Write an outline for the argument you will present in your first essay.

Refer back to the reading you did regarding Rogerian (Common Ground) argument.

Your outline should clearly list the following four numbered elements:

1-- State the issue clearly and unbiasedly. 

2--State the position of one side of the argument.  List the contexts in which their position is valid. Be sure to use language that is understanding and respectful.

3--State the other side of the position, and list the contexts in which it is valid.

4--Explain how the two sides share common ground.  Then, define how each side must make concessions in order to adopt a middle ground solution.  Your thesis (which is the compromise solution to the issue) goes here.

Please remember that the essay you write from this outline will probably flow in the exact four point order listed above since that order is generally the easiest, most effective way to write a common ground argument.

However, if you are very confident in your composition skills, you may choose to structure the actual draft of the essay differently if you wish. Whatever structure is chosen, though, all four points above need to be outlined and then included in the essay since they are what make the common ground argument.

Role of the narrator comparative critique

            Staples and Foster have a similar way of relaying the message to the readers. A background history on the topic is given in the first part of the article with a high level integration of examples and personal accounts so as to make his claim stronger.  Each of the paragraphs is well developed and it allows flow of the claims throughout the article.

            According to Wallace, he uses the first part of his article to give a background on the lobster and the festivals that are related to the Lobsters. The author explains when the lobster festivals do occur and where it occurs. According to him, this festivals basically occurs in the summer in July and it occurs in Mid Coast where both tourism as well as Lobster’s businesses are in existence following the warm weather condition. The author continues to explain about the lobster festival and the attendants of this festival and all the activities that are undertaken during this festival such as the cooking competition where they use recipes to prepare these lobsters during the competition (Wallace 2).  There are also other activities that do occur during the lobster activities that are all inclusive across all age groups. His description of the festival is therefore clear in explaining all the undertakings of this festival and it allows the reader to understand the activities that runs across all age groups. The author uses examples all through the article so as to prove his points as this makes his clams more convincing as well as strong evidence as there are people who can attest and second the authors’ claims.

            Staples on the other hand give a description of the woman that he met, how they met and how she disappeared. The woman used by the author as an example was one of the woman victim who shed a light on what was happening in the Chicago Streets. The woman on seeing a black man behind her made her worried and it is at this point that she decided to quicken her pace. The author’s personal account on the incidence of the woman flight made him worry and it is through this examples and personal accounts that the reader is able to understand the frightening moments that the night time women pedestrians face. Staples continue to explain how he has also become a victim of fear and has adopted the language of fear. Chicago therefore called for a constant walk by at night as people and especially the author believes that this would keep them a lot safe. The author continues to explain on how the fear that he had while I Chicago remained in him even after he had gone to New York as he explains of how he constantly kept keen while walking at night (Staples 1).

            Change in consumption in Lobsters is evident as drawn from the authors’ claims. Wallace therefore uses an example to explain the reasons as to why he makes his claim on considering lobsters.  Foster claims that most of the present lobster recipes guides that they are supposed to be boiled alive while putting it in the boiler. This appeal is regarded as the freshest type of food that is found. However, the author continues to explain how most of the vendors keep the lobsters alive. He thus uses a question to bring the reader into understanding the unethical undertaking that occurs unto the lobsters for the sake of the humans who have changed their consumption perspectives and wants (Wallace 5). Thus the other part of the article explains about the ethical treatment of the animals and this is where he explains his thesis of consideration of lobsters. He uses examples of activists who have come up so as to fight for the rights of the lobsters. In this case it is evident that the author fully supports the anti ill treatment f the lobsters through the advocating of the consideration of lobsters strategy (Wallace 6). He explains on the pain that the lobsters go through their experience with the people who boil them when alive, since the lobsters do not have brains as the human beings. The immoral act on lobsters is evident from the way the author explains the way these lobsters rattle and clank as they are immersed fully into the kettle and as they are covered.  The author uses comparisons to put across his claim on lobster’s pains and struggles. He compares the lobsters to human beings who would similarly act the same as the lobsters when put under the same conditions. The author explains how even the cooks can be able to bear the pain of these lobsters as they hook their claws over the kettle rim and as they struggle while in the kettle. Hence, they get out of the kitchens till the process of boiling is over.  Staples on the other hand explains on the various mechanisms that he uses and especially the walk by strategy to ensure that he does not scare away people who might in the lobby so as to avoid the pedestrians from mistaking him for following them.

References

Staples, Brent. "Just walk on by." The Blair reader: Exploring contemporary issues (1993): 450-453.

Wallace, David Foster. Consider the Lobster: Essays and Arguments. Hachette UK, 2012.

Adventures of huckleberry Finn by mark twain

    Huck is one of the self-developed characters in this story. He has a hard time having a new personality and setting new standards. He thus has to change his ethical framework for decision-making process so as to make the hard decisions of life. In the beginning of the narrative, Huck has a lowliness character that is attributed to the environment in which he has been brought up in. this environment was not favorable for his moral development nor was it good for his decency and visionary life.  He, however, meets a friend, Jim who helps him to overcome his weakness and to moral development. As he goes through a series of adventures, he is forced to establish an ethical decision-making process on his own and this later affects his ethics which carries him all through his journey in life (Twain 1960). His morality development is thus evident in the whole plot of the story as from his start where he had inadequate ethics and thus resulted in his inability to make individual decisions into a point where he was able to ethically do that which is right.

    Huck is a liar who lies in several instances. All throughout the story, he is seen lying for varying reasons either for self-protection or protection for others and especially for Jim. Lying seems to be one of his expertises and in some of the instances, he succeeded while on others he failed but yet he continues to lie as the story unfolds (Twain 1960). Though not an ethical character, he uses this strategy for the right motives.

    Huck is one of the uncultured characters in the story. He is one of the noble characters and an independent character whose thoughts are not influenced by the society’s actions but rather by his own mind and intuition. He is thus emotionally detached from what the entire society stands for and he stands for his honorable principles.  He is generous enough to sacrifice his society for the sake of ethics, morality, and humanity as he had advanced on so well decently. He is thus a good example of principles application person.  

     Huck’s intuition encourages him to have an independent personality that which is not influenced by the group’s belief. He is thus able to make a major resolution regarding his stand for Jim against that of the culture. The author introduces Huck as one who implements moral framework so as to determine the best decision to undertake and this is evident all through the story as he uses his own intuition and structure so as to be able to make complex decisions (Twain 1960). He later decides to do that which is socially and morally right and help Jim his friend.

    Huck and Jim are good comrades and they watch out for one another. This is evident all through the story as they spend much of the time together and in this, he was able to know Jim so well and the fact he was black was just but irrelevant (Twain 1960).  He, therefore, decides to support his ideology instead of being influenced by external forces. Individuality aspect is thus a strong character for Huck and this forms his authority personality in making decisions all throughout his life.

References

Twain, M. (1960). The adventures of Huckleberry Finn: Tom Sawyer's comrade. Garden City, N.Y: Dolphin Books, Doubleday & Co.

English language learners’ needs

Contrary to the argument by one district administrator that English Language Learners cannot handle the current Common Core Standards, the learners can manage these higher expectations and standards. The writer asserts that learners need complex materials since lack of such materials has prevented them from being fluent in English language. These complex materials have to be accompanied by instructional support so that to address the various linguistic and cognitive challenges they may encounter across all levels of the curriculum (Fillmore, 2014). The assumption by educators that ELLs should be provided with texts that are simpler than those being used by other students can lead to withholding of common Core from ELLs.  Giving the students school curriculum using the basic languages while they are learning English can assist them to simultaneously develop language skills and academic levels (Fillmore, 2014).

For the students learning the English language there I the risk of more attention being paid to obtaining English fluency at the expense of learning the other core subjects in the curriculum (Fillmore, 2014). There is also the need for learners to interact with those people having the knowledge of the language they intend to learn so that they can effectively develop skills in second language. Such kind of support is what the learners and speakers need for learning of the second language to happen. Interaction between the ELL and other people knowing the language will facilitate a quick learning experience. In addition, allowing the students to have an exposure to complex learning material will enable them to translate complex vocabularies into simplified forms. The interaction among the learners and between the learner and the speaker will provide an avenue for discussion on the extent to which second language has taken place.

Reference

Fillmore, L.W., (2014).English Language Learners at the Crossroads of Educational Reform. University of California.

Core standards

After examining the core standards of a grade 7 English subject I would categorize the outcome as intellectual. This category is comprised of the results which are directly associated with the gaining and application of the offered knowledge as well as understanding. This type of learning is the most common in the majority of learning institutions (Craighead, & Nemeroff, 2004).  A cognitive outcome is also divided into six different sections. To start with, evaluation deals with judgments that are grounded on the agreed procedure.  Synthesis involves the gathering of different elements in ensuring that a fresh rationale is developed while analysis involves the breakdown of different components for easier understanding.  On the other hand, the application is where processes or rules are utilized in appropriate scenarios while knowledge involves remembering and comprehension is the ability to interpret and understand the offered concepts (Craighead, & Nemeroff, 2004).

Intellectual skills are the capability of applying procedural information. This involves being able to differentiate different objects or matters and categorize them accordingly.  This can be accomplished through differentiating their features or even dimensions and then making a response.  This involves using the acquired knowledge in learning about relationships understanding the meaning of every element and applying the differential rules for better understanding.  This type of outcome is more objected at solving issues since it assesses the capability of an individual in applying knowledge, policies, and rules in ensuring that the underlying issue has been handled fully (Avis, Fisher & Thompson, 2014). In another word, it’s a form of discovery where fresh things are learned and applied as solutions to different issues. Intellectual skills is a form of communication that best informs individuals about different concepts which are categorized as complex by breaking them down as simplified knowledge.

            References

Avis, J., Fisher, R., & Thompson, R. (2014). Teaching in lifelong learning: A guide to theory and practice. McGraw-Hill Education. Print.

Craighead, W. E., & Nemeroff, C. B. (2004). The concise Corsini encyclopedia of psychology and behavioral science. Hoboken, N.J: John Wiley & Sons.

The Possessive BY SHARON OLDS and Metaphors by Sylvia Plath

‘’Metaphors’’ is a 20th-century poem authored by Plath Sylvia. The poem is a description of the poet pregnancy in metaphors that seems to be disconnected.  She utilizes nine different lives which are a representation of her nine-month pregnancy. On the other hand ‘’The Possessive’’, is a poem authored by Olds Sharon which is also from the 20th century. The poem is a representation of the observation made by a mother on her adolescent daughter thus sensing the changes that may appear in their relationship (Olds 1).  The daughter arrived from a haircut and the way that her hair was made challenges her mother who is not ready to accept or understand her daughter.  From observations, the mother is able to gain senses of arguments and challenges that will arise amid them due to the resulting differences (Olds 1). Both poems are similar in the way that they are objected at addressing individuality but from different life stages and perspectives by the mothers.

‘’The possessive’’ illustrates the perception of an adolescent daughter who just got home after getting a haircut. The mother is analyzing the hair cut and terming it as a rebellion that will challenge her. She makes a reflection of her life and that of her daughter based on her she had raised her which signals an upcoming war (Olds 1).  From the perspective, the mother can be described as controlling and conservative since she feels that her daughter had betrayed her by being rebellious.  This is similar to ‘’Metaphors’’ which is a very deep reflection of having mixed ideas in regard to motherhood.  The basic conflict that is presented by both poems lies amid individuality as well as duty.  Metaphor’s poet explains that her submission to motherhood will result in the stifling of her individuality.  On the other hand from the possessive, it is clear that the daughter made a fresh cut as a symbol of the new individuality that she has acquired.

Parents normally feel obligated to ensure that the wellness of their children is sustained at all times.  However, children on the other side have to grow up and obtain a different individuality that may differ with the expectations of their parents.  In ‘’The Possessive’’ the mother sees that due to the haircut made by her daughter which is against her norms they are bound to live in constant fights. On the other hand ‘’Metaphors’’ expresses the fear of the mother of losing her individuality after committing to motherhood (Plath 1).  This, therefore, demonstrates the strong relations amid children and their parents which changes both parties in a way or another.

Parenthood results to the loss of one’s individuality since there is a commitment to ensure that the children grow to be better individuals.  However, children have to grow up and challenge the norms that have been set by their parents in search of themselves.  Both poems are based on a reflection of the real world in which the relationships amid parents and children exists. Appearances are an additional idea in which the poems are developed.  The pregnant woman and the girl with the fresh haircut are a reflection of transformations which are the actual occurrences in reality. This, therefore, generates a visual imagery that children create the world that is different with changes occurring in every phase (Plath 1). 

The poems differ in that ‘’The Possessive’’ reflects the perspective of a mother who feels betrayed by the personality acquired by her daughter while ‘’Metaphors’’ reflects the perception of a mother towards her upcoming motherhood. Due to the pregnancy, the mother is bound to experience so many changes which may alter who she is while on the other hand, the daughter’s mother sees the changes that will arise due to their rising differences. Motherhood is presented from different perspectives in both poems since one is raising and the other one is carrying a child. This, therefore, creates images of the feelings that are held by mothers in regard to the development of their children who are responsible for their loss of control (Olds 1).  While one mother feels possessive the other one feels a loss of control and the lack of individuality.

Both poems address changes as well as the concept of feminism and women.  In their descriptions, the poems make an imagery of the actual meaning of motherhood at different stages.  The pregnant woman is afraid of raising the kid as she knows that changes must occur while the mother to the daughter is foreseeing conflicts due to the occurrence of changes (Olds 1). Both women are well informed of their loss of control and all that is happening to them is because of their children and not for themselves. They both lack choices in the subject since they must raise the children and only care about their wellness. Their worries have shifted from selves toward the children. This, therefore, depicts the close relation and deeper attachment that exists amid parents and children in the attempt of offering care to them.

In summary, both poems are more similar than different. They address the feeling of parenthood and the challenges that accompany this occurrence in life.  They are both objected at addressing the issue of individuality loss, possession as well as control from the female perspective.

            Work Cited

Sharon, Olds. The possessive. 1942. Retrieved from http://hrsbstaff.ednet.ns.ca/pwozney/wp-content/uploads/2013/09/The-Possessive.pdf

Sylvia, Plath. Metaphors. 1982. Retrieved from http://shenandoahliterary.org/blog/2012/01/metaphors-by-sylvia-plath/

Summary Response Essays

Introduction

Learning is not something that is easily achieved since it is associated with some costs and learning a foreign language is no exemption.  To learn a language of an adopted state is  a beneficial thing since  it helps  in daily interactions which may either be economical or social.   For most individuals, the ability to learn is influenced by the hardships that one experience and therefore some family connections are lost in the process.  To be accepted socially and to get some economic chances in an adopted state requires the capability to communicate in the nation’s primary language.  This trend, therefore, offers no choice to the foreigners adopted in the particular case.  For Richard, his learning of the English culture benefited him highly socially and in his education has he would communicate well and prove his abilities.  However, this alienated him father from his family which was speaking his primary language at home despite the fact that his love for them was never lost. Learning a foreigner language for a child who feels the urge of social acceptance, enjoying economic benefits as well as getting an education in an adopted state is not an option but a requirement that is accompanied by family bonds loss.

            One’s native culture does not have to be abandoned in order to completely assimilate into a fresh one.  One should focus on learning but not losing their individuality which was built up by their native culture.  A native heritage is essential in sustaining connectivity to those that are close by ensuring that their emotional needs are well handled. Richard’s loss of family connection, as well as culture, was influenced by the fact that he wanted to fit into the English society and gain acceptance.  His parents were wrong in their decisions since they had the opportunity of teaching their son of the significance of sustaining his native background even after learning the adopted country’s culture. If he had been taught to speak both languages he would not have felt as if he was isolated from the public in order to stick to his home values. Speaking both languages would have given him the comfort of being proud of both his achievements and his origin.

Richard had no choice since he had to learn the English language and culture to fit into the environment.  His inability to communicate in English drew him closer to a home where the Spanish language was best since he understood it while being alienated from the society which he needed for survival.  Social acceptance is one of the primary needs that can determine the efforts and efficiency of an individual particularly in education and the economic world. This implies that a public culture should never be denied from a child as it is crucial in building their confidence.  Richard’s connectivity with the family was lost after he learned English which helped him to connect with the broader community. To him, the Spanish language and culture was the only limiting thing to establishing his abilities which led to the alienation.  This does not mean that he made the decision to assimilate but his learning increased his abilities thus making the English culture more beneficial.

            Parents are the primary authority figures in a child’s life and therefore, they should ensure that the child is given adequate social support. Teaching a child a foreign language does not only help in boosting his skills in communication but also his abilities. In an adopted states language assimilation is the most significant aspect as it increases an individual’s abilities to get more opportunities. Richard was necessitated to learn the English culture on his own his parents had denied him the opportunity despite the fact that they knew he needed it. This brought so many changes in his life and the transformation was all that he ever wanted. He lost his connectivity with his family because he needed more time and efforts in assimilating into the new culture. Without the knowledge of an adopted nation’s language, one can be regarded as an illiterate or ignorant thus denying the opportunity to achieve more socially and economically.

            Conclusion

            In summary, for most children learning a foreign language is a hard task because of the lack of parental support.  Even with the challenges, children needs social acceptance at every level ranging from school to social interactions.  Learning the foreign language and culture to them, therefore, proves to be more of a need rather than an option. Language assimilation is hard but it is associated with more benefits than drawbacks. Through this, a child can be able to interact well socially and get an education which in turn provides more and wider economic opportunities. Richard needed to fit in the society and his only option was to learn the English language and culture which helped in changing the perception of others towards him. His loss of connectivity was just a consequence of the decisions made by his parents. 

            Reference

(n.d). Analyzing the Model, Writing Model. Did It Have To Happen? A response to Rodriguez,    Richard. An education language.

Chapter

My favorite chapter was no 2 which is well written with a wide scope of the presented topic about energy and matter in the atmosphere. The chapter has been devoted to providing enough information on what makes up the atmosphere, - elements in the atmosphere – with clear indication of the percentage occupied by every element. It also provides adequate information to cover the interaction of the different composition of the atmosphere, especially how each object interact with light energy and the result of such association. The chapter is able to discuss the components of the atmosphere from a basic level to a more complex one thereby enhancing the understanding of the interested reader. A well written chapter allows the reader to follow through the discussion step by step so that where the one step depends on the previous one, clarification is offered (Skipper, 2011). The detailed analysis of the chapter, and the instructions issued on how the reader is to understand the topic better, by posing questions provides an adequate approach to studying. In addition, the inclusion of visuals to support the theoretical information helps one to relate this theory to the real atmosphere and thus, the chapter was written with the reader in mind.

The least favorite chapter is chapter 7, since it has very little information covering the topic on climates around the globe. The information provided does not offer enough information that the reader can follow through in order to comprehend the basic principle.  With such few details covering the climatic conditions, it makes it hard for an individual to give a full description of the climatic variations around the globe. The chapter is not written with the reader in the mind.

Reference

Skipper, T., (2011).Writing an Effective Book Chapter. Retrieved from: http://www.sc.edu/fye/publications/pdf/Chapter%20Drafting%20Guidelines_2012.pdf

Critical analysis of ‘The Great Gatsby’

The Great Gatsby is an American novel by Fitzgerald which gives commentary coverage of many themes such as greed, justice, power, the American dream and betrayal among others. Social stratification however has been the most profound theme in the brilliant piece of Fitzgerald’s social commentary. He vividly peeps into the American lifestyle during the 1920s in the respective dimensions of life (Fitzgerald & David 2). In the opening pages of the novel, Fitzgerald develops the American society into distinct groups each having its privileges and problems that contend. He has strongly impressed the community by the practical illustrations he makes in the lives of different characters such as Gatsby Nick and Tom among other. Fitzgerald eventually leaves a powerful incite that reminds the readers of the precariousness of this world (Bloom 34). By coming up with distinct social classes, the concept of new money and no money has been used to send strong signals to the society of the elitism that runs everywhere. In this regard, this analysis will critically go through the major areas of concern that have been highlighted the novel.

To start with, Fitzgerald’s the setting of the novel has delineated the aspect of class difference in the American society.  He intentionally attacks the rich and arrogant members as well as the poor demoralized members of the society. Fitzgerald goes against the general perception that the rich are unified by their money in an incredible manner. In order to bring out his thoughts concerning the position of the rich in the society, he categorizes them into two groups: old money and new money people (Fitzgerald & David 54). Old money is used to refer to those people who were born in rich families especially those that were rich from their family background. Examples of such in the play are Buchanans and Jordan Baker. Old money category has been regarded as lazy people who cannot even find time to talk about business or entrepreneurship (Bloom 45). They only engage themselves in fancy and amusement during most of their hours. Gatsby on the other hand is a representation of the new money people whereby he has worked hard in order to reach where he is. His family background is however poor and but he has reached the refinement and the taste of the old money people. The fact that he has just acquired his money recently makes people like Daisy, Tom, Jordan and other many old money elites to look down on him as less fortunate (Bloom 47).

Many people tend to think that the social elite are always right. Fitzgerald however instills the audience’s minds with his opinion which terms the social elites as bad people. Throughout the novel, Fitzgerald has insinuated that the people of the highest echelon in the society are so judgmental, superficial and also as people who are careless concerning the welfare of those around them (Martell & Zackary 67). Fitzgerald shows how the elite regard themselves as superior even if the condition they are boasting in is unrealistic. This claim has been sufficiently illustrated by how the Gatsby’s partygoers behave after hosting them in a party. They eat and drink but they don’t consider to at least taking time to meet their host (Fitzgerald & David 67). The preceding conduct further worsens the matter because they came into the party without being invited. After the death of Gatsby, the same people who used to party with him became busy mysteriously and never found time to visit the deceased family. Throughout the novel, Fitzgerald despises the social elites due to his opinion that they only live for the sake of a moment while they indulge in every other form of excess (Martell & Zackary 67).

Fitzgerald has also conveys a strong message by using the poor people in the society. He has grouped the poor into two: honorable poor people and those that are not. In order to picture out his thought clearly, he develops a character named Nick who comes from a middle class family. He is far much behind Tom and Gatsby in terms of wealth but he regards himself as being a dignified and principled person. The community appreciates him despite his lack and therefore becomes honored than Tom who comes from a rich family. Myrtle on the other hand has been used to convey the contrast concerning the no money people. She is yearning to get at the top socioeconomically and decidedly chooses to corrupt her moral obligations as a wife. She gets into a secret affair with Tom with an aim of benefiting from the springs of wealth in Tom’s house. Her act of cheating on his husband is a representation of greedy and unprincipled behavior possessed by some poor people in the American society. On this message, Tom’s habit of taking advantage of the poor by taking their wives has been used to criticize immorality to both the rich and the poor (Martell & Zackary 68).

In as much as Fitzgerald criticizes the society on the matters concerning moral and social obligations, he takes time to illustrate the kind of people they ought to be. He suggests strong considerations as illustrated in the lives of Gatsby and Nick. Gatsby has been used to represent the world of those who are newly rich (Martell & Zackary 56). He reflects the desires of the audience or readers for every rich person in the American society. The readers have appreciated his spirit of reinvention and reclamation which is seen as he tries to redeem himself from the past struggles. He disregards any suggestion that would hold him back from moving forward by standing strong innocently and therefore thrives within a corrupt and immoral world. He is not silenced by the ridicules he faces from the old money people. The success from his hard work can be seen as metaphor for the experience of the United States which is known to be a country without a past. His excellence in making sound decisions and steps towards success in life has been post as a challenge to the ignorant, boastful and irresponsible rich people. Nick on the other hand has been developed to represent humble and principled people in the society (Martell & Zackary 70).

Fitzgerald has applied geography in his presentation of the spiritual dysfunction message. The distinct communities from the West Egg and East Egg have been dominated by immoral inhabitants despite their socioeconomic differences. The West Egg seems higher than the East Egg but in either side, no hope of redemption from the bondage of immorality. While Gatsby was alive, Nick was counted to belong in the West Egg but he was taken to the East Egg where poor people inhabited (Bloom 179). He is the one who could at least be counted to have a virtue but could not have helped the West Egg. Throughout the novel, Fitzgerald has however been seen favoring the East Egg despite the overall view of it as less fashionable. He pits different regions of the country with similar moral results and this makes it clear that Midwest id the Promise land according to him (Martell & Zackary 70).  

In conclusion, Fitzgerald has an observant and keen eye of what entails the world around him. The Great Gatsby presents a very harsh picture of the 1920s’ society whose growth had been stirred up by the preceding World War I. Careless drivers have been used as metaphor for the immoral world of riches. Buchanans has been despised regardless of high social status because of his conduct. During the first scenes of the story, Nick refers Jordan as a rotten driver due to the cruel driving. The Great Gatsby strongly counteracted the notion of the society concerning elites being right. The use of geography has greatly helped the setting and plotting of the novel. It has assisted in the development of the picture into the minds of the readers in an effective way.  Lastly, Fitzgerald has expressed his view of a noble society in which men of virtue would be found. He does this by developing Gatsby and Nick and their dignified character.

Analysis two critics

There are two types of critics who have expressed their views concerning The Great Gatsby and Fitzgerald the author. There are those who feel impressed by the incredible excellence in this novel while some have a contrasting opinion concerning his work.

Critic 1

Mencken H. is one of the critics whose view of the novel is contrary to most. He despises the novel fundamentally due to the fact that The Great Gatsby is simply a fictional story. He argues that Fitzgerald has been so much interested in maintaining uncertainty and suspense instead of getting into understanding the true colors of people. For this reason, he sees that characters have been taken for granted because only Gatsby is real and genuine in the novel while all the others are just marionettes.

Critic 2

Anne O’Neill on the other is a critic who has expressed why she loves The Great Gatsby. She loves the novel basically because of the excellent organization and the brilliance of Fitzgerald to conjure up characters and creating emotions using a pen and a paper. She compares Fitzgerald with the old masters who used to paint powerful images to convey their message brilliantly.

Work cited

Fitzgerald, F S, and David Mann. The Great Gatsby. Harpenden: Oldcastle Books, 2013. Internet resource.

Bloom, Harold. F. Scott Fitzgerald's the Great Gatsby. New York: Bloom's Literary Criticism, 2010. Internet resource.

Martell, Jessica, and Zackary Vernon. "Of Great Gabasidy": Joseph Conrad's Lord Jim And F. Scott Fitzgerald's The Great Gatsby." Journal Of Modern Literature 38.3 (2015): 56-70. Academic Search Premier. Web. 28 Dec. 2016.

Active Construction of Grammar Theory

The theory mainly focuses on the type of grammar rules that children tend to form in order to be able to communicate at ease. This consequently makes them to be able to incorporate new words into their grammar dictionary and thus they can freely and actively communicate without any problems at all. Moreover, through the words that they hear from their parents or other people who are close to them, they try as much as possible to form the past tense of those words in a bid to try and be able to speak like other people do (Müller, 2016). For instance, a child can form the past tense of the word go to be goer, in order to be able to speak as other people do. Through the active construction of grammar, the child is free to be able to form any types of words which make him or her to be able to learn different forms of words in grammar.

This theory, therefore clearly explains how children are able to learn new words, and be able to come up with new forms of those words in a different tense. This consequently explains why children would therefore pronounce some words in a different way such as the word cooking, and they will therefore form their own pronunciation, thus they may pronounce it like cooing (Müller, 2016). This allows them to be able to speak the way they feel free to do speak, and with time, their form of pronunciation changes due to the new ways of pronunciation and tenses that they learn. On the other hand, old theories can help in explaining how children develop and end up forming words which are very different from the ones being pronounced.

Reference

Müller, S. (2016). Grammatical theory: From transformational grammar to constraint-based approaches. Berlin: Language Science Press.

Friendship Limits the Damage

Friendship can either limit damage or not limit damage depending on the type of friends, and friendship that one has and one is in respectively. This therefore means that if a person is in a friendship which affects him positively, then it can be able to limit the damage. On the other hand, if one is in a friendship which does not affect him positively, then, the friendship cannot be able to limit the damage (Birney, & Johnstone, 39). The type of friends that a person has also matter, this consequently means that if a person has friends who often indulge in criminal affairs, then the friendship might not be able to limit the damage. This type of friends might corrupt the behaviour of a person and thus increasing the damage. This paper is therefore going to look at Earle Birney’s poem ‘David’ and Anthony De Sa’s Kicking the Sky, in a bid to explain if friendship either limits damage or causes more damage (De, 52).

According to Earle Birney’s poem ‘David’, friendship limits the damage. This is so because, judging from the poem, the relationship between Bobbie and David was so strong that they did each and everything on a daily basis together. This made their bond to grow even stronger, thus each and everything that they did was done out of the bond that they had. In most cases, they taught each other how to do different things thus being able to learn new things from each other. For instance, David taught Bobbie, “How time on a knife edges can pass without guessing of fragments” (Birney, & Johnstone, 40). The duo hiked together and they were destined to climb more mountains as they could in order to fulfil their dreams. Moreover, had it not been David’s death, they could have climbed to the peak of the mountain. When Bobbie reached at the glistening edge of the giant Assiniboine, he turned and shouted, that was when David stumbled and fell down fifty feet down the ledge. On seeing that, Bobbie quickly moved towards his friend and in as much as he knew he could not be able to help David, he tried to motivate him. This was when he tried telling him that by midnight he would come with ropes and they would pull him out of the place. This showed how caring Bobbie was for his friend, and would do anything in order to make sure that his friend remains alive. David finally died after he lost a lot of blood, but he made it clear to Bobbie that it was not his fault that David was hurt. This consequently meant that Bobbie was doing all he could in order to limit the damage.

According to Anthony De Sa’s Kicking the Sky, friendship can increase the damage. This is majorly because of the type of friends that Anthony had. Anthony had friends who were thieves, in an area which was high dominated by sexually starved women (De, 54). This area was therefore not good at all particularly for young kids who had visited the area and they were free from their parents. Anthony’s friends made him to indulge in criminal activities in order to be able to survive the tough life in the city. This made his life worse as he was going against the law, and was therefore making his life unbearable. Therefore Anthony’s friends corrupted his behaviours, thus the friendship increased the damage.

Work Cited

Birney, Earle, and Jim Johnstone. The Essential Earle Birney. , 2014. Internet resource.

De, Sa A. Kicking the Sky: A Novel. , 2014. Print.

A Theme driven Story

A Reunion

George is only 21 years and he is struggling to recover from alcoholism. He looks around him and nothing seems to be in existence. He is excited that he is attending a high school reunion where he will meet his friends but the uncertainty of judgment is still evident.  Without a word he moves around the house and from the look on his face it is clear that he is struggling with thoughts.  He lies in his bed while pictures cover his hands.  He recalls those memories when he had full control of everything that happened and now he has none.  She is the only thing that he wishes to live to please and she is Shirley.  The thought of meeting her excites him more than the possibility of recovering from alcohol.  He does not want to place any blame on anyone but he accepts that his upbringing was not so favorable.  Hating will not do any good as his life is a mess that requires being corrected.  He gets a call from who tells him that they have to leave in an hour.  With this, he gets up and hurriedly gets in the shower.

It is past an hour when George leaves his homestead driving speedily to peak James.  James is not a so social being as compared to George his only excitement lies in ensuring his best friend’s wellbeing.   On their way, he asks George about how he feels about the reunion and George states that this is the only good thing that he feels.  ‘’What about Shirley? James asks doubting. ‘’That is a completely different thing you know,’’ George stated.  They are all keeping in mind that they have to peak her at the next stop and they decide to shift the story as George was already nervous.  The car is stopped and there is Shirley who is eagerly waiting to get to the party. With much excitement, she gets into the car and from her talks and expressions one can really tell that she is happy to be attending the party.  It is unfortunate that Shirley has no idea of the love that George feels for her. At the particular moment George is  very happy  that  Shirley is with him  but on  her edge, she is  happy that she will meet friends that she has not seen for several years.

Shirley and George have known each other since childhood. They live in the same neighborhood and attended the same schools but there has been nothing more between them than just friendship.  George is afraid that Shirley will not be interested in him with the background of alcoholism at his age.  They drive for a while without talking then finally Shirley who is well known to be a talker breaks the silence.  ‘’How is the recovering George? You have been gone for too long we have not even had a chance of catching up’’. ‘’You are okay?’’.  During this time when Shirley was talking George was thinking of what she thought of him rather than paying attention to the questions. After a long pulse George while hesitating replied that he was doing just fine. Shirley in a sympathetic way begins to tell George that he should not worry about anything because his health should always   be the priority.  James interrupts Shirley by making the statement that George should understand that he has friends who really cares for him.  George does not want any pity because this makes him feel guilty for betraying his wellbeing and life in general. With this in mind, he interrupts them and states that he will recover and life shall be good once more.  His stone is a clear indication that his inside is not so well which sends a message to both James and Shirley.  With a few kilometers remaining to get to the party’s location James decides to drive and asks George to sit beside Shirley and have a little catching up talk. George smiles and does not show any sign of resistance as he drives the car on the side and moves to the back seat where Shirley is sited.

After two or fewer kilometers drive, James drives into a nearby petrol station and asks his friends sited on the back if they needed to buy something at the supermarket.  Shirley states that some snacks would do since she felt hungry. George remained silent and followed them to the supermarket. None of the three picked alcohol and after taking a few items James pays and they head to the car.  Next to the location is a park and Shirley is excited and begins to describe the beauty of the particular park.  George seems frustrated by the few as he recalls the bad experience that he has in regard to the park. James understands this and tries to call on Shirley to get into the car but she runs towards a tunnel bordering the park and the station.

George’s drinking habit began in the particular park as him and some few friends used to spend time sitting on the tunnel’s concrete while enjoying a few drinks.   Through the association of the park, he lost the person he was and he no longer had life goals or friends. The only thing that he focused on was drinks and more drinks. At this point, he saw the woman that she loved getting into his not favorite place and there he gathered the courage and resisted the move stating that the place was not good for her.  This was the place where those that held no hope met and the fear of losing her was clear now.  George had promised to never get inside the park and so he talked to Shirley at a distance while James was trying to calm him as he knew how intense this would be for him.  Suddenly Shirley runs into the park through the tunnel and with much frustration and agony George decides to get her which is highly refuted by James. George overpowers James and runs into the park and runs towards Shirley who is by the time talking to a few people who are sited there enjoying some moments with drinks. Having gathered the strength he shouts the much that he loved Shirley in order to make her change her mind after which he falls unconscious.  Shirley hearing what George said turns back only to see him lying down helplessly.  James is trying to lift him up but he is not responding and   Shirley touches him all over promising to get out of the park. With a few attempts he gets up and they support him back to the car. James is happy as they head to the party as George had overcome his fear due to love and Shirley seems happy.

Summary

The story is a clear illustration of the theme of fear. This, therefore, reveals that fear can best be overcome through a tricky situation that which involves care or love. The protagonist n the story is able to overcome fear in the quest of saving his love based on his bad experience in the past.