...It is hard to remain sane when one is stranded on an island, has little food, and no chance of survival. In William Golding’s Lord of the Flies, a group of young boys struggle to tackle the feeling of savagery. Set on a deserted island, young men such as Ralph, Jack, Piggy, and Simon are stranded with no adults. The boys vote Ralph, the main protagonist, as the leader and attempt to create an organized society. However, Jack, the main antagonist, strives to be in charge. Eventually, Jack becomes the ruler of his own tribe. All the boys fear the “beast” which is the evil within them rather than the creature they imagine. The boys slowly start turning savage and end up killing two boys, Simon and Piggy. In the end, they do get rescued; however,...
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...Analysis of the Major Characters In Lord of the Flies by William Golding In Partial Fulfillment of the Requirements in English 140 Submitted by: Ryan Mark L. Catanio Submitted to: Prof. Donna Alna C. Cortez September 08, 2014 A. Author’s Biography William Golding Biography Author (1911–1993) a. Synopsis William Golding was born September 19, 1911, in Saint Columb Minor, Cornwall, England. In 1935 he started teaching English and philosophy in Salisbury. He temporarily left teaching in 1940 to join the Royal Navy. In 1954 he published his first novel, Lord of the Flies. In 1983, he was awarded the Nobel Prize for Literature. On June 19, 1993, he died in Perranarworthal, Cornwall, England. b. Early Life William Golding was born on September 19, 1911, in Saint Columb Minor, Cornwall, England. He was raised in a 14th-century house next door to a graveyard. His mother, Mildred, was an active suffragette who fought for women’s right to vote. His father, Alex, worked as a schoolmaster. William received his early education at the school his father ran, Marlborough Grammar School. When William was just 12 years old, he attempted, unsuccessfully, to write a novel. A frustrated child, he found an outlet in bullying his peers. Later in life, William would describe his childhood self as a brat, even going so far as to say, “I enjoyed hurting people.” After primary school, William went on to attend Brasenose College at Oxford University. His father hoped he would become...
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...William Golding, in 1954, wrote the Lord of the Flies. Written after WWII portrays the inherent evil of mankind. Being evil is just easier than being good because there are no rules to follow and people get to do whatever one chooses to do, and a side effect of evil is power. Power then corrupts the brain into thinking people need it, then people just want more and more. All because of evil, respect then comes from fear, power comes from respect. Golding shows how evil and power is what corrupts the brains of the children on the island which makes them do horrible things that cause fear in the children. Evil is easy and because people get to do whatever they want, rules are the only things that contain evil within us and keep us human, Evil...
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...Lord of the Flies William Golding Analysis of Major Characters Themes, Motifs & Symbols Ralph Ralph is the athletic, charismatic protagonist of Lord of the Flies. Elected the leader of the boys at the beginning of the novel, Ralph is the primary representative of order, civilization, and productive leadership in the novel. While most of the other boys initially are concerned with playing, having fun, and avoiding work, Ralph sets about building huts and thinking of ways to maximize their chances of being rescued. For this reason, Ralph’s power and influence over the other boys are secure at the beginning of the novel. However, as the group gradually succumbs to savage instincts over the course of the novel, Ralph’s position declines precipitously while Jack’s rises. Eventually, most of the boys except Piggy leave Ralph’s group for Jack’s, and Ralph is left alone to be hunted by Jack’s tribe. Ralph’s commitment to civilization and morality is strong, and his main wish is to be rescued and returned to the society of adults. In a sense, this strength gives Ralph a moral victory at the end of the novel, when he casts the Lord of the Flies to the ground and takes up the stake it is impaled on to defend himself against Jack’s hunters. In the earlier parts of the novel, Ralph is unable to understand why the other boys would give in to base instincts of bloodlust and barbarism. The sight of the hunters chanting and dancing is baffling and distasteful to him. As the novel progresses...
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...Lord of the Flies Full book report 1. A person’s behaviour is determined by several causes through out his life. The phase already begins when we are born. As a child we’re taught how to behave by our parents. Later on our teachers and surroundings influence our behaviour towards a more and more civilized one. In a society we’re kept as civilized as possible by following rules and laws. If we as human beings are placed away from a society, will we be able to maintain our civilized characters, or will we become savaged barbarians? This is the theme William Golding creates in his novel The Lord of the Flies from 1954. Golding takes his readers on a journey, where he shows what mankind is capable of doing through youngsters. The question is: can the young kids maintain civilization? 2.c. The Lord of the Flies is a novel about a group of young boys who crash on an island. While they’re stuck on the island they manage to establish some order and civilization by choosing a leader and by using a conch shell to arrange meetings between the boys. The established civilization crumbles as the book goes on because some of the boys can’t control their animalistic qualities. The boys waddle between the human instinct of savagery and the civilized ways of order, which they’re taught from home. Despite the fact that they try to establish order they become more and more drawn towards savagery throughout the book. The sow’s head and the conch shell are both symbols of power, but...
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...Quintilian, a roman rhetorician (Clarke). It was later discovered that two Roman poets, Juvenal and Horace, were responsible for further defining satirical works by their literary tone (Moyers). Thus, creating a systematic way to categorize satire into two different types, Horatian satire which approaches satirical observations, literature and performance in a humorous and lighthearted manner, and Juvenalian satire, which focuses on specific verbal or literary attacks on corrupt ideals or individuals (Weisgerber). I view Horatian satire as clever and humorous and find that it generally mocks others. Horatian is not negative; it aims to make fun of human behavior in a comic way. In a work using Horatian satire, readers often laugh at the characters in the story who are the subject of mockery as well as themselves and society for behaving in those ways (Thomas). One example of Horatian satire in literature is The Importance of Being Earnest by Oscar Wilde (Weisgerber). This play criticized characteristics of England at the time in areas such as class, countryside, marriage, love, women, and education (RachiRa). In The Importance of Being Earnest, Wilde mocks...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...A Guide to Writing the Literary Analysis Essay I. INTRODUCTION: the first paragraph in your essay. It begins creatively in order to catch your reader’s interest, provides essential background about the literary work, and prepares the reader for your major thesis. The introduction must include the author and title of the work as well as an explanation of the theme to be discussed. Other essential background may include setting, an introduction of main characters, etc. The major thesis goes in this paragraph usually at the end. Because the major thesis sometimes sounds tacked on, make special attempts to link it to the sentence that precedes it by building on a key word or idea. A) Creative Opening/Hook: the beginning sentences of the introduction that catch the reader’s interest. Ways of beginning creatively include the following: 1) A startling fact or bit of information Example: Nearly two hundred citizens were arrested as witches during the Salem witch scare of 1692. Eventually nineteen were hanged, and another was pressed to death (Marks 65). 2) A snatch of dialogue between two characters Example: “It is another thing. You [Frederic Henry] cannot know about it unless you have it.” “ Well,” I said. “If I ever get it I will tell you [priest].” (Hemingway 72). With these words, the priest in Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous “it” in his life. 3) A meaningful quotation (from the book you are analyzing...
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...change within a person. In the novel Lord of the Flies by William Golding, a group of British boys are stranded on an island, without any any adults, after their plane crashes. Amongst the boys, some, such as Ralph, Piggy, and Simon are rational and still have their minds and bodies invested in being rescued. The other’s, under the command of Jack Merridew, have let rumours of of a beast, and a blind, burning, passion to hunt fog their minds leaving only the lust for savagery...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S MACBETH LINDA NEAL UNDERWOOD S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Macbeth 2 INTRODUCTION William Shakespeare developed many stories into excellent dramatizations for the Elizabethan stage. Shakespeare knew how to entertain and involve an audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed...
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...variety of forms and trends which appeared during the century. The object of the project is British literature. The aim of the project is to consider the peculiarities and distinct features of the British literature of the 20th century. In order to gain the project’s aim, during its implementation the following practical issues were studied: - the most distinguished writers of the period; - their contribution to development of the British literature; - key topics. The project’s aim and issues considered predetermined the choice of methods of research. During the project’s implementation the following methods were used: critical survey of the sources on the issue considered, as well as comparison and analysis. Theoretical value of the project is constituted by the analysis of the peculiarities and distinct features of the British literature of the 20th century. Practical value of the project is predetermined by the possibility to use it in practice in courses of world and British history and literature. The project’s aim and issues considered determined the structure of the project, which consists of an introduction, several paragraphs, conclusion and references. The introduction contains urgency, aim and issues of the project. The paragraphs unveil key periods in development...
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...21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge...
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...use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text. Literary terms refers to the words themselves with which we identify and describe literary elements and techniques. They are not found in literature and they are not “used” by authors. Allegory: Where every aspect of a story is representative, usually symbolic, of something else, usually a larger abstract concept or important historical/geopolitical event. Lord of the Flies provides a compelling allegory of human nature, illustrating the three sides of the psyche through its sharply-defined main characters. Antagonist: Counterpart to the main character...
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...aunt with 3 children and a bachelor. The aunt tried to come down the children by telling them a story. But it was so dull for them that this bachelor had to tell another one, much improper that the aunt’s one. | Narration: | The story is 3rd person narration and the main form of presentation is narration with elements of dialogue. The story told from this point of view is more confiding and sounds true to life. Though told from the 3rd point of view it nevertheless helps us to feel an emotional connection with all characters. The author tries to reveal Jimmy’s personality both with the help of his thoughts, words and actions and the author’s description of the events, to show us his hard way of gaining a better life. | Though the story is told from the 3d person point of view, we can say that the events are shown through a bachelor’s perception. As well as in “ARR” the main form of presentation is narration with elements of dialogue and here the characters are described from the outside only. | Development (body): | The author uses the straight line narrative, which means that the sequencing of events in the narrative is chronological. And as the plot comprises a variety of events it makes the reading easier and doesn’t allow us to confuse with these events. The story opens with a scene in the prison and the exposition introduces us to a convict, Jimmy...
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