Analyzing the protagonist's emotions during the first day of school in the short story 'I Go to School'

Prompt: Analyze the protagonist's emotions during the first day of school in the short story 'I Go to School'

Analyzing the protagonist's emotions during the first day of school in the short story 'I Go to School'

I. Outline: Analyzing the protagonist's emotions during the first day of school in the short story 'I Go to School' (Standard)

1. Introduction

- Introducing author Thanh Tinh, the short story 'I Go to School,' and the character 'me' on the first day of school.

2. Introduction:

- Emotions while accompanying mother to school:
+ Realizing personal growth and maturity
+ Feeling dignified and composed
- Emotions while standing in the schoolyard:
+ Nervousness, shyness, and excitement
+ Feeling lonely and small...(To be continued)

>> See detailed outline Analyzing the protagonist's emotions during the first day of school in the short story 'I Go to School' here.

II. Sample Essay Analyzing the protagonist's emotions during the first day of school in the short story 'I Go to School'

Everyone has memories of their first day at school. Those memories are the most beautiful, profound, and vivid in everyone's mind. Author Thanh Tinh - a romantic writer with lush, gentle, and pure beauty - has brought us the short story 'I Go to School' (featured in the collection 'Motherland'). Readers feel as if they are reliving their own memories with the nervousness and uncertainty of the protagonist 'me' on their first day at school.

The protagonist 'me' recalls the enchanting memories of the first day at school and describes it as 'feelings that blossomed in me like fresh flowers amidst the vast sky.' The late autumn weather, characterized by misty mornings and chilly winds, saw the boy being lovingly led by his mother to attend the first school assembly. Walking along the familiar path, yet feeling significant changes within, he feels grown-up, mature, and composed. He notices other children exchanging books eagerly, yearning to join them, cautious and protective of his own new books. Stepping into the schoolyard, the protagonist 'me' feels somewhat bewildered by the crowded scene, reminiscing about how the school appeared both charming and imposing in the past.

Amidst this somewhat unfamiliar setting, the boy becomes fearful and uncertain, withdrawing timidly, sticking close to his loved ones, 'only daring to look half or walk cautiously step by step.' His apprehension and fear make him wish he were one of the familiar students, accustomed to the teachers, the school, and the class, not feeling awkward amidst the unfamiliar surroundings. He feels the new classmates are 'like fledglings on the edge of the nest, yearning to soar in the vast sky, yet hesitating and fearful.' Feeling lost, disoriented, and awkward, especially when the protagonist 'me' hears the bell for class, while the other students line up to enter the classroom, he remains hesitant, unsure, and unwilling, 'their legs swaying back and forth. One leg bends, then they stretch out as if kicking a ball in their imagination.' Hearing the governor's name, the boy feels 'my heart stop beating,' 'forgetting even my mother standing behind me,' feeling startled and awkward. These are indeed the natural, unconditional reflexes that occur to him. Despite being somewhat timid and fearful, he still senses the kindness and warmth of the governor, easing his bewilderment with the school and the teachers to some extent.

Entering the classroom, it seems as if his steps were not of his own will: 'I naturally felt strangely heavy,' then suddenly hearing a cry, all the emotions pent up within him burst out: 'I involuntarily turned around and buried my head in my mother's arms, sobbing uncontrollably.' Then that moment passed, and he returned to his task - entering the classroom, accepting being away from his mother. Although he had been away from his mother all day before, it was never as strange as this time. Sitting in the classroom, the protagonist 'me' feels everything is strange yet fascinating. Though the new friends are unfamiliar, there is a sense of closeness 'a natural affection and an unexpected closeness that I dare not believe is real.' His emotions intertwine between past and present memories, the sound of birds and wings stirring memories of bird trapping, while the sound of the teacher's chalk on the blackboard is the reality of a new journey, a new phase - becoming a student.