's Theory about Education

In what ways could Wallace’s theory about education be applicable to the writing of Alice Munro? Justify your conclusion.

In the literary text “This is Water”, David Wallace Foster states that true freedom acquired through education is the ability to be adjusted, conscious, and sympathetic. To further expand on this statement, it grounds the notion that one’s true freedom is expressed through controlled thinking, scrutinized from different perspectives and experiences, as opposed to chaotic thoughts crossing the mind’s limits, which is the natural default setting. Therefore, the act of taking into account the personal history and living conditions of others, breaks this default setting and causes the reader to sense sympathy as their perspective on those individuals are adjusted through consciousness. Even though these generous assumptions might not be true, having such panoramic awareness evokes sympathy, consciousness, and adjustment. Wallace further enhances this by demonstrating that it is a natural default setting of the human race to constantly center themselves around everything. He presents this as a flaw, causing the readers to reflect upon this and relate this flaw to their character.

Therefore Wallace’s theory about education is applicable to Alice Munro’s writing within her short stories. The overarching themes of every short story include human relationships, in which are complex, as well as the theme of coming of the age, which specifically refers to human development and personal enhancement. Sympathy is constantly conjured through characterization; in “Royal Beatings”, Flo is negatively portrayed as a vile, stubborn character, who also has strong feelings of hatred towards Rose. However when an alternative perspective of the story is unravelled, during the occasion of the ‘Royal Beating’, Flo is seen as a loving and caring character towards Rose. Rose’s consciousness of Flo’s love towards her also raises this consciousness to the readers and as a result Rose shows sympathy to Flo when she puts her in a nursing home. This also encourages the readers to be more compassionate towards Flo. In addition, in “Family Furnishings”, Alfrida is characterized as this dominant and big-headed character. However once the narrator discovers Alfrida’s true identity and health conditions as she is placed in a nursing home, The narrator's perspective as well as the readers’ point of view adjusts to become more sympathetic to Alfrida and conscious of her true character and living circumstances.

Therefore through Munro’s strategic writing, in regards to showcasing one perspective and then exposing many other sides of the story, this encourages readers to be more empathetic of the characters within the story, as they are more educated and conscious of their living and health conditions as well as their true intentions. This is achieved through Munro’s incorporation of first person narration, in which she mostly uses within her stories to narrate the story through one lens, focusing on the protagonist, their emotions, and viewpoint. The reader therefore lives through the life of the protagonist, with one side of the story uncovered. Subsequently when the climax or peak arrives, alternative surfaces of the story also unveil that cause the readers to develop feelings of empathy towards certain characters that they did not necessarily favor previous to the climax. This consequently evokes emotional intelligence, as the readers are aware of the emotions of multiple characters within the story; this is evidently present in Munro’s “Moons of Jupiter”. All in all, Wallace’s theory in conjunction with Alice Munro's short stories births the overarching premise of shared humanity.

Chineau Achebe in Things Fall Apart

Prompt: The personal history of an author can have a significant influence on the way meaning is constructed in his/her writing. Comment on specific instances of such influences in Things Fall Apart.

Thesis Statement

Chinua Achebe's personal history was deeply integrated within the core of Things Fall Apart through equally capturing both Igbo and Christian beliefs and customs. This was evident through the potent representation of the Igbo culture and community, as well as the Christian missionaries, to firm the backbone of Achebe's hybridized origin.

Topic Sentences

1. Through Achebe's unveiling of the complexities and hardships of both the Igbo and Christian faith, he is able to publicly voice his conflict in identity as a blend of both cultures

2. The dichotomy of the vulnerable Igbo community rooted by their blind conversion to Christianity, and the contrast of Okonkwo's firm grip to the Igbo ways, combating their surrender, composed Achebe's identity crisis, his depiction as a failed Igbo member, and the bidirectional nature of the Igbo.

3. The representation of Christianity through Reverend Brown and Reverend Smith displayed the positive and negative side of Christianity, in which Achebe converts to.