CHAPTER ONESusan Sontag
The Making of an Icon
By CARL ROLLYSON and LISA PADDOCK
W. W. Norton & Company
My Desert Childhood
1933-1945
One of her earliest memories—she is about four—is set in a park. She listens to her Irish nanny talking to another giant in a starched white uniform: "Susan is very high-strung." Susan thinks: "That's an interesting word. Is it true?"
She is "remembering" an event that occurred circa 1937, an event she describes in her Paris Review interview of 1995. The park is in New York City, the nanny's name is Rose McNulty, and she is illiterate. It is Susan's impression that Rose does not know what to make of her temperamental charge. Sontag will spend her first five years in New York living with her grandparents and being cared for by relatives.
What Sontag wants to tell us is that she felt alone at a very early age, bored with her environment, and that her inner life—the only one she had control over—became paramount. Already at four, she claims, she was engaging in critical analysis, wondering about that word "high-strung." Sontag has preferred to use the word "restless" to describe her child self, one who felt that "childhood was a terrible waste of time."
Where were her parents? In China most of the time. Jack Rosenblatt had a fur-trading business, the Kung Chen Fur Corporation. When Susan was born, on January 16, 1933, in Woman's Hospital in Manhattan, her parents had a residence at 200 West Eighty-sixth Street. She was their first child. Mildred had been nervous about giving birth overseas, but not long after Susan was safely delivered, Mildred returned to China to be with her husband. Another pregnancy brought her back to Manhattan, where she gave birth to a second daughter, Judith, on February 27, 1936, in New York Hospital. By this time, the family had a home in Great Neck, Long Island.
Susan's parents had money, they were young, and they were very much involved in their business. Jack was only twenty-eight, and his wife Mildred, née Jacobson, only twenty-six, when Susan was born. On the company's books Mildred is listed as president-treasurer. Jack, or Jasky (as he was named on his birth certificate), had come a long way from 721 East Sixth Street in lower Manhattan, where his father, Samuel, and his mother, Gussie, née Kessler, both Jews from Austria, had begun a fur business and raised five children, two daughters and three sons. Mildred's family, Jews from Russian-occupied Poland, were also involved in the clothing trades. Her father, Isaac, a tailor, and his wife, Dora, née Glasskovitz, raised seven children. Mildred, born at home (139 Cook Street), was the second-youngest child and the only girl. She and Jack met at Grossinger's, a resort in the Catskills where Mildred had a waitressing job.
On October 19, 1938, just before midnight, Jack Rosenblatt died of pulmonary tuberculosis in the German American Hospital in Tientsin, China. He was not quite thirty-five. Mildred, staying at the Astor House Hotel in Tientsin, telegraphed his father and brother Aaron the next day, and she made arrangements to begin the journey back to New York a week later.
Sontag remembers that her mother waited several months to tell her that her father had died, and then was brief, saying only that he had died of pneumonia.
Then five-year-old Susan experienced her first asthma attack. Asthma is an alarming disease for anyone but is especially frightening in children. Coughing attacks usually occur at night, between the early hours of two and six; the child gasps for air and sometimes regurgitates a sticky mucus.
In 1939 Mildred decided to remove her small family from New York in search of a better climate for Susan, and a doctor recommended Miami. Recalling her family's brief residence in that city for an interviewer, Sontag presented brief vignettes: a house with coconut palms. She is in the front yard with a hammer and screwdriver trying to open the tropical fruit. An obese black cook takes her to a park and Susan notices a bench marked "For Whites Only." She turns to the cook and says, "We'll go sit over there and you can sit on my lap." It all seemed so nineteenth-century, Sontag told the interviewer. The city's humidity only made Susan's asthma worse, and after a few months the family left Miami.
Mildred was only thirty-one when she moved her family to Tucson. In interviews, Susan portrays Mildred as a vain, self-absorbed woman who did not know how to act like a mother, who worried instead about growing old and losing her looks. Mildred told Susan not to call her "Mother" in public because she did not want anyone to know she was old enough to have a child. Susan, puzzled, wondered what her mother did with her time, for even after Jack Rosenblatt's death Mildred would be absent from home for long periods, "parking" Susan and Judith with relatives.
It is likely that Mildred was depressed throughout Susan's earliest years. The massive change in lifestyle that accompanies mothering had to be especially hard on the peripatetic Mildred. Not only had she lost a husband, she had lost the income from their business, her employment, independence, and status—all of which were replaced by the insatiable demands of young children. Alcohol provided temporary relief, a cushion, perhaps even an elevation of feeling, although the image Sontag presents is of a phlegmatic mother, too drowsy or listless to read or comment on her child's all-A report cards. It is a familiar scene, repeated in the lives of many writers who begin writing as children, like the writer Anne Rice, moping at her alcoholic mother's bedside.
Sontag has said little about her upbringing in Tucson, although she remembers that as a young child she walked along the old Spanish Trail toward the Tanque Verde foothills, where she examined the "fiercest saguaros and prickly pears." She searched for arrowheads and snakes and pocketed pretty rocks. She imagined herself the last Indian, a lone ranger. Tucson in the late 1930s occupied nine square miles of broad desert valley, with rolling foothills, unusual colors, and stunning mountains with jagged peaks. The desert is no endless sea of sand dunes. There are thorny bushes and weeds, spiny saguaros, and other trees with bright red fruits and flaming orange, spiky flower buds. When it rains, the desert blooms, the sky spreads wide with double rainbows, and the landscape looks freshly scrubbed. The British writer J. B. Priestley, visiting Arizona in 1937, just two years before Mildred and Susan arrived, never forgot its haunting beauty: "Voices, faces, blue birds and scarlet birds, cactus and pine, mountains dissolving in the morning mirage or glowing like jewels in the sunset, the sweet clear air, the blaze of stars at midnight."
In 1939 these desert delights were close to home. The city had a population of less than forty thousand, although it was rapidly growing as a tourist and military site. It had only two radio stations. Walking down a street, residents heard the same radio programs coming from open windows in almost every house. There were five motion picture theaters, and a few combination book and stationery stores. There was a symphony orchestra, a little theater, music and art programs at the university, a state museum, and a Carnegie library. The pace was leisurely. The city attracted outdoor types and health seekers, with about thirty hospitals and sanitariums catering to sufferers of various respiratory illnesses. Susan's asthma improved in Tucson. She grew into a sturdily built, surprisingly sociable girl.
In September 1939 the school year began with a cloud of dust, and in this haze Susan started the first grade. In retrospect, it seemed a joke: "I was put in 1A on Monday when I was 6 years old. Then 1B on Tuesday. 2A on Wednesday. 2B on Thursday, and by the end of the week they had skipped me to third grade because I could do the work." There were no classes for gifted children then. Susan studied the same subjects as everyone else: writing, spelling, reading, music, art, arithmetic, social studies, health and physical education, and elementary science. Classmates accepted her. "I was born into a culturally democratic situation. It didn't occur to me that I could influence the way these kids were," Sontag later realized. She could always find common ground, saying things like "Gosh, your hair looks great today," or "Gee, those are nice loafers."
Even at the age of six, however, Susan felt a need to dramatize her sense of separation from the other students, telling them that she had been born in China. She wanted to make an impression and to establish her connection with faraway places, and China seemed, she later remarked, "as far as anyone can go."
Already, at seven, Sontag had established a lifelong habit of reading through an author's body of work. To begin with, there was Alfred Payson Terhune: Caleb Conover, Railroader (1907), A Dog Named Chips (1931), The Critter and Other Dogs (1936). Perhaps his most famous series focuses on Lad and his exploits in rural New Jersey. Terhune's themes touch on right and wrong and the abuse of authority, as in Further Adventures of Lad (1922), in which an ignorant, overbearing sheriff threatens to shoot Lad, whose adventures usually involve redressing injustice. Anger at the unfairness and insensitivity of the adult world has often stimulated young writers and readers, and it is what drew nine-year-old Susan to more substantial novels such as Victor Hugo's Les Misérables, which she read in her mother's six-volume set. The chapter in which Fantine sells her hair made the young Susan a socialist, she would later declare.
Even more important, however, was Susan's discovery of the travel writer Richard Halliburton. One only needs to look at his frontispiece photographs to understand why: in The Royal Road to Romance (1925), he stands in front of the Taj Mahal, turbaned, arms akimbo, his legs at ease, and a broad smile on his face; in The Flying Carpet (1932) he sits atop his two-seater plane, poised for adventure; in Richard Halliburton's Complete Book of Marvels(1937), a photograph of the handsome, thirtyish-looking author is set next to a letter to the reader explaining how as a boy his favorite book was filled with pictures of the "world's most wonderful cities and mountains and temples." He loved that book because it carried him away to "strange and romantic lands."
Asked what books had changed her life, Sontag later gave Halliburton pride of first place. He showed her how "privileged" a writer's life could be, full of "endless curiosity and energy and expressiveness, and countless enthusiasms." Halliburton described climbing Etna and Popocatépetl and Fujiyama and Olympus. He descended the Grand Canyon and crossed the Golden Gate Bridge when it was still under construction. He visited Lenin's tomb in Moscow and the Great Wall of China. "Halliburton made me lustfully aware that the world was very big and very old; that its seeable wonders and its learnable stories were innumerable; and that I might see these wonders myself and learn the stories attached to them," Sontag recalled.
This remembrance evokes something of the excitement Susan felt as a seven-year-old, realizing how much larger the world was than Tucson—and how small-minded it was of her playmates, teachers, and other adults not to yearn for that larger world. Why were adults so cautious? Susan wondered. "When I grow up I've got to be careful that they don't stop me from flying through open doors," she thought.
Reading made much of the life around Susan shrink in size. She read about the war and about modern life. She had no place in her imagination for, say, Tucson's Pima Indians: "The folklore of the Southwest was static; picturesque even to the people who lived there," she later said.
If you were a small kid discovering George Eliot or Thackeray or Balzac or the great Russian novels, little Indian dolls with turquoise beads sure couldn't hold a candle to the nineteenth century novel—as far as being an experience which could blast you out of your narrow framework. If you're looking for something to take you somewhere, to expand your consciousness it's going to be a great world culture.
In her love of Halliburton, Sontag speaks as an enthusiast who sees a world of marvels. She longed for just that kind of companionable parent-writer—but instead, Mildred told her articulate daughter: "In China, children don't talk." Mildred might, in the right mood, reminisce, telling Susan that in China "burping at the table is a polite way of showing appreciation," but that did not mean Susan had permission to burp.
So much of Susan's early life seemed fragmented. In those early years in Tucson, before Susan reached the age of ten, Mildred moved her family several times and Susan attended several schools. What had gone before quickly disappeared.
In 1943 Mildred moved her two daughters to a neat, compact four-room stucco bungalow at 2409 East Drachman, then a dirt road. Sontag implies that her mother, pressed for money, had auctioned off many of her Chinese mementos. The house still stands, on one edge of the University of Arizona, looking exactly the same as it does in the photograph taken of it in 1943, when it was brand-new—except that now the road is paved. Susan, her sister, and her mother were its first occupants. How Mildred managed to afford the rent, support herself and her family, and pay for household help is not clear. Perhaps there was still money left from Jack Rosenblatt's business. Sontag has said her mother taught. There is no record of Mildred teaching in the Tucson public schools, though she may have been employed in one of the city's numerous private institutions.
In her backyard, Susan dug a hole with the suspiciously exact dimensions of six feet by six feet by six feet. "What are you trying to do," a maid asked, "dig all the way to China?" No, Susan replied, she only wanted "a place to sit in." She laid eight-foot-long planks over the backyard hole to keep out the intense sun. The landlord complained, saying it posed a hazard for anyone walking across the yard. Susan showed him the boards, and the entrance that she could just barely squeeze through. Inside she had dug a niche for a candle, but it was too dark to read, and she got a mouthful of dirt that came in through the cracks in her makeshift ceiling. The landlord told Mildred the hole had to be filled in within twenty-four hours, and Susan complied with the help of the maid. Three months later she dug another hole in the same spot. Taking her cue from Tom Sawyer, who got the neighborhood kids to do a chore for him—whitewash a fence—she conned three playmates into helping her, promising they could use the hole whenever she was not there.
Susan's hole was her hiding place, her miniature world. Her crude dugout also marked the border between "the scary and the safe," as she later put it in an article about grottoes. Her cave was the equivalent of the world elsewhere, of the China where her father had died. All Susan had of her father was a ring with JR on the signet, a white silk scarf with his initials embroidered in black silk, and a pigskin wallet with Jack Rosenblatt stamped in small gold letters. His record, in short, remained unwritten, an "unfinished pain" in her imagination. For this kind of pain, extroverted writers like Halliburton had no cure.
Fortunately, Sontag found her first literary father early on, before her tenth year. Sontag discovered Edgar Allan Poe. Like Halliburton, Poe conjured up a world of marvels. He wrote detective stories, hoaxes about trips to the moon and about other fantastic voyages of exploration—like The Narrative of Arthur Gordon Pym. But Poe also gave Susan her "first vision of inwardness, of melancholy, of obsessiveness, of the thrill of ratiocination, of morbidity, of a recklessly self-conscious temperament—another span of nascent avidities." Poe's writing is both adventurous and intellectual; his narrators are self-conscious and enclosed in their own worlds. Like the adult Sontag, his characters are devotees, metaphorically speaking, of grottoes—those caverns of the mind. As the narrator of "Berenice" confesses, "My passions always were of the mind."
Poe, like Sontag, is an American writer who sought his inspiration in Europe and in literature itself, and like her, he was obsessed with wasting diseases and death. It is not easy to catch your breath in Poe's Gothic tales, for the sense of doom is as unrelenting as his alliteration. "During the whole of a dull, dark, and soundless day in the autumn of the year ..."—these sonorous, mesmerizing words in "The Fall of the House of Usher" are a literary narcotic. Poe's fiction confirmed what the therapeutic climate of Tucson tried to deny: the inescapable fact of mortality. If that seems like a morbid discovery, it was also a godsend to a child who sensed what those around her were denying.
If Richard Halliburton spoke to the extroverted pleasure of roaming the world and taking from it what you liked, Poe did the same for the introvert, demonstrating that literature could be a vehicle of transportation to other worlds, and—even better—that literature could be a destination in itself. He taught her to rely on her own sensibility, excluding whatever nonliterary environment she encountered.
What neither Poe nor Halliburton could give Sontag, though, was a sense of career—an important concept for a child who thought of herself as on her own and who had come to regard herself as her own authority, a common enough feeling in children who suffer from what has been variously called "father-thirst" and "father-hunger." She found her sense of mission in two books that have electrified many generations of young girls: Madame Curie: A Biography and Little Women.
By the age of ten, Susan had read Eve Curie's moving book about her mother. The first sentence of the biography's introduction is captivating: "The life of Marie Curie contains prodigies in such number that one would like to tell her story like a legend." Here is the complete Curie paradigm related in Eve's ecstatic version, a version that provides nearly a perfect blueprint for the arc of Sontag's life to come: Marie spends many years of poverty and solitude in the backwater of Poland. She is fired with a desire to "adore something very high and very great." Eve asks: "How is one to imagine the fervor of this girl of seventeen?" Marie becomes involved in Polish nationalism and socialism, desiring to free her country from Russian occupation and to build a better, a more just society. She aspires to an education in France, the seat of learning and liberty. She writes to her sister, "I dreamed of Paris as of redemption." When Marie's opportunity comes, Eve observes: "How young one felt in Paris, how powerful, trembling, and swelling with hope!" In Paris, Marie studied to a state of near exhaustion, living in spartan quarters, guided by her "will of iron." She attracts the attention of a great scientist, Pierre Curie. Like a novelist, Marie searches for new subjects of research, Together Marie and Pierre give birth to a "new science and a new philosophy." They become joint authors, embodying the "superior alliance of man and woman, the exchange was equal." They have children, and Marie is nearly as passionate about motherhood as she is about science. Her husband dies, and Marie dedicates herself to a "kind of perpetual giving," nursing the wounded in World War I and opening herself up to people around the world. She is excited by the world's mysteries and marvels that she must plumb. Above all, Marie has a sense of destiny. As Eve observes: "We must believe we are gifted for something, and that this thing, at whatever cost, must be attained." She persisted with a "superhuman obstinacy." As Marie matured, she saw the need for an international culture and relied upon her "innate refusal of all vulgarity."
Curie's is a noble story as well, because Marie would, in her daughter's words, treat her honors with "indifference," with an "immovable structure of a character" and the "stubborn effort of an intelligence." Eve quotes Einstein's remark that "Marie Curie is, of all celebrated beings, the only one whom fame has not corrupted."
It is not just that Sontag wanted to be like Marie Curie, or that she built a backyard chemistry laboratory, or that she decided she would try to combine careers as a writer and doctor like Chekhov. Imagining herself finding cures, discovering a new element like radium that would be used to treat diseases, was no stretch for Susan. More important is Eve's evocation of a selfless career—so selfless that Marie did not look upon it as a career but as a vocation. This Marie Curie resembled a mythic goddess, a figure of such austere purity that she seemed invulnerable, "intact, natural and very nearly unaware of her astounding destiny."
Susan strove to emulate the ideal Curie, the scientist who painstakingly stood over hot, heavy cauldrons refining ore and making her Nobel Prize-winning breakthrough. When Sontag later spoke of her writing, it would be in terms of agonizing labor, a concentration only on the work itself—not on the honors that might accrue, not on the machinery of self-promotion which she could have patented—and she reacted with hostility to any vulgar suggestion of careerism.
Susan would not entirely give up the idea of a medical/scientific career until she began college, but the idea of creating literature already beckoned to her. "What I really wanted was every kind of life, and the writer's life seemed the most inclusive," she later said. The writer is free to invent and reinvent herself in a way the scientist or doctor cannot.
Susan fell in love not just with reading and writing but with the idea, the role of the writer. It was part of her self-consciousness project not merely to write but to be seen as a writer: "I did think of being published. In fact, I really thought that that's what being a writer was." The impulse to write was an act of emulation and homage to the great writers she had read: "People usually say they want to become a writer to express themselves or because they have something to say. For me it was a way of being. It was like enlisting in an army of saints.... I didn't think I was expressing myself. I felt that I was becoming something, taking part in a noble activity."
Where would a ten-year-old girl come upon the idea of a publishing world? From two novels: Little Women and Martin Eden. She identified with Louisa May Alcott's budding writer, Jo, although Sontag is quick to add that she did not want to write anything like Jo's sentimental, melodramatic stories. Rather, it is Jo's avidity that captures Susan: "I want to do something splendid ... something heroic or wonderful that won't be forgotten after I'm dead. I don't know what. I'm on the watch for it. I mean to astonish you all some day." Significantly, Jo's sense of greatness is connected to Europe: "Don't I wish I'd been there!" Jo cries. "Have you been to Paris?" Jo rejects Laurie, her childhood companion, for Professor Bhaer, an older European who welcomes her writing rather than seeing it as an eccentric tic. Susan surely spotted Jo's alienation from her family and community—in spite of all the talk of family togetherness. Sontag probably saw the David Selznick production of Little Women, in which Katharine Hepburn glamorized Jo's role. To be Jo, to be a writer, was to be a star.
There is more to Little Women than adolescent fantasies of becoming a writer. Jo becomes confused when she begins changing her stories to suit her family. The futility of trying to please and of expecting a consensus among readers is pointed up by reviewers' contradictory reactions to Jo's work. When Jo prostitutes her talent to produce a cheap magazine piece, her father scolds her: "You can do better than this. Aim for the highest and never mind the money." Indeed, Alcott could have been writing for all budding artists, demonstrating how the writer must find her own voice and integrity.
Even more directly, Jack London's Martin Eden presents a fable of the writer's life, a naturalist's grim yet exhilarating study of individual aspiration that appealed to Sontag's somber but determined sensibility. Eden forges his own identity largely through his reading of books, which are treated almost literally as the building blocks of his personality. They have a tangible, tactile, erotic appeal for him. He does not merely handle books; he caresses them.
Like Martin Eden, Susan wanted her writing to make some kind of impression on the world, no matter how indifferent that world seems to be. London's novel is still valuable as a kind of handbook for the freelance writer; it contains pages and pages describing Martin's feverish efforts to publish, constantly sending out manuscripts in self-addressed envelopes and constantly receiving rejections, and then sending out the stories and articles over and over again until something is accepted. The ratio of rejections to acceptances is daunting: for every piece that is accepted, dozens and dozens are rejected. Yet Martin persists.
What Martin cannot control, of course, is the means of production. Sontag tried to solve this problem at the age of nine or ten, as she later told students at the University of South Carolina, by starting her own four-page monthly newspaper, produced on a hectograph:
The cheapest way of reproducing anything: you need a stencil, a tray, and gelatin. You just put the stencil face down on the gelatin, after putting the ink on the stencil. You can then put about 20 pieces of paper onto the gelatin. It reproduces the stencil. It's wonderful to use in closets. At 10 I made a literary magazine of my own and sold it to neighbors for 5 cents.
Sontag smiled telling this story, recalling how this act of publishing emancipated her. She wrote poems, stories, and at least two plays, one inspired by Karel Capek's R.U.R., and another by Edna St. Vincent Millay's Aria da Capo. Throughout the war she wrote articles on battles such as Midway and Stalingrad, condensing what she read in the newspapers.
By the age of twelve, she was simply biding her time, serving out what she calls in her essay-memoir "Pilgrimage" the "prison sentence" of her childhood. It was an ordeal, but she was a good actress, a good dissembler.
Then a disturbing event intruded into Susan's world. Her mother remarried. Mildred, still morose, but also still beautiful, had attracted a new mate. Susan quietly rejected him. But he did provide a new name that fit her emerging identity as a writer; and he brought with him the prospect of travel—away from the desert of her childhood and into the land of dreams: California.
(C) 2000 Carl Rollyson and Lisa Paddock All rights reserved. ISBN: 0-393-04928-0
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with words such as “high-strung” and “interesting.” It makes you wonder if she even understands what those words mean. And if she didn’t understand, then why did this particular sentence stick with her in memory?
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Lets keep in mind that everything is probably made up about the four year old girl.
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This might be an off topic question, but what was it like writing this with someone else? How does the process work?
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I am really impressed with your writing Professor! You are talented. So being that the story is based on a real person, it is okay to add things into the story that are completely made up? I know that is kind of a dumb question, but isn’t that a fabrication issue, or can’t people get into trouble for adding things that are not true. Maybe I am comparing writing to reporting in a literal sense.
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You both have a great deal of knowledge of each other which means she understands your writing styles, frame of reference, habits (both good and bad) which only leads to better and more efficient editing.
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Do you ever question your wife when she edits your work. Let me restate that. Do you guys ever bicker over what should and should not be included?
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This is a terrific title, given that a desert is a lonely place where living conditions are bad. It mirrors the experience of her childhood of her being cared for by nannies, relatives, and grandparents instead of her parents. It also is pun on the word deserted.
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The reader is prepared to see that Sontag was misunderstood as a child, as she was called “high-strung” although she was someone who questioned her surroundings and thoughts rather than simply accept them.
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This prepares the reader for character development on who “she” is and whether or not she trusts her nanny’s judgements of others. It shows how Sontag questions the world around her and doesn’t automatically trust a caretaker or higher authority.
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It shows that Sotang is a curious child. She right away questions what she hears, in this case being the word “high-stung.” It also shows that for her age she is smart, as she uses the word “interesting” in her thoughts. Usually, the average four year old does not have that word in their vocabulary yet!
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I also thought it was interesting that her Irish nanny is in her earliest memory and not her parents. I think maybe the writer is trying to get across to readers what it might be like with ‘out of the picture’ parents.
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When I read that she had a nanny, I immediately thought about the absence of her parents. I also concluded that her parents/guardians had some money, since they could afford a nanny.
In addition, the first paragraph notes Sontag’s age (four) and her ability to think critically, since she is questioning a word used by her nanny. The sentences imply that Sontag is intelligent, since most children do not think like that.
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I feel that this tells me Susan’s curiosity with with what was around her and also, what is being said in her presence.I think it also shows her curiosity and interest with words and their meaning. The reader could possibly be prepared for numerous flashbacks of Susan’s life that reflects her curiosity and wisdom.
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it shows how perceptive she really is. She hears grown ups talking, and is always open to new experiences, new vocabulary, and has been very in tune with her intellect from her youth.
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The first paragraph exemplifies Susan’s curiosity and introspection at a young age. It prepares us to expect how this affected her growing up and a possible explanation for why she was like this.
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Recalling memories at age 4 is difficult.
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In my perspective, as a reader, I don’t think she’s actually remembering the event completely accurately. It is already difficult to remember things from such a young age, and humans tend to fill in memory gaps with what they think happened or imagined happening. It makes us question how true the memory is.
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She is only four, so It informs the reader that the “remembering” she does can possibly be skewed or not true. If I am correct words are sometimes put in quotes for this purpose?
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Maybe using the quotation marks hints to readers that the statement is a recollection not a report of fact.
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It questions the authenticity of her memory. The text mentions that the event happened around 1937, which means the date of her recollection is not exact. And if the date is not exact, the details memory could also be an approximation.
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While you did mention that some people have memories that are as sharp as a tac, even at the age of four, an event that is remembered is never the entirety of what actually happened. It poses that the Irish nanny may “remember” events quite differently.
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I think because she was trying hard to remember. A if she was squeezing the memories out of her head.
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By using this statement, it enables the writer to convey a much larger idea. Instead of simply quoting Sontag, or saying “Sontag wondered what high strung meant,” the writer now has more room to further detail her early age curiosity.
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When the author says that this is what Sontag wants to tell us, the author is putting words into Sontag’s mouth. So, what she wants to tell us is in accordance to the author’s interpretation. As the reader, our interest is heightened and now we want to know WHY and HOW she feels alone. We are being reeled in.
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Well, I feel that the author is creating Sontag’s character here by saying “what she wants to tell us.” When I read this part, although I feel curious as to why Sontag feels this way, I feel skeptical because there is no direct quote or information from Sontag saying that this is what she was trying to tell us. The only relation the reader receives to confirm that this is “what Sontag wants to tell us” is a “claim” she had from age four, which I am also skeptical of. To me, I feel that this paragraph is shaping Sontag’s character without legitimate evidence.
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That there is more to the story, that perhaps there is something she does not wan’t to tell us as well.
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Her control over the story is a reflection of the only control she had over her inner life, since her outer life was so dissatisfying and unwanted.
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Being bored at an early age of her environment and inner life, I think shows a little ambition. I have an image of a young Susan Sontag eager to enter adulthood.
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I also foreshadow some regrets for Sontag for wanted to grow up so soon. But I will read on.
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This piece starts off fairly innocently—a four year old girl interacts with her nanny, and wonders about what it means to be high strung. Here, the writer dives into an interpretation of what the events mean. Sontag is lonely—her only friend so far is her illiterate nanny—but she is also curious. She wants to learn, she wants to understand, and she wants to know: “Is it true?”
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Is it possible that watching and growing up with an illiterate nanny is the reason for her desire curiosity of such truths and wants to explore such knowledge? Seeing someone in close proximity to you suffer on a daily basis by lack of knowledge can be a huge motivating factor.
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She was alone because she was in the world of discoveries. She gives the example within the paragraph, at four she "was engaging in critical analysis, wondering about that word ‘high strung.’ "
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After getting into her mindset, it’s the question every reader wants answered.
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It emphasizes her loneliness
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The question is a good transition into the new paragraph that pulls the reader along, intrigued, wanting to know the answer. Sontag is a lonely child who is being cared for by relatives. The parent question is what the reader has been pondering since paragraph six.
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I truly think that it is a way to shift the spotlight on to her parents, who are crucial characters to how Sontag became who she is. By using a question, the reader goes straight to pondering where her parents were.
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The earlier paragraphs detail her parent’s absence, but do not explain where they are. It is the first question the reader wants answered.
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The reader most likely has this question already posed from the start and its appearance here, as a question, feels familiar and natural.
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She has a nanny who cares for her. She has grandparents who care for her. She has relatives who care for her. What about the parents?
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it reiterates a question that the reader was probably thinking (I know I was), while simultaneously suggesting that it will address this question soon.
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I think the reference of the mother all the way down in the 4th paragraph is great for several reasons. It could have been addressed during the first lonely reference but instead the author chooses to build the characters up more before the mothers introduction.By giving such insight on Sontag and Rose, it erases not only the mothers role in her life but the mothers being in total and replaces that mother figure with that of the nanny’s. The question in graph 4 is a quick and somewhat needed reminder for readers to pull that question of the actual mother from the back of their minds. This experience may not seem true for all readers but it can be a possibility.
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Keeping the reader interested, or intrigued to know / explore more.
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It is a reflection to her explanation of her brief description of her father’s death
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The mother is unsure how to tell her daughter. She wants to avoid the subject. Simply a quick explanation and then left alone. But the authors quickly move to her asthma trauma, the struggle. Although, later we see that Sontag tries to escape her reality, creating her own world. She wants to know more about her father while trying to fill an emptiness, the pain of his absence. All she has are remnants of the man, things kept. She finds solace in literature such as Poe.
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The paragraph reflects the content of the story itself. Her father’s death was short and brief, as is the paragraph. There is no need to discuss the details of her father’s death here, so the author follows through with that idea by keeping this just as short.
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The paragraph is not only informing the reader about Sontag’s experience, it is also visually visually copying it. Sontag’s mother only spoke briefly about the father’s death; the paragraph follows by also being brief.
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The news of the death, the delayed delivery of the information, and the brevity of the explanation are epitomized by the shortness of this paragraph. What it says about narrative management is that the less you say, the more it hits the reader.
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The paragraph is brief just like the brief statement from her mom in regards to her father’s passing.
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Here is a detailed image of Sontag’s life in Miami as a child. Her stay is short lived but the reader gets a glimpse of that time. Sontag enjoys the cook’s company. She notices the “For Whites Only” bench but, as with “high-strung,” is unsure of its meaning. She wants to sit there with the black cook, oblivious to segregation. This recollection gives us further insight into her character, a time that she perceives as “nineteenth-century,” perhaps expressing her views on that aspect of history, segregation as something archaic for that time.
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The nineteenth century description gave me an impression that she felt that segregation should have been archaic, something that should have been stopped long before.
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I was referring to the sentence, “It all seemed so nineteenth-century, Sontag told the interviewer.” Not completely sure what she meant but this followed after the whites only bench. I was thinking of 1800’s slavery, emancipation, and on to segregation.
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This simply gives credibility and allows the reader to trust the author more.
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The credibility is coming directly from Sontag’s own voice, so the reader knows that the information provided is coming directly from her. It’s not only the author’s words anymore. At this point, readers experience Sontag’s own expression.
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The mention is reminding the reader that everything told is genuine. These events are really Sontag’s experiences.
The reader is kind of like the interviewer. Although the reader isn’t answering questions, he/she is reading Sontag’s answers. The reader and the interviewer are taking in information, which Sontag is given to us.
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Introducing an interviewer at this point gives credibility to the intimate events that the author describes. It’s coming straight from Sontag.
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So the reader may know that it is Sontag’s point of view.
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This is one of the moments in your story where I could vividly imagine a little girl sitting on an interviewers lap with a coconut in one hand and a hammer in the other.
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It is an assumption, as are a lot of facts about Mildred are not proven throughout the reading. EX: where Mildred taught
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I think it would lean more towards a conclusion rather than an assumption.
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Mildred seems to be most likely depressed at that time by what she was going through and her indifference toward her children, such as being unresponsive to the “all-A report cards.” “Likely” is more confident a word than “perhaps” to describe if Mildred was depressed, determined through in-depth research.
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Perhaps is more of a “maybe,” saying we might know or not know, therefore it’s pointless to put in the story in the first place. There is no trust in “perhaps” or “maybe”. Writing “likely” points the reader’s attention in a certain direction and makes them follow the story through that likeliness, whether the reader realizes they are interpreting it that way or not, they end up following the author’s view. It is a much stronger word.
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‘Perhaps’ is a question. The word ‘likely’ is used to show the writers have made their own conclusions based on information they know. ‘Likely’ is more certain.
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Perhaps is polite. Perhaps poses either or. Likely leans more towards a definitive stance.
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Likely is used because it is not certain why Mildred was depressed, rather a presumption was made.
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Likely is less passive than perhaps. Due to the pattern of her lifestyle in the story and the reoccurring depressing moments in Mildred’s life, Likely is more fitting. Likely is used to express a pattern of occurrence, specifically in Mildred’s behavior.
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Peripatetic: traveling from place to place, especially working or based in various places for relatively short periods.
just a note.
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A good word to express depression, more questioning, an interesting way to describe the condition than using a more direct word such as despondent.
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I had to look up this definition too since peripatetic is not a word I am familiar with. I learned something new today.
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It was an interesting word for the author to use, though I personally feel that it is a little disruptive to the flow of the narrative.
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I completely agree with Stephanie. A “cloud of dust” can also mean negativity, but as we know clouds move, so it could be a metaphor for moving problems. I don’t know if that made sense.
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This evokes a lot of images. In this case it seems like a confusing and perhaps mind jostling time for her. It gives the reader the sense that it wasn’t a usual, clear and concise introduction to grade school.
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Not only does this describe the world around her, but it gives texture to what her life had been until that point. It was a blur, a fog that was difficult to be in and see through.
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The desert is dusty, so it allows the reader to imagine the setting. At the same time, it references the psychological haze of this period of her life.
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This sentence builds on the previous paragraphs because the previous paragraphs let us know that she loved books and that even though her life was not a fairy tale and she did not have a mother that knew her role or should I say wanted to acknowledge her role. Susan began to let books take her away from the current world she was in.
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The previous paragraphs were a build up to this very sentence. Tucson is physically larger than any of her beloved books, but the worlds she was able to explore through reading completely eclipse her life in Tucson.
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It was a way to escape the insatiable life she’s had and it brought her excitement. She began to own the stories she read and made those experiences as her own.
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Reading becomes the center of her attention. The previous paragraph describes her love for reading, and the next paragraph connects reading to her life. This connection between paragraphs may be portraying her life and her only connection, to books, because she is not connected to anything else.
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Maybe the writer once visited this place and wanted to paint the picture for the reader to get a glimpse of where Susan once lived with her mother. It seemed to me as a piece of evidence that her and her family actually lived there based on Susan’s description.
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I believe she was the writer. This was a narrative of herself. She mentioned the present looks of the home she once lived in as a memoir to the reader letting them know that this place had not changed a bit.
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The shift changed from past to present to paint a vivid description of Susan’s memory to the readers. Also I believe since the building still stands today, that idea wanted to be made clear.
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Gives the reader a better understanding of her personality when compared Tom Sawyer. In a way his vindictive, childish, conniving, and manipulative character is being referenced.
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Our experiences make us the people who we become. Childhood has a very strong impact on a person and their development. Knowing Sontag’s childhood could explain her decisions in life or could help the reader understand her personality better.
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Synthesis is a written discussion that draws on one or more sources. The ideals of Halliburton and Poe are being synthesized to define Sontag’s inspiration. Here Richard Halliburton is used to mention the inspiration of roaming the world and taking what you want from it, and Poe is used to mention that literature is way of learning about other worlds.
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She is beginning to realize some truths about the relationships in her life that is giving her a more positive perspective.
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This paragraph transitions between childhood to career, which is the rest of her life.
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This analysis derives from what Sontag shared about her love for Curie. The biographer took his knowledge about the type of person Sontag is, one who imagines herself doing great things, and what Sontag has told him, about admiration for Curie, and connected them.
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Analysis gives the character more descriptions. For instance Sontag’s analysis of Marie gave a more clearer view of Sontag’s mind and her thought process.
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It turns Marie Curie into her inspiration.
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An inspiration of her career, of what she wants to do in her life.
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A phrase like “the ideal Curie” turns Marie Curie into a inspiration or role model for Sontag.
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It introduces the theme of dramatic change. Susan is getting a new father, and she is moving, something that can leave a prolonged dramatic effect on an adolescent.
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The last paragraph is preparing the reader for a transitional phase in Susan’s life. With her mother’s new husband, and away from “the desert of her childhood and into the land of dreams: California” Susan’s life was about to change.
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This especially occurs in paragraph 7 when it is stated: “What Sontag wants to tell us …” Here we get a sense of doubt or uncertainty in Sontag’s speech. As readers, we can fill in the blanks ourselves and try to imagine how her life might have been like at that time in her childhood.
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