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Movie comparison
Mildred pierce story line
Mildred pierce book vs movie
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James M. Cain's Novel Mildred Pierce: Comparing the Book and Movie Version
Mildred Pierce is one of the greatest novels written by James M. Cain. After the success of the novel, the Hollywood film came out, produced by Jerry Wald. The novel and the movie are very different from each other. “James M. Cain sent several letters of complaint to producer Jerry Wald, objecting to the changes Wald wanted to make, especially the dramatic idea of making Veda a washout musically and putting her in a tawdry nightclub” (Bennett Notes). The three main differences in the film were, the murder of Monte, Veda not having a successful career, and the time period only covering 1941 to 1945.
The main difference between the film and the novel was the murder that Hollywood added. Right when the film begins, it starts making the viewer think about who the killer is already. The novel doesn’t make the reader guess in any aspect. Jerry Wald makes the viewer think that Mildred is the killer at first, especially because she tries to commit suicide in the beginning of the film. Then it makes the viewer think that Bert is the killer for a while. Finally, the real killer is revealed at the end of the movie, which turns out to be Veda. The best thing about the movie was that it kept you guessing until the end. “Throughout the film we are never certain that Mildred is not Monte’s murderer. Even when she is cleared, she is not exculpated” (LaValley 12). Mildred tries to cover up for Veda again, by telling the cops that she killed Monte. The cops tell her that she can’t get her daughter off the hook this time. Finally, Veda ends up paying the consenquences for her action and goes to jail.
Another big difference between the novel and ...
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...vel was how the characters would survive the Depression, and how they would make money. “As the Depression deepened in 1932, jobs were few and far between. More than 10 million Americans were out of work” (Strock 12). The film’s plot was totally different, which mainly focused on who killed Monte.
Works Cited
Bennett, Bsabas A. Joan Crawford Online-Films:Mildred Pierce. 26 May. 2002. 30 May.2002
http://www.joancrawfordonline.com/films/m/mildred/mildredpierce.html.
Joan Crawford Filmography. October, 2001. May 25, 2002.
http://www.lynnpdesign.com/classicmovies/crawford/mildred.html.
LaValley, Albert. Mildred Pierce. Madison, Wisconson: The University of Wisconson Press, 1980.
Skenazy, Paul. James M. Cain. New York, NY: The Continuum Publishing Company, 1989.
Strock, Clancy. ‘We Had Everything But Money’. Greendale, WI: Roy Reiman
In both the film and the book Bernice Bobs Her Hair, there are some main ideas that mirror and deflect on another. In the book, everything has to be detailed and described down to every last detail, while in the movie, the director had to make sure that the items in the house, barbershop, and in any setting was just as it was in that time period. Many things that were explained in the story go by so quickly in the movie and you have to take notice of every little detail that went into the making of the film. The only things that were changed in the film were slight, if not, unnoticed to you that were mentioned in the book. As well as how they leave you hanging at the end of the story.
For starters, the ending of the movie was very different from the book. Instead of Vera hanging herself and everyone ends up being dead like in the book, the director of the movie makes a plot twist to make the movie end with two survivors. Philip Lombard and Vera Claythorne are the two survivors who find out who the killer is. They are the only ones alive to escape. Another small change that occured was when some of the victims died for example, Emily Brent. Instead of expecting that everyone dies and there being no resolution, the director decided to make that change so that there could be hope for the
In conclusion, details involving the characters and symbolic meanings to objects are the factors that make the novel better than the movie. Leaving out aspects of the novel limits the viewer’s appreciation for the story. One may favor the film over the novel or vice versa, but that person will not overlook the intense work that went into the making of both. The film and novel have their similarities and differences, but both effectively communicate their meaning to the public.
The last major difference was that George never hesitated to shoot Lennie in the movie and in the book it was very hard for him. After George shot Lennie, Slim came to comfort George and take him out for a drink.The characters in the novel and the movie had many differences. In the book George was shown to hate Curley with a passion. In the movie George didn’t seem to like Curley too much but he definitely didn’t hate him like in the book. In the movie Curley's wife seemed to be attracted to Lennie and enjoyed his presence because he was nice. In the book she talked to him only because she was amused by Lennie's stupidity.
Some of the characters in the novel, like Lennie, are portrayed differently in the movie. In the novel, Lennie is said to be “a huge man” (2), but in the movie he isn’t very big, although he is bigger than George and some of the other characters. In the movie he is stronger and bigger than the others, but not to the extreme amount that the book portrays him to be. Also, Lennie is depicted as very mentally challenged, which is shown by the way he speaks. Whereas in the book, Lennie is said to have a mind of a young child instead of being disabled. As well as Lennie, Curley’s wife is represented a little bit differently. In the movie,...
She realized that choice and accountability were not the answer, but that curriculum and instruction were more viable solutions to America’s educational dilemma. Ravitch suggests that to abandon public schools is to abandon the institution that supports our concepts of democracy and citizenship and to the promise of American life (Ravitch, 2011, p. 12-14). The idea of school choice is rooted in Milton Friedman’s essay concerning the government’s role in education. Friedman asserted that society should support and contribute to the maximum freedom of the individual or the family. He maintained that the government should provide vouchers to help support parents financially on their children’s education, which parents could use at the school of their choosing; so long as the school met set standards. Therefore, this creation of choice would stimulate competition, which Friedman believed would increase the development and improvement of nonpublic schools, as well as, create a variety of school options (Ravitch, 2011, p. 115). As a result of the choice movement, the public received three versions of school choice: voucher schools, private schools, and charter schools. Each of these schools receives public funding, but do not operate as traditional public schools, and are not managed by a government agency (Ravitch, 2011, p. 121). Charter schools became the most popular choice of this new
The book and the movie were both very good. The book took time to explain things like setting, people’s emotions, people’s traits, and important background information. There was no time for these explanations the movie. The book, however, had parts in the beginning where some readers could become flustered.
...ational system. However, Rosen and other supporters hold that the institution of voucher schools will benefit public schools by relinquishing extra funds to a student body devoid of the most at-risk, poor learners of the student population that will likely pursue a voucher-supported education. The controversy of the constitutionality presents two sides of completely opposite views. While the end results of the opposing opinions both continue to seek an improved outlook for America’s failing public educational system, it is the methods of realization of this objective that proponents and opponents of vouchers strongly disagree upon.
The voucher system is a way for parents to have some say in school choice for their children. For the most part a voucher system is a program that will grant parents a tax break or a voucher that equals the amount of tuition for the school of their choosing, which is typically a private school. For many different voucher systems benefits are limited to students in failing public schools, which means that students struggling in a nearly failing school are left hanging until the school is actually deemed to be bad enough that the students can try out a different one (Garnet, 2005). Since the implementation of voucher system is fairly new there is still not a lot of research it is hard to come to a definitive conclusion about their effectiveness. Even without definitive research it is easy to see the truth of the effectiveness of them; school voucher systems do not have a significant effect on the education of students.
Public School Choice is an easy program to understand and it contains many advantages but also many disadvantages. Public School Choice is when parents can elect to send their children out of a school that has not made adequate yearly progress for two consecutive years into a school that has made progress. (McClure, 2002) If there are no available schools within the original school district, then a family can choose to send their children to another district. This only happens when the other schools in the original district are all labeled as ‘underachieving schools’ and have not made the adequate yearly progress. (McClure, 2002)
In the 1990’s the school choice movement gained momentum through John E. Chubb and Terry M. Moe’s bold assumption that “school choice would make it possible to break the iron grip of the adult interest group, unleash the positive power of competition, and achieve academic excellence” (Ravitch 118). Many advocates for school choice share a similar belief in the positive effect school choice and competition create in schools. When comparing the statistics to this notion, however, one finds an opposite conclusion than the one proposed. The school choice approach and the importance of competition in schools generates a stress on both charter schools and district schools to feature high-achieving students and dismiss
The concept of educational vouchers originated with Milton Friedman, known as the grandfather of vouchers, in the early 1960s. Friedman argued that vouchers would improve educational efficiency. Vouchers equal to the per-pupil expenditure in the public schools would be given to parents for the purpose of sending their child to whichever school they wished their child to attend, public or private. In the 1970s it was proposed that “vouchers be used for students in poor districts to remedy unconstitutional school-funding inequiti...
Education reform in the United States has recently come under scrutiny after many recent failed proposals. President George W. Bush implemented one of the most popular choices of education reform with his “No Child Left Behind” system. However, that policy reform in the past five years has faded to nothing more than a mistake. This mistake has haunted the education systems in America, but it is not the only reform proposal to shake up the school systems across the States. One new proposal that has caught the eye of some current state politicians is the idea of school choice. School choice is giving the option to parents to take their children to different schools, which is different from assigning children to schools based on the location of their houses. Does giving the parents of children an option to choose what school their child goes to create a spirit of competition? That is partly the goal with the school choice reform policy proposal along with many other facets that can completely revitalize the education system in the United States. The stipulations of this proposal involve a variety of suggestions to help strengthen the core of our education system.
The timing of this film was a significant factor in the story line. In the middle of the Great Depression unemployment and poverty were a major
(Thrust for Educational Leadership 1999) wrote: Voucher proponents claim that public school educators could learn a lot from private schools and their "superior" practices and outcomes. However, a report from the non-partisan Economic Policy Institute has found that the most important variation between schools lays in the type of community in which they are located (affluent, suburban, inner-city), not whether they are private or public.