Remember to look for conflict, and change, two essential elements of stories, short or long (and life!). Attend to the relationships between Ms Moore and the group, and between Sug and the first person narrator, but especially consider how Sylvia changes. It may be productive to consider this as Sylvia's story, in this sense (i.e., consider her the point of view character, or the one who undergoes the most significant change in the story; remember, character change can often be subtle, and is not always obvious, but implied through details of set, action, narrator observations... the final scenes of the story esp. significant). Note how the terms of Sylvia's competition with Sug changes, and how Ms Moore makes use of Sylvia's competitive nature to effect the more significant "lesson." Note also how Sylvia's attitude toward Ms Moore changes, how she eventually gains respect for Ms. Moore (this is subtly apparent in one particular scene toward the end of the story, in the way she frames a comment of Ms. Moore's) and subtle suggestions that she responds in a much deeper way then the others to her experiences. How do Sylvia's behavior and comments toward the end of the story suggest she has found a new purpose in life and how does this contrast with earlier attitudes and behavior? Notice also Sylvia's responses to particular experiences during the visit to FAO Schwartz, such as her reaction/response to the cost of the sailboat. Notice also her analysis of the clown, her description of the subway tracks, the final scenes between her and Sug and her alone. How do we see Sylvia beginning to change, and her struggle with accepting the burden of critical consciousness? How does Sylvia's "analysis" of the clown toy after the trip differ from Sug's awareness? Of the two, Sug and Sylvia, who has learned the deeper "lesson" of the story? I.e., what does being "educated" or learning mean in context of this story? What does Sylvia essentially learn to do that other characters do not (note, along these lines, that Sylvia is gradually separated from the other characters)? this is why the final scenes, Sylvia's analysis of the clown, and scenes involving Sylvia and Sug, then Sylvia alone ( and her final comments) are important--otherwise, it would be easy to say that both Sylvia and Sug were "educated" in the same way; there is, however, as I suggest above, a great difference; consider that they literally--and symbolically--split, going in different directions, at the end. Where does Sug say she will go and what does she suggest they do; how does this contrast with where Sylvia goes and what she does, and why is it significant that she does in alone? It is important to provide some evidence from the story about Sylvia's attitude at the beginning, so we can see how she begins to change; it is esp important is to compare her attitude and behavior in the beginning with the end, and account for this change (as above). You may consider that there are actually two "lessons" being taught, one having to do more generally with inequality, but another, more essential, life-long and life-changing lesson--i,e, is Ms Moore concerned with simply pointing out economic inequality? If this were the only lesson, what would happen when she is not long around to tutor the kids? Without the more significant lesson Sylvia learns, the latter will have little staying power. As always, consider details of character (behavior, appearance, etc.) action/interaction, dialogue, as well as other elements of fiction, in your analysis. Focus on specific details of the scenes noted above. Comment specifically on what Sylvia observes, says, and does, what she goes off to do at the end of the story, how she describes that activity, and how this differs from behavior and goals at the beginning, etc., and how we see this change developing through key scenes in the story.
Teaser: consider names, esp the trio of main characters: Ms Moore, Sylvia, Sug. How does sugar become artificial sweetener by the end of the story ("artificial" rhymes with?); what more is there...
