Free Essay

Describe at Least One Conflict in the Written Text. Explain Why the Conflict Was Important to the Text as a Whole.

In:

Submitted By Kathlynn23
Words 1150
Pages 5
In the short text Her First Ball written by Katherine Mansfield one conflict that arose was when the fat man tried to put down Leila by telling her that she will lose her youth one day and all of the things she enjoys now will be hopeless when she is old. Leila had a hard time overcoming this conflict as she took the fat man’s words quite harshly. Leila was caught in a dilemma between listening to the fat man or ignoring him. However Leila was able to overcome this conflict by moving on and forgetting what the old man had told her. Leila had done this because she realised that even though what the fat man had said might be true; in the sense that she will grow up one day. But Leila realised that since that day isn’t tomorrow, she knew that it is important that she lives the life to fullest while she is still young. The conflict was important to the text as it showed how Leila reacts to and overcomes the conflict, the conflict also showed that at times it is important to not take everyones opinion to heart, and the conflict showed that it is important to move on from a bad situation.

The conflict that Leila faced was that the fat man had said to Leila that her youth wouldn’t last forever. In the text the fat man had told Leila that one day she will have lost her youth, and become an old lady who is unhappy and no longer desired by other men. The fat man says some harsh words that makes Leila upset as she realised he was right in a way, that she will grow old eventually. The fat man had changed Leila’s perspective of the ball from an exciting new experience to a miserable one. Leila reacted to the conflict quite seriously as her mind turned into a whirlwind of thoughts that this first experience might soon be her last. “Was this experience ball only the beginning of her last ball after all?”. But soon after this, Leila was able to overcome this conflict by moving on and forgetting about the old man and what he had told her. “when her next partner bumped into the fat man and he said, ‘Pardon’, she smile at him more radiantly than ever. She didn’t even recognize him again.”. The way that Leila had overcome the challenge of conflict showed me that when someone tells you something you mustn’t take it to heart, as it might just be said to bring you down. The text teaches me that conflict mustn’t linger on to torment you, and that you must overcome it and move on with your life. The idea of Leila overcoming the challenge of conflict can relate to our own lives, because sometimes people can say spiteful things to you that may seem to be harsh reality, but we must overcome this because those people are only trying to bring you down.

The conflict that Leila experiences; which is the fat man telling Leila that she wouldn’t be young forever shows that it is important to not listen to everyones opinion. In the text Leila experiences her first ball; a rite of passage into adulthood. However Leila faces a conflict between her and the fat man. He tells her that in the what seems to be the near future she will become old and miserable. “And these pretty arms will have turned into short fat ones...’ The fat man seemed to shudder”. After the fat man had said this to Leila, Leila takes the fat mans harsh words to heart. Leila started to face a dilemma; whether to listen to the fat mans words or just ignore him. After some deep thinking, Leila overcome the conflict by realising that the fat man’s words isn’t something she should take to heart. “her next partner bumped into the fat man and he said, ‘Pardon’, she smile at him more radiantly than ever. She didn’t even recognize him again.”. The way Leila chose to ignore the fat mans words helped me understand that it is important to not take everyones opinion to heart. This idea can relate to our own lives, because sometimes other people may say hurtful things to you and if you take their opinion to heart their words will always linger on in your mind to bring you down. This is why not taking everyone’s opinion to heart is a important idea we can all learn from because it is a way of overcoming conflict(s) that we might face later on in life.

The conflict that Leila faced, showed that it is important to move on from bad situations. In the text the conflict that Leila faced was that the fat man had told her she would grow old and miserable, this conflict resulted in a bad situation. Which lead to a change in mood at how Leila was feeling at the ball. Leila felt that the music seemed to change to a sad sound. From that point Leila felt that everything was changing so quickly, that her happiness from the start had been lost. “the music seemed to change; it sounded sad... Oh how quickly things had changed! Why didn’t happiness last forever”. However after a series of doubts and upsets Leila suddenly moved on from that bad situation. She was able to pick herself up and turn back into the Leila she was at the stat of the ball; excited and joyous. Leila had done this by dancing with another man as of “one turn, her feet glided, glided. The lights, the azaleas, the dresses, the pink faces, the velvet chairs, all became one beautiful flying wheel”. The way Leila was able to move on from a bad situation, showed me that it is important to move on from bad situations because if you don’t it could end up ruining what could be a great one. The idea of moving on from bad situations can relate to our own lives, because we too may face situations when it seem like things can get worser, but we always have to move on and look at the positive side of things and make the most of the moment, because we might regret it one day.

The conflict that arose when the fat man tried to put down Leila by telling her that she will lose her youth one day was an important conflict in the text because it shows how Leila reacts to and overcomes the conflict. The conflict also showed ideas which are; that at times it is important to not take everyones opinion to heart, and that it is important to move on from a bad situation. These ideas shown in from the conflict allows the reader to relate to the story in a wider context.

Similar Documents

Free Essay

Journal 2 Week 2

...Journal Two: Identifying Conflict in Two Texts Read About Journals in ENG125: Introduction to Literature for more information about the purpose and expectations for journals. This week, you continue writing your journal entries. This journal entry is designed to help you document ideas about conflicts in literature, which will contribute to the information required for the Week Three Draft and the Week Five Literary Analysis. Recognizing conflict is essential to understanding the various commentaries literature can provide.  In Journal One, you identified conflict as it might appear in our everyday world and from other sources. Now, consider the following definition of conflict and how it relates to literature from the textbook or the story/poetry links provided under the requirements for the Literary Analysis:  Conflict is opposing actions, ideas, and decisions that hold a plot together...the struggle that shapes the plot in a story.  Chapters 1-7 of our text contain a number of stories and poems, each of which rely on at least one conflict. Choose two of this week’s assigned literary works and write about the conflicts presented in each of them. In 250 to 500 words Individual versus Society --- “Still she had come down the road toward the big white church alone. Just herself, an old forgetful woman, nearly blind with age” (para 3.1,2) --- appears to be the main conflict in Alice Walker’s narrative ironically, yet metaphorically named "The Welcome Table”. The...

Words: 2568 - Pages: 11

Free Essay

Was There Magic in the Dead Sea Scrolls?

...Was There Magic at Qumran? Abraham Kahn Amongst the body of Qumran literature there is a small portion of textual material that seems to deal with different aspects of magical practice. These texts have sparked plentiful debate as scholars have attempted to understand the meaning of these texts, their role within the Qumran community, and how the community’s members felt about the texts. One of the key issues at hand for scholars has been trying to understand how the community reconciled its use of these texts that seemingly describe magical properties with verses in Deuteronomy that prohibit several forms of witchcraft and magic. The purpose of this paper will be to offer definitions for the term “magic” in a religious context in order to gain some context for the broader discussion of the paper, to study two Qumran manuscripts that describe practices that have been categorized to some degree as “magic,” to deliberate whether or not the issue raised by scholars is valid, and, if it is, to offer two scholarly theories proposed to explain how the community used these manuscripts in light of the biblical prohibitions based within the context of the Qumran community’s texts, practices and ideology as a whole. Scholars studying religious societies and practices have struggled to define what characterizes “magic” and to highlight what exactly separates religious practice from magical practice. The crude term itself, “magic,” has been assumed, for the most part, to describe practices...

Words: 5535 - Pages: 23

Free Essay

Essay

...of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and...

Words: 21740 - Pages: 87

Free Essay

Jrotc

...81 85 89 Unit 3 - Foundations for Success Chapter 1: Know Yourself – Socrates U3-C1-L1 Self Awareness U3-C1-L2 Appreciating Diversity through Winning Colors U3-C1-L3 Personal Growth Plan U3-C1-L4 Becoming an Active Learner U3-C1-L5 Pathways To Success (QBOL) Chapter 2: Learning to Learn U3-C2-L1 Brain Structure and Function U3-C2-L2 Left and Right Brain Functions U3-C2-L3 Learning Style and Processing Preferences U3-C2-L4 Multiple Intelligences Chapter 3: Study Skills U3-C3-L1 Thinking Maps U3-C3-L2 Reading For Meaning U3-C3-L3 Study Habits that Work for You Chapter 4: Communication Skills U3-C4-L1 The Communication Process U3-C4-L2 Becoming a Better Listener Chapter 5: Conflict Resolution U3-C5-L1 Causes of Conflict U3-C5-L2 Conflict Resolution Techniques Chapter 8: Making a Difference with Service Learning U3-C8-L1 Orientation to Service Learning...

Words: 73170 - Pages: 293

Free Essay

12345

...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...

Words: 13874 - Pages: 56

Free Essay

Eng221 Sylibus

...Course Syllabus SCBSIT0810 Technical Writing Fundamentals: ENG 221 Course Start Date: 03/08/2011 Course End Date: 04/05/2011 Campus/Learning Center: Schaumburg                   Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information                                                                                                       Susan Smillie smillies@email.phoenix.edu (University of Phoenix) srsmillie@yahoo.com (Personal) 630-833-5758 (CST) Facilitator Availability I will be available in...

Words: 5620 - Pages: 23

Premium Essay

Farmingville Case Study

...symbolic interaction theory as your guide, explain how the terms “aliens” and “illegals” helped shape public opinion/attitudes in Farmingville towards Latino day laborers. What do these words mean? How did these definitions influence perceptions and behaviors? I think the word “alien” describes the symbolic interaction best. To the locals of Farmingville the immigrants were alien in a very broad sense of the word. They spoke another language, enjoyed food that was different to the local fare; even the way they interacted with each other was something that was very incongruous to their way of life. We all know that labels can hurt and wound deeply, also give others a preconceived notion of another. The other words for alien are inappropriate, estranged and incompatible. The list for illegals is so long and heinous, but here are some examples, Illegitimate, unconstitutional, felonious, shady, violating and criminal. I think words like this corrode and influence a maybe somewhat rational mind, then picks up momentum and produces a concurrence of likeminded ignorance. 2. How might conflict theory to explain the development of an illegal alien ideology (use index of text to locate information about ideology and conflict theory)? Again I think we have to look at it from a cultural view point and the labels we put on others that perpetuates a myth about those people. Look how easily it was done in Nazi Germany and how a whole society either participated in the most hateful...

Words: 2880 - Pages: 12

Free Essay

Group Leadership and Conflict Summary

...SOC 110 TEAMWORK, COLLABORATION, AND CONFLICT RESOLUTION GROUP: WCICS178 DATES: October 28, 2008 November 4, 2008 November 11, 2008 November 18, 2008 November 25, 2008 INSTRUCTOR: Dr. Brian N. Hewlett Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program. Copyright Copyright ( 2003 by the University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Syllabus |Course Title: |Teamwork, Collaboration, and Conflict Resolution | |Course Schedule: |Tuesdays, October 28 – November...

Words: 12792 - Pages: 52

Free Essay

Tom Brennan Notes

...Module C: Texts and Society - Elective 2: Into the World Novel: The Story of Tom Brennan (Burke, J C, the Story of Tom Brennan, Random House, 2005, ISBN-13: 9781741660920) Rubric: In this elective students explore a variety of texts that deal with aspects of growing up or transition into new phases of life and a broader world. People encounter different experiences and respond to them individually. These personal experiences may result in growth, change, or other consequences. Students respond to and compose a range of texts that illustrate different pathways into new experiences. They examine the features of texts that shape our knowledge, attitudes and beliefs about individuals venturing into new experiences. You could be asked to respond to a question in the HSC exam in ANY form. E.g. essay, report, speech... etc. Tom is the teenage protagonist in a phase of transition, he copes with: - Living with trauma - A transforming sibling relationship - Social acceptability in a new place - Relationship with the opposite sex - Family coping mechanisms - Defining self worth through male-female relationships - Emotional growth - Changed place in social order - Social judgment - Mateship - Being mentored through the transition Synopsis: The Story of Tom Brennan by J.C. Burke starts with a fatal car accident – a young driver who’s had too much to drink goes too fast and in an instant two of his friends are dead and his...

Words: 6547 - Pages: 27

Premium Essay

Ace Ielts

...Ace The IELTS Essential tips for IELTS General Training Module © September 2005 By Simone Braverman All rights reserved. No part of this book may be reproduced in any form or by any means, or stored in a database or retrieval system without prior permission of the author. Making copies of any part of this book for any purpose other than your own personal use is a violation of International Copyright Laws. Limits of Liability/ Disclaimer of Warranty The author and publisher of this book and the accompanying materials have used their best efforts in preparing this program. The author and publisher make no representation or warranties with respect to accuracy, applicability, fitness or completeness of this program. They disclaim any warranties (expressed or implied), merchantability or fitness for any particular purpose. The author and the publisher shall in no event be held liable for any loss or other damages, including but not limited to special, incidental, consequential or other damages. As always, advice of competent professionals should be sought. This manual contains material protected under International Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. From Author I am very grateful for all the help and support I’ve received from all the members of my team. I'd like to thank Vladimir Levitin – for great research Roman Itskovich and Zvi Braverman – most talented Internet gurus Nataly Dehter-Vaksman - for...

Words: 17358 - Pages: 70

Premium Essay

Leadership

...the difference in how well organizations perform, assess how an understanding of organizational behavior concepts and theories is a useful knowledge base for career success and for improving an organization's effectiveness. | Key Concepts * Define organizational behavior and describe why is it important. * Analyze what organizations are like as work settings. B | Given the influence of factors such as values, attitudes, beliefs, feelings, and personality on individual behavior, demonstrate how knowledge of individual difference factors helps in understanding, predicting, and influencing individual behavior. Use a diagnostic instrument, such as the Life Styles Inventory (LSI) to assess your personal thinking and behavior styles and their role in accomplishing self-improvement goals. | Key Concepts * Describe the nature of managerial work. * List the individual differences and how they impact performance. * Define value differences among individuals. * Define emotions and attitudes. * Analyze job satisfaction and why it's important. * Describe personality types and how they differ. * Learn how to manage diversity and individual differences, and why this is important. The High Performance Organization Visionary Leadership | A Culture of Accountability | Affinity for Risk | Strategic Agility At the heart of the high performance organization (HPO) is people—in particular, leaders who model company values and create a culture that supports...

Words: 9996 - Pages: 40

Premium Essay

Four Pillar of Education

...school students the value of criticism, especially when it comes to improving their writing. To do so, I model how criticism continues to help me become a better writer. Earlier this year, for example, I shared a draft of one of my education feature articles, which included detailed feedback from an editor at a prominent media company. I asked my classes for advice on how to address several edits, dealing with sources, transitions, terminology, and structure. A few days later, I directed my budding writers to the much-improved final draft. This easy but worthwhile activity helped more of my students feel comfortable receiving criticism, and not view it as an affront. As a result, they improved their writing by taking the time and care to consider and respond to reader insight. I want my students to feel secure in the knowledge that nobody is beyond criticism (even their teacher), and that the bigger challenge is developing the good sense to acknowledge and successfully respond to feedback. Along those lines, I also offer the suggestions below about teaching writing: 1. Writers are the Best Writing Teachers To teach effective writing, we must be effective writers ourselves. We can't teach what we don't know, and when it comes to writing, it's important to continue honing our craft. If you haven't engaged in much formal writing since college, you will remain a less effective writing teacher. No matter what subject you teach, try...

Words: 10753 - Pages: 44

Free Essay

Reading

...deficit/hyperactivity disordersVision problems | Acquired proficiency in languageVerbal memoryLexical and syntactic skillsOverall languagePhonological awarenessOral Vocabulary | Reading readinessLetter identificationConcepts of printPhonemic awareness | Family history of reading difficultiesHome literacy environmentOpportunities for verbal interactionHome language other than EnglishUse of a nonstandard dialect of English in the homeSocioeconomic status | Environmental risksLow performing schoolsLow expectationsLack of resourcesConflicting community valuesNegative peer pressure |  http://faculty.scf.edu/sharric/lesson2/lesson2topic4.htmWhile in Example A you may struggle to seek out the inner meaning, in Example B you are probably only interested in one or two details (or perhaps it's the other way around). Either way, you are using two very different...

Words: 3411 - Pages: 14

Premium Essay

Entry to Papers

...Study Guide for: Module: Generic Module Business Communication Module code: BCO110 Diploma: All Diplomas with Business Communication Faculty: All Faculties 2016 Damelin©2016: In terms of the Copyright Act, no 98 of 1978, no part of this study guide may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any other information storage and retrieval system without permission in writing from Damelin. All rights reserved BCO 110 VERSION 1/2016 Table of Contents Welcome Note ............................................................................................................................. 4 Course Objectives ....................................................................................................................... 5 Learning Outcomes ..................................................................................................................... 5 Prescribed And Recommended Books ........................................................................................ 6 Mandatory Course Requirements ................................................................................................ 6 Module 1: Communication Theory ............................................................................................... 7 Module 2: Small-Group Communication .........................................................................................

Words: 11382 - Pages: 46

Premium Essay

English 11 in Ontario

...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....

Words: 100005 - Pages: 401