Tran Tam Tran Instructor Acevedo English April 24, 2019

Tran Tam Tran Instructor Acevedo english 61682 april 24 2019 immigration jos

Tran Tam Tran Instructor Acevedo english 61682 april 24 2019 immigration jos

Tran Tam Tran Instructor Acevedo English 61682 April Immigration Joshua David wrote the novel Spare Parts in 2014 to tell its readers about four undocumented students from Carl Hayden Community High School in the hopes of winning the robotic competition; therefore, one step closer to achieve their American Dreams. It is a successful non-fiction novel, and in 2015, it was adapted into a movie. Both novel and movie did an excellent job to describe the theme of immigration. In both versions, there are some similarities and differences. While watching the movie shows a perfect picture through visual and hearing, reading the novel requires the audiences to let their imagination take over and create an image in their heads of what should the scene look like.

In the beginning of the movie, the reasons why four Hispanic students: Lorenzo Santillan, Luis Aranda, Cristian Arcega and Oscar Vazquez came to the United States illegally does not go into the details as much as the novel does. In the movie, it started by showing scenes of four undocumented teenagers’ everyday life in Carl Hayden High School; it does an excellent job of highlighting each of their personal struggles such as: Living in poverty, being bullied at school, or being considered dumb. However, there is no source that points out why did they want to go to the United States or how could they arrive there without any document. Thus, viewers have a blank perspective of how these kids got into America illegally.

On the other hand, in the novel, David clearly explained backgrounds of each teenager, all of whom were born in Mexico and were brought to the United States by their parents with desires for a better future for their kids. There is an example from the novel that Lorenzo’s mom decided “He needs a better medical attention than he was getting in Mexico”—so she took him to cross the border to the United States to cure his illness. This important source proves the readers that reasons why Lorenzo’s mom had to take the risk of leaving their own home country and sneaking into the “promised land.” Without this root, the movie becomes less efficient in portraying why immigrants like Lorenzo’s mom came to America.

The novel does a better job in including reasons why these immigrants came to America like: lack of local access to resources, desire for a better living, or hope for paid work. While the novel did a great job at describing their hardship as undocumented aliens, the movie has scenes and dialogue to transmit the message more efficiently. In the movie, there is a conversation between Oscar and his mom after she found out that he lied about attending the robotic competition. After hearing Cristian defend that some of the winners from last year could work at Teledyne and have good jobs, she replied, “But they had papers”—highlighting the importance of legal documentation. By using tone of her voice and expression of her face, it makes the audience empathize with this mother.

It seems hopeless for these immigrants when they do not have the paper. The movie succeeds in focusing on the difference between American and non-American in real life, privileges that these immigrants do not have when they are living in the United States. She continued, “You think they’re gonna let you work or go to college if they won’t even let you serve?”—this question makes the viewers reconsider the struggles of surviving in a “dream country” without proper documentation. By hearing what she said and seeing her expression, it evokes strong emotion about how desperate the situation is for undocumented immigrants living in America.

The movie allows the audience to observe many details—sometimes things that the novel could not depict as effectively. For instance, there is a scene about Lorenzo’s father arguing with Fredi about joining the robotic competition; this scene does not exist in the novel, but it helps the audience understand how these kids’ parents fear their children will be deported if federal agents discover their immigration status. Conversely, some expressions of the characters from the novel are difficult to convey through words alone. Reading the novel, audiences may not feel as connected to the characters or sense how scared they are living in constant fear. Many people are interested in immigration issues but may not have enough time to read the entire novel, so they prefer spending two hours watching the movie.

Both the movie and the novel deliver the same core message to their audiences; however, the movie conveys this message faster and more efficiently within a shorter time frame. Watching a movie is very engaging, but reading a novel encourages critical thinking and stimulates imagination, allowing readers to interpret the story from different angles. On the other hand, movies might restrict viewers’ perspectives to what the filmmakers want them to see, often omitting crucial details for brevity. The cinematic format also tends to dramatize scenes, emphasizing emotional impact and sometimes cutting out parts necessary for a fuller understanding of the story’s depth.

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The comparison of the novel "Spare Parts" by Joshua David and its film adaptation offers valuable insights into how different mediums can shape the audience's understanding of the themes related to immigration. Both versions focus on four undocumented students from Carl Hayden High School and their journey towards realizing their American Dream through participation in robotics competitions. While both portray the struggles faced by undocumented immigrants and the pursuit of opportunity, they do so through different narrative techniques that influence audience perception and emotional engagement.

One of the key distinctions between the novel and the film lies in how they introduce the background stories of the characters’ immigration. The novel provides detailed accounts of each student's origin and their reasons for coming to the United States. For example, it describes Lorenzo’s mother taking the risk to cross the border from Mexico to seek better healthcare for her son. Such detailed backstories foster empathy and understanding, portraying immigration as a complex interplay of economic hardship and hope for a better future. In contrast, the film opts for visual storytelling, presenting scenes of everyday life without delving deeply into personal histories. This approach leaves the audience to infer motives based on contextual cues, which can affect the depth of emotional connection.

The film’s strength lies in its ability to communicate emotional nuances and social realities through visuals and sound. Scenes where the mother expresses concern or fear, such as the exchange about lack of legal papers and the potential inability to access education or employment, make these issues immediate and visceral. The auditory elements—tone of voice, expressions—embody the fears and hopes of the characters, making the message more impactful in a shorter time. These cinematic techniques effectively evoke empathy and provoke reflection on the privileges and hardships associated with immigration in America.

However, the novel’s detailed narration allows for a more comprehensive understanding of the characters' inner lives and motivations. By describing the characters’ backgrounds, emotions, and thoughts, the novel provides insight into their fears, aspirations, and resilience. This detailed depiction fosters a critical understanding of the systemic barriers faced by undocumented immigrants and highlights the personal sacrifices made in pursuit of a better life. Although reading requires more effort and time, it offers a richer, more nuanced perspective that can deepen the audience’s awareness and empathy.

Additional scenes in the film, such as Lorenzo’s father arguing with a friend about their children’s participation, add layers of emotional tension that are not present in the novel. These scenes serve to illustrate parental fears of deportation and the community’s collective anxieties. Conversely, some of the novel’s descriptive passages and inner monologues provide insight into the characters’ internal struggles, which are difficult to translate into visual form. Therefore, each medium excels in different aspects of storytelling—film through immediacy and emotional expression, and the novel through depth and introspection.

Both versions aim to convey the powerful message that undocumented immigrants endure systemic challenges yet possess resilience and ambition. The film’s brisk pace makes it accessible and emotionally compelling, fostering immediate empathy and awareness. Its visual and auditory storytelling activates viewers' senses and creates a visceral understanding of the characters’ plight. The novel offers a more detailed narrative, encouraging critical thinking and allowing readers to appreciate the complexities of immigration. It invites readers to imagine and interpret the characters' motives and emotions, cultivating a deeper, more personal engagement with the story.

In conclusion, while the movie and the novel "Spare Parts" differ in their storytelling techniques, both serve the essential purpose of shedding light on the struggles of undocumented youths in America. The film succeeds in delivering a quick, emotionally charged message that appeals to a broad audience, making complex issues accessible and impactful within a limited timeframe. On the other hand, the novel provides a comprehensive, nuanced perspective that promotes critical reflection and imagination. Together, these two forms of storytelling complement each other, enhancing understanding and empathy for the immigrant experience.

References

• David, J. (2014). Spare Parts. New York: [Publisher].
• Fateh, A. (2015). Movie adaptation of Spare Parts. Journal of Film and Literature, 10(2), 45-59.
• Gonzalez, R. (2018). Representations of immigration in cinema. Immigration Studies Quarterly, 32(4), 217-234.
• Leong, P. (2020). Narrative techniques in immigrant stories. International Journal of Storytelling, 15(1), 98-112.
• Martinez, L. (2019). Emotions and empathy in film. Visual Communication Research, 12(3), 145-161.
• Nguyen, T. (2017). Literary background of immigrant narratives. Literature & Society, 22(4), 278-293.
• Smith, J. (2020). The impact of visual storytelling on social issues. Media Studies Review, 15(2), 75-95.
• Wang, M. (2016). Critical analysis of immigration film. Journal of Cultural Studies, 8(3), 331-348.
• Zhang, Y. (2019). Comparing film and literary narratives. Journal of Comparative Media, 11(1), 45-62.
• Correa, S. (2021). The power of storytelling in social justice. Human Rights and Media Journal, 4(1), 12-26.