Analysisand Interpretation of a Literary Essay
Theessay "Living Like Weasels" written by Annie Dillard offersits audience an interesting comparison between the life of people andthat of a weasel. It appears that one of Dillard`s essential targetsis to send her message to a wide range of audience with the aim ofmaking every reader enjoy her composition. Thusly, Dillard utilizes acreative style of writing to make her story understandable worldwide.
Thestructure of Annie Dillard`s essay contains four major parts that thereader can identify. These different parts develop from the firstparagraph and readers can easily understand the motive of the essayfrom the first paragraph. In the initial two paragraphs differentvarieties of realms are exhibited including the use of children`sstylistic plot, naturalistic or objective, experimental and poeticmethodologies. These different styles are established from the firststage of Dillard`s essay and keep occurring all through her essay.
Atthe start of the essay, Dillard uses the style of children’sstorytelling in an extraordinary way to pass her message to theaudience. She asserts and convinces her audience that a weasel iswild. She adds that, "Who knows what a weasel thinks? He takes anap in his underground den, and his tail hung over his nose"(Dillard 84). These three sentences from the initial stage of theessay gives an opening to the theme and portray the essential pointsthat describe a weasel. The goldbrick sentences are mostly common inchildren`s novel due to their straightforward structure that make thestory easy to comprehend. Dillard utilizes this kind of prologue tospeak to a wide variety of audience and to create her thoughts in anextremely elementary sort of style.
Allthrough the rest part of the story, this type of childlikemethodology proceeds as Dillard portrays the real experience she oncehad with a weasel. The essay turns out to be exceptionally graphicand almost diary or journal like. A great part of the story takesafter this structure and despite the fact that the vocabulary in theessay got more trivial and complicated, still, the feeling of achildren`s story remains. Through using this technique all throughthe essay, the reader has the capacity of following the storyeffectively and acquire a genuine feeling concerning the author`smessage (Dillard 84).
Atthe point when Annie Dillard was discussing the weasel as a freeanimal and an animal that could live anyhow he wants was trulyfascinating. Majority of people never thought of the weasel as ananimal of fortune, yet a scavenger, an awkward rodent headed byinstinct. She brought an entire new viewpoint to the weasel throughcomparing people with them.
Throughcomparing herself with this little rodent may look like shechallenges the creature`s value, which appear from the start to bepurely built based on instinct. However, in actuality one comes torealize that the animal is centred in pure freedom. This weasel isnot impeded by human acts of responsibility, work or obligation,however, it is allowed to do whatever it sees fit.
Dillarddiscusses how a man shot a bird down and when the man discovered thebird he realized another astonishment. The man found out that therewas a dry skull of a weasel still joined to the eagle`s throat.Dillard`s primary point is that the weasel held tight to life anddespite the fact that the weasel lost its life in the process theweasel died undertaking what it wanted to do. The author shows thedetermination and will power of the weasel.
Dillardsays she was once shocked by a weasel. They both caught eyes and fora minute were entwined with each other. Both their brains were in amanner exchanged and supplanted by the other. Annie Dillard wasthinking what the small rodent was thinking, and the rodent wasthinking what she was thinking and that is the way she got herunderstanding people and weasels. She asserts, "The weasel livesin needs and people live in choices, scorning need and dying at thelast dishonorably in its claws" (Dillard 85).
Subsequently,despite the fact that the weasel should be an animal led by instinct,people should be a creation that is led by choice. However, at manyinstances people do not follow what they choose. Instead, peopleprefer to satisfy the need. Dillard asks the reason as to whyindividuals choose to live such a life. She asserts, "We would,and we can live any way we choose. Individuals take pledges ofchastity, poverty, and dutifulness even silence by decision," sowhy do we not take after decision more often (Dillard 85).
Inconclusion, Dillard`s adventure and surprising discovery of genuinechoice permit the audience to be astonished and stunned by herknowledge. The way she spills out from story to story, from her firsttale about the seeker, hawk, and weasel, to the story when she hadher first close experience with the weasel, permits the reader to seewhat she was attempting to deliver. She asserts, "I think itwould be well, and obedient, and proper, and pure, to handle yourself-necessity and not let it go, to dangle from it and limp to anyplace it takes you," since according to Dillard that is genuinefreedom, genuine choice.
Dillard,Annie. TheAnnie Dillard Reader.New York: HarperCollins Publishers, 1994. Print.