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The theme of death used in literature
Essay death in literature
Narrative composition on death
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Awaken by the hot breath of decaying sausages; I look up to find a panting dog, its drool patting my face, as if it were consoling me. With the realization of a dog resting on me sinking in, I jumped against the tree for support, resulting with sudden recoil on the dog’s part. It scattered away, the claws scratching the lonely surface of the earth with each tread. A crazed infatuation in following that dog overcame me. Instinct won over and I had to quicken my pace to keep up.
Silence, nothing was heard except for the random bullets that whipped past and died on impact. Every now and then a leaf would fall and wake the Jews, even the dead ones. The continuous scratches of claws were deafening. The barbed wire attached itself onto my clothes as if decorating it. ‘Where on earth was this Dog taking me?’ Before I finished thinking that, the dog disappeared, stealing the last words away from me.
I ran as if to keep up with the nothingness that surrounded me, and an empty vacuum pulled me beneath the surface. A bloody hole, when on earth did someone put a hole here? The annoying fact that a hole without my consent, had just been dug up, distracted me from the reality that I kept falling, a really long fall. Even the adrenalin was blocked out as a result of my frustration with the ‘hole’ issue.
‘Whoa’ this feeling overcame me, first my feet were reaching a warm light, then the air turned me around and I was tasting the yellow with my tongue, still falling. I felt ‘lovely’, as if the dog’s breath had acted as an anesthetic, a natural high and I landed with a dumb smile on my face. I turned around dreamily; everything was so abstract and yellow.
I wanted to eat it all up, and then a gaseous stench started to grow and inflame my lungs. Choking on my thoughts, a cloud started to fill up the tunnel, a tiny door is spotted further up, and beyond is a wall clothed in weapons, there’s two to choose from. The obvious one is the smaller one; the larger one would result in my death. I reach for it, take the pick out and throw it at the entry. The explosion splinters my eyes with dust and gas. I barely crawl in.
On their way to the concentration camp, a German officer said, “’There are eighty of you in the car… If anyone is missing, you’ll all be shot like “dogs” ”’ (Wiesel 24). This shows that the Germans compared the Jews to dogs or animals, and that the German have no respect towards the Jews. Arrived at the concentration camp, the Jews were separated from their friends and family.
In Elie Wiesel’s Night, he recounts his horrifying experiences as a Jewish boy under Nazi control. His words are strong and his message clear. Wiesel uses themes such as hunger and death to vividly display his days during World War II. Wiesel’s main purpose is to describe to the reader the horrifying scenes and feelings he suffered through as a repressed Jew. His tone and diction are powerful for this subject and envelope the reader. Young readers today find the actions of Nazis almost unimaginable. This book more than sufficiently portrays the era in the words of a victim himself.
Elie Wiesel’s memoir Night, is an account about his experience through concentration camps and death marches during WWII. In 1944, fifteen year old Wiesel was one of the many Jews forced onto cattle cars and sent to death and labor camps. Their personal rights were taken from them, as they were treated like animals. Millions of men, women, children, Jews, homosexuals, Gypsies, disabled people, and Slavic people had to face the horrors the Nazi’s had planned for them. Many people witnessed and lived through beatings, murders, and humiliations. Throughout the memoir, Wiesel demonstrates how oppression and dehumanization can affect one’s identity by describing the actions of the Nazis and how it changed the Jewish
The mood of Night is harder to interpret. Many different responses have occurred in readers after their perusal of this novel. Those that doubt the stories of the holocaust’s reality see Night as lies and propaganda designed to further the myth of the holocaust. Yet, for those people believing in the reality, the feelings proffered by the book are quite different. Many feel outrage at the extent of human maliciousness towards other humans. Others experience pity for the loss of family, friends, and self that is felt by the holocaust victims. Some encounter disgust as the realization occurs that if any one opportunity had been utilized the horror could of been avoided. Those missed moments such as fleeing when first warned by Moshe the Beadle, or unblocking the window when the Hungarian officer had come to warn them, would have saved lives and pain.
The delineation of human life is perceiving existence through resolute contrasts. The difference between day and night is defined by an absolute line of division. For the Jewish culture in the twentieth century, the dissimilarity between life and death is bisected by a definitive line - the Holocaust. Accounts of life during the genocide of the Jewish culture emerged from within the considerable array of Holocaust survivors, among of which are Elie Wiesel’s Night and Simon Wiesenthal’s The Sunflower. Both accounts of the Holocaust diverge in the main concepts in each work; Wiesel and Wiesenthal focus on different aspects of their survivals. Aside from the themes, various aspects, including perception, structure, organization, and flow of arguments in each work, also contrast from one another. Although both Night and The Sunflower are recollections of the persistence of life during the Holocaust, Elie Wiesel and Simon Wiesenthal focus on different aspects of their existence during the atrocity in their corresponding works.
Canine tales are becoming an ever-more-popular medium for expression, says Garber: “Just as the pathos of human love and loss is most effectively retold, in modern stories, through the vehicle of the steadfastly loyal and loving dog, so the human hero has increasingly been displaced and replaced by the canine one” (44). The spotlight has been shifted from the larger-than-life human to the humble family pet and his canine brethren. Stories that feature a dog rather than a person are able to more convey a deeper sense of meaning, establishing their...
I had something in my hand; it was a gun, I could use this to protect myself. I walked in the dark corridors I peaked out of the wall, and I saw five guys armed with AK-47. I knew that I was screwed. I looked around to see another way out to pass the guys. I climbed into the vent and crawled for a long time. Inside of the vent, it was covered with dust, to my left of me was a spider. I could not believe, but I saw a light end of the vent.
When a couple with a child chooses to get a divorce this can have major impact on a child at any age. There are many causes of stress throughout the divorce process that can negatively affect children. First, negative reactions and behaviors are dependent upon the situation before the divorce. Some studies show that how much parents fight, how it is done, how it is resolved, and what precautions are taken to protect the children from it's effects are the most important predictors of child adjustment (Kelly, 2000). Meaning that if children are exposed to fights about custody, money, or the failing marriage they could feel the repercussions of their parents conflict. Next, divorce can cause children to have heightened fear...
Educational philosophies differ from person to person. From behaviorist to constructivist and everything in between, the one thing they have in common is that they attempt to explain how people learn. This paper will explain why I tend to lean toward the constructivist theory of education and defend this theory using a variety of current literature. It is important to note that the theories that are talked about as educational theories are often looked at as both theories of teaching and learning; however most of these theories are not theories of teaching but rather learning (Baviskar, Hartle, Whitney, 2009). This may be especially true for constructivism where there can be a common misunderstanding of what constructivism actually is and how to apply it to learning.
Divorce can have a major impact on the development of a child. Sadness, loneliness, insecurity and false sense of hope for parents to get back together are just some of the feelings that a child has to grow up with when the parents decide to have a divorce. Moreover, a child may feel fear, depression, and anger, among other things. In addition, there are some effects that affect more boys than they do girls such as anger, aggressive behavior, and academic problems. The girls have more of a possibility of suffer from sexual abuse, and to be a mother at an early age. Divorced couples’ children are least likely to be happy or to succeed in life than children with both parents. Whether the child succeeds in accepting and adapting to a new lifestyle, or if he or she fails, most of the influence in the child’s life will come from the parents. The way the parents handle the situation will influence how the child handles the divorce. Children will always prefer their parents to be together, but they can learn to understand the situation if they are brought up correctly. Although children of divorced parents may develop many emotional problems, they do not have to and can learn to adapt. The majority of children learn to cope to their parents’ divorce, but some will never truly understand why it happened. Some of the best solutions to reduce these effects are communication and spending time between parents and children. Children are just innocent bystanders in a divorce no matter how justified the reason for it, the feelings of a child must be taken into consideration. There is a significant need for child mental health professionals, along with other child specialists, to be cognizant of the broad spectrum of possible fall-out from a divorce and then to provide sufficient support for children of divorced parents in all the necessary psychosocial aspects of the child’s life. Instead of feeling bad about
(2009). The effects of divorce on children (Order No. 1470847). Available from ProQuest Dissertations & Theses Full Text. (304998358). Retrieved from http://search.proquest.com/docview/304998358?accountid=458
Sacrifice is an action that constitutes someone purposefully lessening their gains to further a different person. In literature just as in life, an individual’s values can effectively be deciphered when considering the sacrifices that they have made. In O. Henry’s “The Gift of the Magi,” Della sacrifices her most valuable attribute for a man that she loves. This sacrifice exemplifies her devotion to the man she loves and presents her with an internal struggle that she must ultimately conquer.
Jimothy Collard walked down a vegetated, moldy, wooden path leading to his villa. It was the night of the third week of November and Jimothy came home from a long day of work. His house was about a quarter mile out in the marsh and his legs would ache every time he’d walk through it. He had no car because he had one job that could feed him, pay the shack, and his dog’s necessities. He was a skinny young man, forking for Vinny Gustavo, at an Italian bakery called “ V Bread”. He slithered through his house and slumped onto his bed. He thought and thought about quitting his job because it was a pain to work there. He whipped up some porridge and got a small portion of dog food for Bubb. They ate in silence, listening to the tall grass, swaying back and forth from the strong wind.
The concept of constructivism has roots in classical antiquity, going back to Socrates's dialogues with his followers, in which he asked directed questions that led his students to realize for themselves the weaknesses in their thinking. The Socratic dialogue is still an important tool in the way constructivist educators assess their students' learning and plan new learning experiences. Constructivism Theories assume that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When an individual encounters something new, there is a need to reconcile it with the previous ideas and experience, maybe changing the beliefs, or maybe discarding the new information as irrelevant. In any case, an individual is an active creator of knowledge (Concept to Classroom).
Constructivism powerfully informs educational practice (Brooks, 2003). Constructivism promotes active problem solving, customized teaching strategies, and integrates assessments throughout the learning process so that students are involved in assessing their own progress (Constructivism, 2011). The constructivist theory is not, however, universally accepted; some say that objectivism, rather than constructivism is far more reasonable in its implementation (Carson, 2005). This paper will attempt to analyze the three articles provided and give insight to the efficacy of constructivist practices.