Huck Finn Argumentative Essay Draft

Taylor Rose

Mrs. Rogers

Honors English III

26 March 2011

Republishing History

Great writing does not censor its purpose and style to fit the needs or to meet the expectations of society; the author should make his point by demanding the attention of the audience and disregarding social disapproval. Although some argue that Mark Twain’s The Adventures of Huckleberry Finn needs republishing, the novel teaches universal truths in schools and in the world, the way that Twain had intended.  Mark Twain’s The Adventures of Huckleberry Finn should not be republished because it is not a racist novel. In addition, its original style and content lend themselves to historical accuracy and legitimacy that would otherwise be lost if republished. Those who argue that the book is inappropriate for children fail to recognize that the book was meant for a more mature audience. It is unrealistic and incorrect to take historical events and classic writing and try to alter them to fit today’s societal demands, failing to extract the universal truths and lessons within the story. Overall, The Adventures of Huckleberry Finn is not racist, accurately depicts its time period, and relates a mature audience; therefore, should not be censored via republishing.

The most common critique of The Adventures of Huckleberry Finn is the overuse of the widely offensive n-word; however, the novel’s purpose is to illustrate the racism of the time period and to show the challenges of treating blacks as human, not to promote racism in general. Republishing The Adventures of Huckleberry Finn to replace the n-word with “slave” is unnecessary censorship on a classic novel, and would deprive the book’s readers of learning how widespread racism was in that time period. Although the n-word is used 219 times throughout the novel, its purpose is not to encourage racism today, but instead to convey the racial tension that existed. "The word is there for a reason," says Jeff Nichols, the executive director of the Mark Twain House and Museum in Hartford, Connecticut. "The word is terrible, it's hurtful, but it's there for a reason," to convey the language and attitudes of Missouri in the 1840s, in a book written in the 1880s when Jim Crow laws were being passed in the South to deprive blacks of their civil rights. (“Huck”) Twain wanted readers to struggle with the term to make his point, showing that racial clashes between whites and blacks were so strong throughout the hearts and minds of Missourians, an idea that would be lost if republished. Not only does the frequent use of the n-word give realistic insight to the 1840’s, but Twain also incorporates the term to show the development of Jim and how he becomes humanized throughout the book, even though racial barriers still exist. At one point in the story, Huck talks about how he knows he has to “humble [him]self to a n-----, but [he] done it, and [he] warn’t sorry for it afterwards, neither,” (87). In addition to showing how white men feel superior to blacks, this is also an example of how Huck recognizes the mistreatment of Jim as a human, regardless of race, and that Jim is still a person who deserves respect. Not only does the inclusion of the word show the race struggle, but it also shows how Huck overcomes the race barrier to acknowledge Jim as an equal. In general, The Adventures of Huckleberry Finn is not a racist novel. Although frequent, the use of the n-word is solely included for historical purposes, as well as to depict the struggle of society to accept the humanization of blacks. If republished, readers would fail to learn these lessons, and ultimately censor classic literature.

In addition to the original style and wording of the book, republishing would cause a decrease in the legitimacy and accuracy of the time period that depicts the social attitudes of along the Mississippi River. Many people that support the republishing of the book argue that along with changing the n-word to “slave”, the racial slur, “engine” that refers to Indians, should be edited to “Indian”; however, these changes would give readers less insight on the language used, therefore, causing a decrease in the accuracy of the novel. Attaching the epithet "slave" to the character Jim--who has run away in a bid for freedom--effectively labels him as property, as the very thing he is trying to escape (“When”). The changes that would be made not only discredit the legitimacy and efficiency of the book to inform its readers, but it would also undermine Twain’s intentional view of Jim as a character. According to Sally Hansen, an educator who has taught the book for 35 years, “the solution is not to change the writer—it is to educate the reader by discussing the time period in which the book is set and its language and mores,” (“Huck”). The purpose of the racial slurs throughout the novel is to educate the readers about the time period and societal norms, an important aspect of the background of the novel that leads to better understanding of the characters and the plot. Republishing the book to exclude the slurs is historically inaccurate, and would unnecessarily censor classic literature.

Another main argument posed by opponents of the original text is that the book is inappropriate for children. While the racial slurs are too mature for young audiences, the book was not intended for kids because of its adult concepts, as well as its satire, both of which would not be fully understood by children. Also, the books should be taught to or read by a mature audience that can appreciate the writing and look past the slurs, especially in today’s society, where many of the older readers have already been exposed to racial slurs like the n-word in popular culture. First, the book is too conceptually advanced for a young audience. A book about an adult black man and an adolescent white boy on a raft is irrelevant to a child in today’s society where there is no slavery or racial segregation; however, Twain’s intention was to teach universal truths such as racial intolerance and struggle in society for the time, all of which would not be understood or appreciated by kids. With so many underlying lessons and truths about society and daily attitudes in the 1840’s, kids would only remember the literal plot of the story, failing to garner Twain’s human observations. In addition to mature concepts, Twain also includes an immense amount of satire to express his opinions of society and civilization, a literary technique that kids would be unable to grasp. For example, Twain includes the blind religious followers in the town to mock the mob mentality of people in society (133). Scenarios like this occur multiple times throughout the book where Twain satirizes human tendencies, which kids would not understand or appreciate. Another argument promoting the republishing of the novel is that some readers can’t get past the racial slurs to appreciate the writing, a reason why the book should be geared toward a more mature reader. "This is what's called a slippery slope," says Robert Hirst, editor of the Mark Twain Papers at the University of California-Berkeley. He says Huckleberry Finn is best taught in college, rather than high school (“Huck”). A mature reader is necessary to understand Twain’s purpose for using the racial slurs, not just the terms themselves. Unfortunately, in today’s popular culture--music, television, movies—many of the more mature readers have already been exposed to the same racial terms used in the book. For example, the word is hardly new to high school students, says English teacher Lindsey Franklin, who teaches Huckleberry Finn to a predominantly African-American class of 11th-graders at Eastside High School in East Gainesville, Florida. "They use it in the hallways. They hear it in music. They hear it all over the place," (“Huck”). Never mind that today "nigger" is used by many rappers, who have reclaimed the word from its ugly past (“When”). Because these readers are old enough and mature enough, they can handle the language that was not meant for younger, more vulnerable readers like children. Overall, although some argue that The Adventures of Huckleberry Finn needs to be republished because it is inappropriate for younger children, it is ultimately not a children’s book, stylistically or conceptually, and should be taught to or read by an older and more mature audience that can understand why Twain included the language and satire throughout the book.

On the whole, a classic novel like The Adventures of Huckleberry Finn should not be republished and censored because it is not a racist novel. Also, republishing the book would lose accuracy of the time period, which Twain wanted to convey to his readers. Although many argue that the book is inappropriate for children, the book was not intended for kids, but for a more mature audience that can appreciate its deeper truths, satire, and the opinions of Mark Twain on society and America in the 1840’s. Readers should not insist that the book be republished, but rather understand Twain’s key concepts and benefit from the lessons that he includes behind the characters and plot.

Huck Finn Argumentative Essay Draft

Taylor Rose

Mrs. Rogers

Honors English III

26 March 2011

Republishing History

Great writing does not censor its purpose and style to fit the needs or to meet the expectations of society; the author should make his point by demanding the attention of the audience and disregarding social disapproval. Although some argue that Mark Twain’s The Adventures of Huckleberry Finn needs republishing, the novel teaches universal truths in schools and in the world, the way that Twain had intended.  Mark Twain’s The Adventures of Huckleberry Finn should not be republished because it is not a racist novel. In addition, its original style and content lend themselves to historical accuracy and legitimacy that would otherwise be lost if republished. Those who argue that the book is inappropriate for children fail to recognize that the book was meant for a more mature audience. It is unrealistic and incorrect to take historical events and classic writing and try to alter them to fit today’s societal demands, failing to extract the universal truths and lessons within the story. Overall, The Adventures of Huckleberry Finn is not racist, accurately depicts its time period, and relates a mature audience; therefore, should not be censored via republishing.

The most common critique of The Adventures of Huckleberry Finn is the overuse of the widely offensive n-word; however, the novel’s purpose is to illustrate the racism of the time period and to show the challenges of treating blacks as human, not to promote racism in general. Republishing The Adventures of Huckleberry Finn to replace the n-word with “slave” is unnecessary censorship on a classic novel, and would deprive the book’s readers of learning how widespread racism was in that time period. Although the n-word is used 219 times throughout the novel, its purpose is not to encourage racism today, but instead to convey the racial tension that existed. "The word is there for a reason," says Jeff Nichols, the executive director of the Mark Twain House and Museum in Hartford, Connecticut. "The word is terrible, it's hurtful, but it's there for a reason," to convey the language and attitudes of Missouri in the 1840s, in a book written in the 1880s when Jim Crow laws were being passed in the South to deprive blacks of their civil rights. (“Huck”) Twain wanted readers to struggle with the term to make his point, showing that racial clashes between whites and blacks were so strong throughout the hearts and minds of Missourians, an idea that would be lost if republished. Not only does the frequent use of the n-word give realistic insight to the 1840’s, but Twain also incorporates the term to show the development of Jim and how he becomes humanized throughout the book, even though racial barriers still exist. At one point in the story, Huck talks about how he knows he has to “humble [him]self to a n-----, but [he] done it, and [he] warn’t sorry for it afterwards, neither,” (87). In addition to showing how white men feel superior to blacks, this is also an example of how Huck recognizes the mistreatment of Jim as a human, regardless of race, and that Jim is still a person who deserves respect. Not only does the inclusion of the word show the race struggle, but it also shows how Huck overcomes the race barrier to acknowledge Jim as an equal. In general, The Adventures of Huckleberry Finn is not a racist novel. Although frequent, the use of the n-word is solely included for historical purposes, as well as to depict the struggle of society to accept the humanization of blacks. If republished, readers would fail to learn these lessons, and ultimately censor classic literature.

In addition to the original style and wording of the book, republishing would cause a decrease in the legitimacy and accuracy of the time period that depicts the social attitudes of along the Mississippi River. Many people that support the republishing of the book argue that along with changing the n-word to “slave”, the racial slur, “engine” that refers to Indians, should be edited to “Indian”; however, these changes would give readers less insight on the language used, therefore, causing a decrease in the accuracy of the novel. Attaching the epithet "slave" to the character Jim--who has run away in a bid for freedom--effectively labels him as property, as the very thing he is trying to escape (“When”). The changes that would be made not only discredit the legitimacy and efficiency of the book to inform its readers, but it would also undermine Twain’s intentional view of Jim as a character. According to Sally Hansen, an educator who has taught the book for 35 years, “the solution is not to change the writer—it is to educate the reader by discussing the time period in which the book is set and its language and mores,” (“Huck”). The purpose of the racial slurs throughout the novel is to educate the readers about the time period and societal norms, an important aspect of the background of the novel that leads to better understanding of the characters and the plot. Republishing the book to exclude the slurs is historically inaccurate, and would unnecessarily censor classic literature.

Another main argument posed by opponents of the original text is that the book is inappropriate for children. While the racial slurs are too mature for young audiences, the book was not intended for kids because of its adult concepts, as well as its satire, both of which would not be fully understood by children. Also, the books should be taught to or read by a mature audience that can appreciate the writing and look past the slurs, especially in today’s society, where many of the older readers have already been exposed to racial slurs like the n-word in popular culture. First, the book is too conceptually advanced for a young audience. A book about an adult black man and an adolescent white boy on a raft is irrelevant to a child in today’s society where there is no slavery or racial segregation; however, Twain’s intention was to teach universal truths such as racial intolerance and struggle in society for the time, all of which would not be understood or appreciated by kids. With so many underlying lessons and truths about society and daily attitudes in the 1840’s, kids would only remember the literal plot of the story, failing to garner Twain’s human observations. In addition to mature concepts, Twain also includes an immense amount of satire to express his opinions of society and civilization, a literary technique that kids would be unable to grasp. For example, Twain includes the blind religious followers in the town to mock the mob mentality of people in society (133). Scenarios like this occur multiple times throughout the book where Twain satirizes human tendencies, which kids would not understand or appreciate. Another argument promoting the republishing of the novel is that some readers can’t get past the racial slurs to appreciate the writing, a reason why the book should be geared toward a more mature reader. "This is what's called a slippery slope," says Robert Hirst, editor of the Mark Twain Papers at the University of California-Berkeley. He says Huckleberry Finn is best taught in college, rather than high school (“Huck”). A mature reader is necessary to understand Twain’s purpose for using the racial slurs, not just the terms themselves. Unfortunately, in today’s popular culture--music, television, movies—many of the more mature readers have already been exposed to the same racial terms used in the book. For example, the word is hardly new to high school students, says English teacher Lindsey Franklin, who teaches Huckleberry Finn to a predominantly African-American class of 11th-graders at Eastside High School in East Gainesville, Florida. "They use it in the hallways. They hear it in music. They hear it all over the place," (“Huck”). Never mind that today "nigger" is used by many rappers, who have reclaimed the word from its ugly past (“When”). Because these readers are old enough and mature enough, they can handle the language that was not meant for younger, more vulnerable readers like children. Overall, although some argue that The Adventures of Huckleberry Finn needs to be republished because it is inappropriate for younger children, it is ultimately not a children’s book, stylistically or conceptually, and should be taught to or read by an older and more mature audience that can understand why Twain included the language and satire throughout the book.

On the whole, a classic novel like The Adventures of Huckleberry Finn should not be republished and censored because it is not a racist novel. Also, republishing the book would lose accuracy of the time period, which Twain wanted to convey to his readers. Although many argue that the book is inappropriate for children, the book was not intended for kids, but for a more mature audience that can appreciate its deeper truths, satire, and the opinions of Mark Twain on society and America in the 1840’s. Readers should not insist that the book be republished, but rather understand Twain’s key concepts and benefit from the lessons that he includes behind the characters and plot.

Point of View Shift Draft 1

Taylor Rose

Mrs. Rogers

Honors English III

8 March 2011

P.O.V. Shift Draft I

            I wok to de haze en de fog. De fog dat’s ben en my eyes ‘nd covers every island won afta de next jis’ floating and givin me a terrible time, coverin’ up mos my site. Den I’s remember a while befo en de smoke takin’ away Huck from de raf en got him all mix’ up en de islands. My heart drops all heavy ‘kase he didn’ know whah de raf was. My hart a racin’ I know sumf’n wrong, I remembers dis feelin takin’ ovah en makes me sick en my stomac. I tink bout way bac wen I’s yon’ en Ma en I’s mo down south en de white men ‘uz aftuh us. Dem took me from Ma, her sayin’ I’s jis’ be fine en I’s don’ be afeared as de stron white men pull en a tug en sold me away. Dis de feelin in the stomac now dat went in my mind en wuz bringin de sweat down. I’s so afeared bekase I went ‘bout two mile a-comin’ roun the islan lookin’ for Huck. I’s always hated bein alone any mo time ‘kase I’s remember de long som’ers ‘way from Ma, en feelin’ scyered bekase I knows dey wouldn’ bring huh back.

            Alls de suddn’ I hears, “Hello, Jim, have I been asleep?”

En sho enuf, de he is! Ain’ dead, ain’ drownded, ain’ los no mo, I’s so happy he’s back agin, thanks to goodness! I’s start feelin’ like my one tru fren’ en de world es back, who I’s get to see agin, and I knows it won’ be like Ma who ben gone away forevah.

Right as my eyes gon en teared all up, Huck tellin’ me sumf’n wrong en I’s never lost en he’s never left behine en de fog dat’s been around all night. He tellin’ me I didn’ mos’ drowned tryin’ to fin’ him. He tells me I dream all dat up in ten minutes. I start believin’ dat truth he says, but den he go en starts smilin’ en mockin’ Jim fo bein worryn’ as I’s lookin down at de trash en de raf.

            Without smilin’, I turn to him en say how I’s gwyne to tell him I got all wore out wid work tryin’ to save him, en my heart wuz mos’ broke bekase I felt like back wen I’s little en wuz pulled away from Ma, en de fog hangin down en I’s los Huck agin. En wen I wake up en sees Huck all safe en soun’ de tears come down ‘kase he come back to de raf alive, I could a got down en kiss his foot I’s so grateful. En alls he kyered bout wuz makin Jim look uv a fool. Dat truck is trash. En Huck is trash fo treatin Jim so wrong wid dat lie. He should be ashamed fo dat truck en me feelin’ so afeared fo his life like when dey took me from de people I loved.

            My blood boil en turn en I knows Huck don’ kyer en think my feelins dey is diffrent den his when dey de same. De color of de skin don’ change a thing.

Personal Essay

Taylor Rose

Mrs. Rogers

Honors English III

8 February 2011

The Giving Tree

            The Pain alone was enough to devastate each day. Every plan that I made, ruined; every memory to be had, gone. It was only when I was at the nadir of my struggle, the point where I was forced accept my incompetence, that I experienced true appreciation, even when pessimism threatened to ravage anything comforting left. This is not the histrionics of an over-exaggerative teenage girl; this is the obstacle that was thrust upon my summer, and the unexpected outcome.

            She was the Cyclops. The Goliath to my David. And frankly, she won. The towering goalie managed to end my summer and send me reeling into the worst pain I’ve ever experienced in one fell swoop. While I may be bitter, snapping a limb off is something to remember. The noise alone resonated in my head, in my dreams, and later in the stories of teammates and their families, who heard it from the sidelines.

            The Pain had a mind of its own. From the crack to the crash, falling, falling, and a moment of darkness, It started Its work. Pushed from my mangled body came a cry, a wail, which I was embarrassed to realize was my own. The Pain tugged at my stomach, twinged through my fingertips, tore through my bones, and twisted my expression as one bestial cry after the next forced its way out. I was dying.

            After three days in the hospital, and a hip-high plaster prison as a souvenir, I returned home only to face the pinnacle of my obstacles that summer—denial and later, depression. After days of reassuring myself that the independent, sixteen-year-old summer I planned for would somehow work out, I accepted that it would be exactly the opposite: I was only what others would do for me. Completely dependent on those around me. Immobile, decaying, atrophied, pathetic.

            Because my cast weighed more than I could lift, each time I had to use the restroom, my mom would crawl on the floor, raising it for me as I fought, fretted, fumbled with the crutches. Looking down, Understanding finally battled through my stubborn, negative ethos and revealed to me just how pathetic I would be without her. Relying on her humbled me in a way that pushed me to be aware, challenged me to emerge from my self-pity, and dared me to be appreciative in a frustrating and dark time.

            While I worked slowly to resume and maintain some type of daily routine, the epiphany that once enlightened me slowly faded into mundane day-to-day life. Though I needed the normalcy, I realize that I failed to actually put my lesson to use. Now, reflecting on my summer, I understand that true appreciation must take form and continue to reignite.

            It caused me to think. Of someone other than myself. To thank those who guide me in a time when I am unable, unfit, or too blind to guide myself. It forced me to broaden my mindset, develop my relationships, and most importantly, to improve how I treat others. I learned that a small lesson garnered through struggle is the rudiment, the foundation, for developing characteristics that then feed off one another to develop character. While the summer passed and the bones mended, it continues to enhance my way of living.

Analytical Piece Draft 1

Taylor Rose

Mrs. Rogers

Honors English III

20 December 2010

Classic Literature or Waste of Time?

            Gaping lines between social classes, unhappiness, and battles between desires and integrity, all influence and conflict the characters of F. Scott Fitzgerald’s The Great Gatsby. While some may argue that the story of upper-class struggles does not apply to all people in general, The Great Gatsby exposes life situations that live within the homes of many different types of families. Through character development and quarrels of personal values, The Great Gatsby proves to be classic literature, upholding trends of timelessness, universality, and morality years after its time.

             The Great Gatsby challenges readers of any time period to examine their own character as well as their actions in trying situations. F. Scott Fitzgerald’s character development of Jay Gatsby and his conflict of love pertains to a variety of readers because of its timelessness, universality, and morality, confirming The Great Gatsby as classic literature. Throughout the novel, Gatsby clashes between his illusory view of the world and reality. Eventually, he completely loses sight of his “real” life because he becomes so consumed with trying to exhume his past love with Daisy, that even his best friend “couldn’t bear to shake him free,” (148). While those who oppose the novel may argue that Gatsby’s love-sick struggles do not apply to the common man, the principle of allowing oneself to become obsessed with something or someone to the point of a distorted reality pertains to many battles and conflicts throughout life in general. The element of timelessness in The Great Gatsby allows it to be applicable to readers far after its time because the principles shown through main characters involve inner divergence that concern readers in multiple aspects of their lives. Also, Fitzgerald’s character development has an affect on audiences because of its universality, germane to people throughout the western world “regardless of when and where it was written” (“What”). The Great Gatsby embodies the theme of issues discerning consumption from reality, which impinges on people regardless of their time and place. Because Gatsby’s denial about his past and his fixation with “trying to repeat the past” weaves in and out of many people’s lives, The Great Gatsby establishes a universal conflict that affects all types of people, and causes them to examine their own lives and situations (110). Lastly, F. Scott Fitzgerald’s work still lives today because his character development questions morality. When audiences read The Great Gatsby, it causes them to examine their morals seen though the inner clashes that the characters experience, in Gatsby’s case, his priority of his past over his reality, and his allowance of Daisy to completely consume his life. This causes the audience to then analyze their own views on the troubles that Gatsby endures and determine whether or not they experience that same tension in their lives. After analyzing Gatsby’s priority of repeating his past and disregarding the reality of his life, the audience is challenged to compare their own decisions to his. Embodied in Gatsby’s character development, Fitzgerald expresses troubles that possess timelessness, universality, and morality, that endures the test of time and pertains to readers years after the book was written, true characteristics of classic literature.

            In The Great Gatsby, Tom and Daisy Buchanan play an essential role displaying the divergence of morals that still affects readers today because of their timelessness, universality, and morality, establishing The Great Gatsby as classic literature. Although some may argue that Tom and Daisy cannot compare to most Americans or Westerners because of their outstanding social class, the issues that impact their marriage as well as their personalities exist in a variety of people’s lives. The main conflict within Tom and Daisy’s life is that between lust and integrity. Tom and Daisy both have at least one affair throughout the duration of their marriage. Because the issue of infidelity affects the lives of many people and proves to be a constant struggle in various relationships, The Great Gatsby, through Tom and Daisy, demonstrates timelessness because regardless of the time period, the principle of fidelity still relates to many Americans and Westerners. While those in opposition to The Great Gatsby may argue that not all relationships undergo issues of infidelity, Tom and Daisy’s relationship still involves testing morality, another characteristic of classic literature. While the Buchanans combat infidelity, readers can still relate to their situation because they can examine themselves introspectively to see if they would hypothetically handle the situation differently, or if they would give in to their impulses, disregarding integrity. Because Fitzgerald incorporates moral principles that exemplify controversy and inner discordance between lust and loyalty, the timelessness, universality, and morality of The Great Gatsby still challenges audiences today.

            Overall, F. Scott Fitzgerald’s The Great Gatsby establishes itself as classic literature because of its timelessness, universality, and morality, masterfully illustrated through the character development of Jay Gatsby and the relationship of Tom and Daisy Buchanan. While critics may argue that the plot and characters cannot be applied to the average person, Fitzgerald’s integral principles intertwine themselves into many people’s lives, no matter their time period, social class, or integral wellbeing. The Great Gatsby proves to be classic literature by challenging its audience and creating characters and situations that students and audiences still evaluate and relate to today.