Japanfan
Well-Known Member
- Messages
- 25,549
The narrator's mother died from eating fugu fish, a traditional Japanese dish, because she was so anxious not to offend someone she barely knew, and the distant, unloving, rather death-obsessed, traditional Japanese father who takes great pride in his samurai blood and whose business partner committed seppuku (and killed his family because he was principled) serves the narrator and his sister fish at the end--fish that may or may nor be fugu fish. And both children eat the fish in spite of being leery of it because their father tells them it's just ordinary fish, the implication being that they have taken in their father's traditional Japanese poison in spite of their attempts to avoid it and will likely die a painful death from it. I would take the story as a warning of sorts--that traditional Japanese culture has poisonous elements that can destroy individuals from within and that those elements need to be recognized for what they are and rejected.
I dunno. Is that too obvious? I did only a quick and shallow reading .
Obvious until the very last sentence - which I would say is a deeper meaning, and an astute one.
I can't recall what I came up with for the story, because it was a while ago. IIRC it was something about the pull of death and living in the past, and the generation gap.
I am not a literature professor; I am a writing professor who sometimes teaches literature. That's not just hair splitting; I don't have nearly as much background in lit as I do in writing theory
Okay.
If it is an ESL class, then that is something different and beyond my ken. But if it is not an ESL class, then the ESL issues some students have are explicitly not my concern, as we are told that the ESL students must conform to the same curriculum as all the other students and we are not to make changes for them (although most of us do, at least to some degree).
It is not an ESL class. What changes do you make for ESL students?
Last edited: