On page 81 and elsewhere in this chapter, Spiegelman interrupts the sequence of images of the young Vladek in Poland with images of the elderly Vladek riding his exercycle as he tells his story. What is the effect of the interruptions? Why not simply draw the entire chapter in flashbacks?

Seeing the elder Vladek enables the story to be more realistic and human. It concentrates on the the fact that the effects of the Holocaust still live on in the people who experienced it and even down to their offsprings / young ones who do not experience it.

Explanation:

Seeing the elder Vladek enables the story to be more realistic and human. It concentrates on the the fact that the effects of the Holocaust still live on in the people who experienced it and even down to their offsprings / young ones who do not experience it. Spiegelman portrays Vladek wearing a small star and standing in the middle of a giant one. The giant star functions as a spotlight. It's a representation of the influence of the small star badge pointing out Vladek and shaking him vulnerable and hard to miss. Spiegelman includes a poster that advertises "1 kilo of sugar" for every unregistered Jews exposed which goes a long way to tell us that Germans gave poles incentives to show out unregistered Jews.

Spiegelman visually emphasize the fact that the streets have become dangerous for Jews. Images of nazi's beating Jews, spacing is cluttered no one was able to pass through without being beating, riot raging out of control.

below i present a summary with the most relevant aspects of chapter 2, which were taken from karangan bahasa inggeris (english essays) spm: argumentative essays.

tuna wira

credit to mohana ram murugiah.

i hope to be of

teacher smiles at the students who wait for his signal to sit down. he nods briefly and the students sit down and get ready for the lesson to start. there is an air of quiet expectancy when teacher refers to the unusual things found underneath their houses that morning. whispers of bags of rice ran among the students and a student muttered reluctantly that the rice is rent for the landlord. this starts off the discussion on the issue of paying rent for the use of the landowner’s land. da wan raises the question of why the landlord owns the land rather than the farmer although they have spent a lot of time farming it. the three reasons of labour, need and inheritance are listed as reasons for the landlord’s ownership of the land. they are discussed and dismissed as inadequate reasons. they suggested a system of collective farming to the farmers. the headmaster comes down the corridor to observe the lesson. teacher very quickly changed the lesson to a geography wesson. the students followed his cue and no one gave the slightest notice < of the headmaster ‘s presence. when the headmaster leaves, teacher explains the implications of winning the scholarship. it involves bearing respontsibilities and the scholarship holder should master what is useful and return to the village. he should understand the injustices in the present system and change it to a fairer system. then, he announces the wiimnuir of the scholarship to be dawan.