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Character Analysis of Great Expectations
Literary analysis romeo and juliet
Character Analysis of Great Expectations
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Recommended: Character Analysis of Great Expectations
The Search for Identity in Catcher in the Rye, All Quiet on the Western Front, A Separate Peace, Great Expectations, and Romeo and Juliet
Adolescence is a time when everything we've ever known is being changed. Relationships, friends, thoughts, and other things that shape who we are become more awkward and confusing and are changed from what they have been in the past. Consequently, we will change also because all these things shape who we are. During a period of such change, it's hard to know who we really are. Adolescence is the time when we find out who we truly are, but not until we know who we aren't. Adolescents use common words, actions, and rivalries to try to define their unique personalities, goals, and ideas. They label themselves in different ways, trying to find a single word that defines them entirely. Through this ongoing change of identity, adolescents fully realize who they are by trying on different identities until they find the one that fits them the best.
Labeling themselves and their peers is one way that adolescents are able to sort through the world around them and classify all of it into easily identifiable groups. Adolescents want to describe themselves in one or two words, and they try to define their peers in one or two words. Holden of Catcher in the Rye always places people he meets into a number of categories. The basic category for anyone he dislikes is "phonies." He carries on this need for definition into his own identity. At different points in the book, he refers to himself as a "pacifist" (Salinger 46) and "yellow" (Salinger 88), but then he imagines killing Maurice, the felonious elevator boy, as revenge. His self-definition is so unsure that at one point he says he's an "atheist" (S...
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Barnet, Sylvan, ed. William Shakespeare, The Tragedy of Romeo and Juliet, New York, Penguin Books USA Inc., 1986.
Davis, Robert Con, ed. Contemporary Literary Criticism. Vol. 56. Detroit: Gail Research, 1989.
Dickens, Charles. Great Expectations. Ed. Janice Carlisle. Boston: Bedford, 1996.
Knowles, John. A Separate Peace. New York: Bantam Books, 1995.
Lamb, Sidney, ed. Complete Study Edition, Romeo and Juliet: Nebraska, 1965.
Peterson, Virgilia. "Three Days in the Bewildering World of an Adolescent." Rev. of The Catcher in the Rye, by J.D. Salinger. New York Herald Tribune Book Review 15 July 1951, 3.
Remarque, Erich Maria. All Quiet on the Western Front. New York: Ballantine Books, 1984.
Salinger, Jerome David. The Catcher in the Rye. Boston: Little,1951.
Shakespeare, William. Romeo and Juliet. Cliff's Notes, Lincoln: (c)1965
The Catcher in the Rye, by J.D. Salinger, is a classic novel about a sixteen-year-old boy, Holden Caulfield, who speaks of a puzzling time in his life. Holden has only a few days until his expulsion from Pency Prep School. He starts out as the type of person who can't stand "phony" people. He believes that his school and everyone in it is phony, so he leaves early. He then spends three aimless days in New York City. During this time, Holden finds out more about himself and how he relates to the world around him. He believes that he is the catcher in the rye: " I keep picturing all these little kids playing some game in a big field of rye and all. Thousands of little kids, and nobody's around-nobody big, I mean-except me. And I'm standing on the edge of some crazy cliff. What have I to do, I have to catch everybody if they start to go over the cliff..." (173). He briefly enters what he believes is adulthood and becomes a "phony" himself. By the end of the story, Holden realizes he doesn't like the type of person he has become, so he reverts into an idealist; a negative, judgmental person.
The form of diction used in The Catcher in the Rye is a topic on which many people are strongly opinionated. Because the narrator speaks solely in the vernacular, the novel is ripe with vulgar language. Most of this language is used to characterize Holden, the protagonist and narrator, as a typical American teenager living in the late 1940s or early 1950s, but some of it is utilized to convey Salinger’s theme of innocence versus corruption. When Holden is walking through his sister Phoebe’s school, he sees a scrawl on the wall saying “Fuck you.” He imagines the writing was etched by “some perverty bum that’d sneaked in the school late at night to take a leak or something” (260-61). Again in the museum, Holden encounters another such sign. Both the school and the museum are places he identifies with his childhood, but they have been perverted by the corruption of the world. He is concerned for the children who will inevitably see these signs and be told what they mean by “some dirty kid…all cockeyed, naturally” (260), spoiling the children’s innocence. This is just one more step towards adulthood and corruption. He is disgusted by the people in the world, saying “You can’t ever find a place that’s nice and peaceful, because there isn’t any. You think there is, but once you get there, when you’re not looking, somebody’ll sneak up and write ‘Fuck yo...
Born in Germany, in 1483, Martin Luther went on to become one of western history’s most significant figure. Luther spent his early life as a priest and a lawyer. He was also the professor of theology. Considering his background it was a total surprise that Luther protested and criticized the catholic church. Even more surprising since he was a priest. However, Martin Luther didn’t want to destroy the church after all he was a priest. He just wanted to reform some of the church’s perceived abuses. There are different reasons that sparked Martin Luther’s protestant reformation, namely. 1) salvation or getting to heaven, was won by faith alone, 2) the selling of indulgences, 3) the bible
In 1787 Article three of the constitution created the Supreme Court, but not until 1789 was it configured. The way it was originally set up was with one Chief Justice and five associate judges, with all six members being appointed for life. This court serves as the “supreme law of the land”, it has the power to determine if state or federal laws are in conflict with how the Court interprets the constitution.
While societal attitudes attitudes may change over time, the challenges associated with the transition from childhood to adulthood remain constant. The ideas of individuality, alienation and loss of innocence fortify the theme of coming of age across the texts The Catcher in the Rye and The Perks of Being a Wallflower. The Catcher in the Rye, a bildungsroman novel written by J.D. Salinger in 1951, focuses on teenager Holden Caulfield’s transition from childhood to adulthood in 1950’s America, whereas the film The Perks of Being a Wallflower directed by Stephen Chbosky in 2012 follows teenager Charlie experiencing a similar transition in 1990’s America. Despite their varying contexts, these ideas are presented in both texts through the use the
`In the book All Quiet on the Western Front by Erich Maria Remarque being a soldier in World War I was not at all amusing. The soldiers in the war,fighting for their country, had very inferior living conditions such as ditches infested with rats, a widespread of lice among the men and decaying bodies all around them. This war was the turning point for technology, introducing more advanced weapons making killing much easier. They found from trenches to protect themselves from being killed. Each side would switch off running into no man's land. Not only did these soldiers undergo blatant living conditions but they were also losing limbs, dying and watching their men be killed. Three major ways in which the soldiers were affected by the war in All Quiet on the Western Front were that they faced many physical injuries, they were traumatized by watching man after man die making them fearful, and they gained a great amount of camaraderie.
There were a few times that the author led his audience to believe that he would reveal more about Saint Ignatius, or God moving in his life, only to be disappointed. In an earlier attempt to complete a book review, the information obtained only provided a partial biography of Saint Ignatius. The information had to be extracted in order to gain a sequence of events, in an attempt to remain focused on the life of Saint Ignatius.
The book, Catcher in the Rye, has been steeped in controversy since it was banned in America after its first publication. John Lennon’s assassin Mark Chapman, asked the former Beatle to sign a copy of the book earlier in the morning of the day he murdered Lennon. Police found the book in his possession upon apprehending the psychologically disturbed Chapman. However, the book itself contains nothing that might have lead Chapman to act as he did. It could have been just any book that he was reading the day he decided to kill John Lennon and as a result, it was the Catcher in the Rye, a book describing a nervous breakdown, that caused the media to speculate widely about the possible connection. This gave the book even more recognition. The character Holden Caulfield ponders the thoughts of death, accuses ordinary people of being phonies, and expresses his love for his sister through out the novel. So what is the book Catcher in the Rye really about?
He even condemns people he doesn’t know as phonies, such as the man that his
World War One was a time of new weapons, new tactics, new strategies, and most of the time this made the difference between living and dying. Militarism and War was complicated so, it is best to have prepared men and be a well put together military. Fighting for a country is one of the highest duties. Remarque was drafted into WWI, and his experiences helped him write the fictional book All quiet on the Western Front. The novel connects to the theme militarism because the reader can see how the soldiers were destroyed by the war like remarque mentioned. Germany was in training for 6 weeks preparing for war.
Joan said that her Lord instructed to her to go to see the Duke Charles and give to him the message about the salvation of France with she as the leader of the Army in a great military campaign in the name of God and to crow him as the king in the Reims cathedral.
Watts, Cedric. Twayne's New Critical Introductions to Shakespeare: Romeo and Juliet. Boston: Twayne Publishers, 1991.
In history, Joan had a headstrong personality and unusual bravery that led to the unpredictable victory of France. “...she bravely placed herself in the midst of fierce combat, and exhorted French troops assaulting fortified posts” (McJoynt). Joan’s first remarkable victory was her victory of Orleans, which was under siege by the English for a long time. She was not seen as a hero yet, but made bold remarks that in Reims, she would have Charles the Dauphin crowned king. Since he was eager to see what Joan could do, he gave her the requested army and led them to attack the English. Through various attacks, Joan and her army drove out the Anglo-Burgundians, who were originally French but lost hope and decided to join the English. To most historians, this was the start of Joan’s military success and
At this point she went to the Dauphin dressed as a man and asked for permission to travel with the army dressed as a knight. She went on to earn the status of captain and leader of the troops. Under her leadership the French won many battles. She was very active in battle and inspired her army to many victories. For example, at the siege to Les Tourelles, she was shot with an arrow through her neck. She did not stop, she continued to fight. This encouraged her followers to push and fight harder until they conquered the English. Winning this battle was not enough, she convinced her superiors to overtake the city of Reims where the French kings were holding their coronations. This led to the Dauphin being crowned King Charles VII where Joan was given a special place of honor next to the king (Vale and
Adolescence refers to the transition period experienced by children that occur between childhood and adulthood (Shefer, 2011). Identity is first confronted in adolescence between the ages 12 – 19 years old, because of physical and hormonal changes in the body. It is also due to the introduction of formal operations in cognitive development and societal expectation that this contributes to an individual’s identity to be explored and established (McAdams, 2009). The forces within and outside (family, community) the individual that promote identity development usually create a sense of tension. The basic task is, in Erikson’s terms, “fidelity or truthfulness and consistency to one’s core self or faith in one’s ideology” (Fleming, 2004: 9), in a nutshell: "Who am I and where am I