Saturday, January 25, 2020

Great Expectations Book Review

Great Expectations Book Review Great Expectations by Charles Dickens, first published in 1860, is a classic fictional novel. The novel doesnt really have a genre, possibly a drama or adventure, but its more like just his story so Id say just a normal fictional novel. The story is set in 1812 to 1840 in an English town surrounded by marshes, Pip lived outside the town, once receiving his fortune he moved to London though. The novel tells of Pip, a young orphan, and his story, his life. Pip was raised by his sister, only known as Mrs. Joe, and her husband Joe. In the beginning of the novel Pip is in a graveyard, where his parents are buried, and he is approached by a shady looking man, who is in fact an escaped convict, the convict asks Pip to bring him some tools so he can escape and Pip does this. This becomes very important in the novel. One day Pips uncle takes him to play at a rich, weird old ladys house, Miss Havisham, here Pip meets Estella, who he falls in love with, though Estella only toys with Pips feelings and doesnt like him at all. Pip then becomes Joes apprentice blacksmith, but Pip struggles as a blacksmith and isnt very happy. Then one day a lawyer called Jaggers appears and announces to Pip that he has been left a large fortune and needs to move to London immediately. Pip moves to London, meets many new people and has some fun. Then one night a convict breaks into Pips room, the same convict that Pip helped when he was just a little boy, and the convict, Magwitch reveals that he made a fortune in Australia and he gave Pip his mysterious fortune. Pip is shocked but decides that he will help Magwitch escape from London, and so they escape. Pip begins to like Magwitch as they get to know each other and Pip discovers many things about his past. As Pip is about to help Magwitch escape London Pip is nearly killed, Magwitch eventually does escape and kills somebody, he is sentenced to death and hence Pip loses his fortune. Pip then goes and works abroad as a merchant, many years later he returns home and meets his childhood love, Estella, they get together, with Pip believing they will be together forever. Two main characters of Great Expectations are Pip and Estella. Pip is the main character is the novel, he is also the narrator. In the beginning of the novel Pip is a young child but as the book goes on he ages and is an adult by the end. Pip is a good boy, he always tries to do what is right, and is quite sympathetic, e.g. helping Magwitch, always caring for Mr. Mrs. Joe. Pip is always looking to improve himself, whether it is learning to read and write as a boy, or learning to become a gentleman. He is of the lower classes, until he receives his fortune, and he desires to become an upper class, largely so he can impress the girl he admires, Estella. Estella is an important character in the novel. As a girl she had been raised by Miss Havisham to be cruel and heartless towards men. When she meets Pip she acts cruel and heartlessly, toying with his emotions. Though Pip still loves her, maybe he saw something inside her, or he just longed to be in the upper class. She then married an upper class man, who treated her badly, this would have changed her, gotten rid of her coldness and cruelty. So when Pip returns she is kind, and they get together. The themes in this novel include social class, aspiration, wealth and crime. I think that Charles Dickens in this novel was trying to say that social class doesnt matter, and that desire to become better and change should be congratulated. The novel is set in first person, with the narrator, Pip, also being the main character. The language used is pretty weird, with some old English sort of stuff in there. Once you get used to the language its pretty good and not that hard to follow. Overall, I thought this novel was pretty good, for an old book. The language used was a bit hard to get at times, and sometimes the story was a bit slow, but overall I thought it had a good story and I liked it. Estella was an interesting character I thought, normally the girls are loving and the guy isnt really interested or too busy doing other stuff, but this time Pip loved her and she was totally uninterested and cold. And the twist with Magwitch having supplied Pips fortune I thought was good as well. 7/10 on the scale of goodness.

Friday, January 17, 2020

Receptive and Expressive Language in the Classroom Setting Essay

Receptive or expressive language plays a significant role in a typical lesson plan. The efficiency and success of a lesson plan, when implemented in the classroom, is partly dependent on the communicative skills and responsiveness of the students. The lesson plan contains all the learning objectives, activities, and learning outcomes that must be completed by the teacher and the students within a given period of time. In addition, the lesson plan is designed to produce learning and desirable results from the students, as well as the teacher. For this to happen, there is a need for students to apply receptiveness and expressiveness in language. For instance, if the teacher presents the lesson, the students should be receptive or in other words attentive and focused to be able to understand the information presented to them and retain it in their minds. For the teacher to evaluate whether learning took place within the classroom, the students should be able to express and communicate what they have learned through formative tests, and other evaluation techniques administered by the teacher. Students who are not receptive and expressive enough would find it difficult to participate in classroom activities because they may not be able to understand the lesson or they cannot express or communicate their difficulties during the learning phase, thus resulting to unfavorable results during evaluation. When this happens, this means that the lesson plan failed in meeting its objectives of affecting learning and desirable results within the students. For students with communication disorders, it would be best to put them in special education programs that are specifically designed to meet the unique needs of students who are deprived of communication skills. Other alternatives would be to include them in the regular classroom setting, however, making sure that teaching aids and specialized techniques (ex. sign language, mechanized communication programs available through the use of computers, etc. ) are provided and implemented for them to facilitate learning and desirable results despite their condition.

Thursday, January 9, 2020

Symbolic Speech Freedom Of Speech - 1320 Words

Freedom of Speech: To Kneel or Not to Kneel? Symbolic Speech: Whether tis Nobler to Ignore the First Amendment Introduction The inspiration for my topic came from our first assignment, the MTU Constitutional Essay Contest, and the NFL kneeling/National Anthem controversy. The extent of the public outcry and the divisiveness it has caused baffles. Kneeling during the playing of The National Anthem at widely viewed sporting events seems like a perfect and peaceful way to bring attention to a societal problem. It is freedom of symbolic speech at its finest. And it is nothing new. Americans have been engaging in symbolic political speech since before we even had a Constitution to protect it. Colonists threw tea in the Boston†¦show more content†¦I actually used two queries for the 9/11 analysis. QUERY ONE: Step 1: Freedom of Speech and flag-burning (English Only) = 448. Step 2: Narrowed to articles in the United States = 63. Step 3: Those written after 9/11/2001 = 46 Step 4: After reviewing the titles and abstracts, refined to = 29 I experimented with several different sequencing of search logic. At first I used symbolic speech instead of flag-burning, but the results were too large for the purposes of this paper. The search logic above worked best for the limits of this paper. QUERY TWO: Step 1: Freedom of Speech (English Only) = 306134 Step 2: Narrowed to articles in the United States = 32986 Step 3: Those written after 9/11/2001 = 26503 Findings In Query One, of the 448 English language articles that included both Freedom of Speech and flag-burning, sixty-three of them were located in the United States. Of those articles, forty-six were written after 9/11 representing 73%. In the even broader sample of Query Two, 80% of the articles were written post-9/11. After reviewing titles and abstracts of Query One, an additional seventeen articles were eliminated leaving twenty-nine for analysis. 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