We are ready to represent the best custom paper writing assistance that can cope with any task like How children learn about writing even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like How children learn about writing in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Evaluation and Essay
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My chosen genre for my piece of writing was a diary of my two week holiday in Corfu � Greece; I detailed my perceptions and experiences for each day throughout my vacation. The decision to create this form of written work was not reached easily. I was daunted by the fact that I was required to write a written piece of any genre without any specifications. I have never been the creative type and thus the notion of creating a fictional piece was out of the question. I tried to concentrate on what I knew about writing, but I had writer’s block, I was unable to conjure up any ideas. Throughout my academic career I have written many essays but the forum for my writing had always had a starting point � a question or idea at least. I made the decision that I needed to write about something of which I had experience of; Parker (1) argues that when one has some concrete notion or personal experience of a topic a written piece is more easily produced. I finally settled on the decision to produce a diary, I was able to mould, detail and express my own personal experiences through written language. Each evening on my holiday I settled down to recall my thoughts, feelings and events of the day; I was in a quiet place with no distractions. The time I dedicated to writing in my diary varied, eventful days resulted in more time being spent recounting what had happened whilst those days where little occurred could only result in a lesser input from my part.
The planning that I undertook to produce my diary did not take the conventional form that one uses to produce a written text such as a story, essay or persuasive argument, for example while I was aware of what the purpose of my writing was for, I did not consider other aspects in great detail such as audience or other features of form that other writers may employ. Planning on my part in this instance was that I observe � I observed the events of the day, other people and my own perceptions and feelings.
I had no particular audience in mind other than the teachers who would read this work and in a way I omitted some information so that it was suitable � something that I would not do if I had been writing a personal diary for no one else other than myself to reflect upon. I acknowledge that as a general rule diaries will remain as they are written, no editing, amending or adding additional information, however because this diary was to be read by an audience this rule did not apply. My diary was revised into a final copy where modifications had been made in places so that my experiences of the world (my holiday) could be made explicit in the minds of my audience.
The compositional aspects involved in writing my diary were somewhat different to those involved in writing a story, persuasive argument or an essay, for example my ideas were not acquired through secondary resources (books, internet, newspapers etc) nor were they a product of my imagination instead they were based on my first hand experiences and perceptions of the real world. My diary therefore was an entirely subjective, introspective product.
When writing my diary I did not consider organizational structure as such, I recounted my experiences of each day in some order (i.e. from when I awoke to when I went to sleep). It was easier to for me to articulate the events of each day in some chronological order as it gave me both a starting and finishing point, however entries of my thoughts and feelings were at times sporadic, thus creating a written piece that in places lacked firm structure.
Deciding what to say for me was relatively easy as I did not have to think up anything novel or creative, I simply had to say in the form of written language what had occurred each day. Knowing what to write had posed a great problem initially (as already noted), on deciding that I would write a diary I felt a great relief as I knew that I would always have something to recount. I found writing the diary uncomplicated as my word selection was informal, when writing the diary I found that I did not have to employ eloquent words, I was not writing to impress, I was simply writing for myself, keeping a record as it were of what had happened on my holiday and I how I felt. Although I have stated that I was writing the diary for my self, I did acknowledge that this piece of writing would have an audience therefore the level of explicitness that I included was more exaggerated and detailed than if I was writing solely for my self, I knew that this had to be done if my writing was going to be meaningful to my readers.
In all honesty when writing my diary I did not consider transcriptional aspects at all. If I was unsure how to spell a word or of punctuation and grammar I guessed, I often used abbreviations and though my handwriting was legible it was not my neatest. I feel that for the most part writers of diaries are more concerned with composition, the shaping and molding of words to represent their world over transcriptional aspects. The predominant reason that I paid little attention to transcription when writing my diary was that I knew that it would be word processed into a final copy, the computer would provide the appropriate facilities to rectify any spelling, grammatical or punctuation errors and it would be presented in a typed format thus ruling out the need for particularly neat handwriting.
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The craft of writing is perfected by understanding the many processes involved, before one can even begin to consider putting pen to paper and write it is necessary to know the purpose of the writing and the audience for which it is intended. Often it is the case that children do not consider who they are writing for, instead they simply see writing as an exercise that is to be marked as right or wrong by the teacher, they generally do not see it as a tool of communication, or a method of shaping thoughts and ideas (Keith Stellard; 188). It needs to be made clear to children that their writing can have a range of audiences and that they can write for a range of purposes, then writing may come to be viewed as a more enjoyable form of learning. In order to increase children’s awareness of the various audiences and purposes that their writing could have I would enable them to experience writing not only in a variety of ways but also outside of literacy hour; rather than just writing stories I would get them to write letters, menu’s for food technology, instructions for experiments in science, biography reports in history, whether reports in geography are just a few examples. I would then encourage the children to share their work with one another in pairs, small groups or to other year groups so that they could see that their own written work was not solely produced for the viewing of the teacher. Another advantage in making children consider the importance of audience is that they are more inclined to pay attention to the transcriptional features of their written work (Lorraine Dawes; 1).
Getting ideas for my piece of writing was difficult and I am not a novice writer, children are likely to have the same difficulty when wanting to create a piece of writing, therefore I would have to give them the opportunity to develop their ideas before they undertook the task of writing. This could be achieved in the shared writing component of the literacy hour; here I would show children how writing can be used for developing ideas. Activities such as mind mapping or brainstorming can be modeled and used as a way to generate ideas in a number of areas, i.e. on compositional aspects such as structure, tone, characters or on transcriptional aspects such as spelling, grammar and punctuation.
After writing my diary in draft, I was required to make a number of modifications to make it presentable, it had to be redrafted, proofread and checked for any transcriptional errors, to enable children to become fluent writers this is something that I would have to teach them. The ‘process writing approach’ developed in the 80’s argues that the process of writing is more important than the finished product, that composition is more important than transcription and that the teacher should strategically intervene in the process of writing rather than making judgments of the end product (Rebecca Bunting 18). Donald Graves an advocate of this approach details in his 18 book ‘Writing teachers and children at work’ how children should be given the opportunity to engage in prewriting activities such as brainstorming ideas, drafting, editing, proofreading etc. He also argues that children should be given the freedom to choose their own topics for writing, be enabled to reflect upon their work and be given the opportunity to share and collaborate on their work with their peers and teachers. Both the National Curriculum and the National Literacy Strategy emphasize the role that the teacher should play in teaching children the processes involved in writing. However as Lorraine Dawes (1) points out this could pose a problem as there is simply not enough time in the literacy hour to cover all of this. While some aspects of the writing process can be addressed in the literacy hour efforts have to be made to form cross curricular links and time needs to be made for extended writing in the timetable. The process of writing can not be taught in one literacy hour; therefore I would spend time developing children’s writing in any given topic over an extended period. For example on any given project one lesson may be spent on generating ideas for a piece of writing, another to produce a draft, another to editing and redrafting and finally one to producing a final piece of work, this approach would therefore not only produce a final piece of work but it would also teach children that writing is a process with many elements.
I paid little attention to the transcriptional aspects of my diary because I knew that eventually it would be word processed, however I do acknowledge that this is an important skill that children need to learn. The teaching of transcription skills within the literacy hour is important for now I will only focus upon spelling. Children have different learning styles therefore it would be important that I give my students the opportunity to practice a variety of techniques. Within the word level work component of the literacy hour I could use any of the following to teach spelling, techniques to develop kinesthetic memory, visual memory or auditory representations. The first approach would encourage the children to internalize words by repeatedly practicing writing them, for example they could use their index finger to practice writing a word on any surface, essentially the “hands get in the habit of writing certain patterns” (Medwell & Wray; 001), an advantage to this approach is that children could then take their spelling away and practice them at home alone or with their family, however Bearnes (18) notes there are drawbacks to this approach, the main one being that the child may see it as a form of punishment. S. Thompson (10) advocates the use of visual imagery in helping children learn to spell, here children learn to hold images of the letters or components of a word, though this can be difficult for some children. If neither of the above is successful then children could use auditory representations, for example children could be taught to pronounce any given word as it looks (Bearnes 18), the main drawback of this is that children may become confused and think that this is how the word is really pronounced.
The potential for the use of ICT in English is great; there are a number of word processing programs which children can use to produce written work as long as the facilities are available. Most schools now have computer suites or at least access to one computer in the classroom. I would encourage the use of computers as they have great potential for children learning to write, firstly it allows them to attend to transcriptional aspects of their work much easier as there are spellchecker, grammar and punctuation facilities. It also allows for children to partake in what Graves (18) calls prewriting activities, allowing children access to ICT facilities to produce written work enables them to use word processing to draft their work, it enables them to learn how to manipulate tools such as cut and paste, and highlights that writing is a process with many stages. In addition to this packages such as desk top publishing will allow children to turn their written work into books, pamphlets, newspapers etc, thus creating a professional look to their work. If children are given the opportunity to use ICT not only in English but across the curriculum for written work I am sure that they will see it as a more enjoyable form of learning.
Bibliography
Bearne, E. (18) Making Progress in English. Routledge.
Cole, M and Cole, S. (16) The Development of Children Third Edition. W.H.Freema and Company New York.
Dawes, L. (1) Writing. The Primary English Magazine.
Goodwin, P. (1) The Literate Classroom. David Fulton Publishers Ltd.
Graham, J and Kelly, A. (188) Writing Under Control teaching writing in the primary school. David Fulton Publishers Ltd.
Medwell, J and Wray, D. (001) Primary English teaching theory and practice. Learning Matters Ltd.
Paerker, S. (1) The Craft of Writing. Paul Chapman Publishing Ltd.
Smith, P and Cowie, H. (11) Understanding Children’s Development Second Edition. Blackwell Publishers Ltd.
Wray, D. and Lewis, M. (17) Extending Literacy Children reading and writing non-fiction. Routledge.
Mind that the sample papers like How children learn about writing presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Friday, May 3, 2013
Thursday, May 2, 2013
immigration
We are ready to represent the best custom paper writing assistance that can cope with any task like immigration even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like immigration in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
People migrate from different parts of the world to America to start a better life. But they do not estimate the hardships that they will go through to get settled in a foreign land. In the novel My Antonia, Willa Cather portrays all the hardships the immigrants have to go through.
One of the known difficulties is the communication barrier. Willa Cather shows this particular barrier in the Shimerdas family, they do not know English very well or at all, so they have many problems communicating. They cant any of them speak English, except one little girl, and all she can say is We go Black Hawk, Nebraska (Page 6). There is only one person in their whole family that knows a few words of English, but she is not fluent at all. They do not have a social life with anyone in the country besides each other because of this immense barrier. Furthermore locals are scared of the foreigners because they think that they are not pure. Jake nodded at me approvingly and said you were likely to get disease from foreigners (Page 6). Many people discriminate against foreigners because they think that they might be contagious.
Furthermore, immigrants do not know the market value of the property or the merchandise they buy. “The Bohemian family, grandmother told me as we drove along, had bought the homestead of a fellow countryman, Peter Krajiek, and had paid him more than it was worth. Their agreement with him was made before they left the old country, through a cousin of his, who was also a relative of Mrs. Shimerda. The Shimerdas were the first bohemian family to come to this part of the country. Krajiek was their only interpreter, and could tell them anything he chose.” (Page. 15-16.) The immigrants were fooled and got taken advantage of, due to the lack of knowledge of the market value. The Farmhouse is not in a condition where someone can live. They trusted a person because that was the only far relative they had in a new country, they believed whatever he told them. They did not have enough money left after buying an over priced property. They did not have any way to verify the value of the property since the agreement was made before they even moved to America. They could not take any advice from anyone else due to the barrier of communication.
Furthermore, the Shimerdas are not ready for the winter, Mr. Shimerda was a craftsman in his old country, and he does not know how to farm and how to prepare for the winter. “Mrs. Shimerda opened the door before we knocked and seized grandmother’s hand. She did not say “how do!” as usual, but at once began to cry, talking very fast in her own language, pointing to her feet which were tied up in rags … Mrs. Shimerda snatched off the covers of two barrels behind the door, and made us look into them. In one there were some potatoes that had been frozen and were rotting, in the other was a little pile of flour.” (Page. 48-4) The immigrants did not have proper clothing to protect them from the harsh winter weather. They did not have enough food, and what they did have was rotting away. This also shows the lack of communication when Mrs. Shimerda talks fast in her language. She was really depressed and did not know what to do, so all she could do was to cry.
Furthermore, the immigrants go through more hard times when they find the man of the house dead. “Old Mr. Shimerda is dead, and his family are in great distress. Ambrosch came over here in the middle of the night, and Jake and Otto went back with him.” (Page. 6.) Mr. Shimerda committed suicide because he was in great depression. He did not know what to do; his life was going downhill since he moved to the new country. He was trying to get attention of the neighbors, so they can help is family. In addition, the Shimerdas lost a family member after migrating to a new country. This was a mental hardship they had to go through and will for the rest of their lives. “I wish my papa live to see this summer. I wish no winter ever come again, … if I live here, like you, that is different. Things will be easy for you. But they will be hard for us.” (Page. 0.) Antonia is really sad and misses her dad. She realizes that she has to go through the hardships because she is an immigrant. She wishes that her father was still alive after the harsh winter and was alive to see the beautiful summer.
In conclusion, immigrants have to go through many obstacles and hardships in their lives when they move to a different country. Some of these hardships are mental, and others are physical. Even though they have to face all these obstacles, most of the time they are successful.
Mind that the sample papers like immigration presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
People migrate from different parts of the world to America to start a better life. But they do not estimate the hardships that they will go through to get settled in a foreign land. In the novel My Antonia, Willa Cather portrays all the hardships the immigrants have to go through.
One of the known difficulties is the communication barrier. Willa Cather shows this particular barrier in the Shimerdas family, they do not know English very well or at all, so they have many problems communicating. They cant any of them speak English, except one little girl, and all she can say is We go Black Hawk, Nebraska (Page 6). There is only one person in their whole family that knows a few words of English, but she is not fluent at all. They do not have a social life with anyone in the country besides each other because of this immense barrier. Furthermore locals are scared of the foreigners because they think that they are not pure. Jake nodded at me approvingly and said you were likely to get disease from foreigners (Page 6). Many people discriminate against foreigners because they think that they might be contagious.
Furthermore, immigrants do not know the market value of the property or the merchandise they buy. “The Bohemian family, grandmother told me as we drove along, had bought the homestead of a fellow countryman, Peter Krajiek, and had paid him more than it was worth. Their agreement with him was made before they left the old country, through a cousin of his, who was also a relative of Mrs. Shimerda. The Shimerdas were the first bohemian family to come to this part of the country. Krajiek was their only interpreter, and could tell them anything he chose.” (Page. 15-16.) The immigrants were fooled and got taken advantage of, due to the lack of knowledge of the market value. The Farmhouse is not in a condition where someone can live. They trusted a person because that was the only far relative they had in a new country, they believed whatever he told them. They did not have enough money left after buying an over priced property. They did not have any way to verify the value of the property since the agreement was made before they even moved to America. They could not take any advice from anyone else due to the barrier of communication.
Furthermore, the Shimerdas are not ready for the winter, Mr. Shimerda was a craftsman in his old country, and he does not know how to farm and how to prepare for the winter. “Mrs. Shimerda opened the door before we knocked and seized grandmother’s hand. She did not say “how do!” as usual, but at once began to cry, talking very fast in her own language, pointing to her feet which were tied up in rags … Mrs. Shimerda snatched off the covers of two barrels behind the door, and made us look into them. In one there were some potatoes that had been frozen and were rotting, in the other was a little pile of flour.” (Page. 48-4) The immigrants did not have proper clothing to protect them from the harsh winter weather. They did not have enough food, and what they did have was rotting away. This also shows the lack of communication when Mrs. Shimerda talks fast in her language. She was really depressed and did not know what to do, so all she could do was to cry.
Furthermore, the immigrants go through more hard times when they find the man of the house dead. “Old Mr. Shimerda is dead, and his family are in great distress. Ambrosch came over here in the middle of the night, and Jake and Otto went back with him.” (Page. 6.) Mr. Shimerda committed suicide because he was in great depression. He did not know what to do; his life was going downhill since he moved to the new country. He was trying to get attention of the neighbors, so they can help is family. In addition, the Shimerdas lost a family member after migrating to a new country. This was a mental hardship they had to go through and will for the rest of their lives. “I wish my papa live to see this summer. I wish no winter ever come again, … if I live here, like you, that is different. Things will be easy for you. But they will be hard for us.” (Page. 0.) Antonia is really sad and misses her dad. She realizes that she has to go through the hardships because she is an immigrant. She wishes that her father was still alive after the harsh winter and was alive to see the beautiful summer.
In conclusion, immigrants have to go through many obstacles and hardships in their lives when they move to a different country. Some of these hardships are mental, and others are physical. Even though they have to face all these obstacles, most of the time they are successful.
Mind that the sample papers like immigration presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Monday, April 15, 2013
"Who's irish" by Gish Jen
We are ready to represent the best custom paper writing assistance that can cope with any task like "Who's irish" by Gish Jen even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like "Who's irish" by Gish Jen in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Short Story ¡°Who¡¯s Irish¡± by Gish Jen
Plain Boiled Love
¡°Who¡¯s Irish¡± is told in the point of view of a 68-year-old Chinese immigrant. Her story is mainly about her relationship with her Son in law¡¯s family who are Irish. While reading this story I could tell that there were going to be many grammatical errors. Just after the second sentence there is a grammatical error,¡± I am work hard all my life¡±. I thought it was a typo but as I read further into the story I understood that grammatical errors were being used to define the narrator¡¯s character and personality. This was a very smart and clever move on the author¡¯s part, as I read the story I could literally hear the voice of the narrator (since I have heard many Asian immigrants talk this way). The narrator is very wise since she has seen the circle of life and has experienced living in two different countries. She has an open-minded approach to race and understands the difference between cultures. I also admire her for her strong backbone.
When the narrator escaped from China, she and her husband opened up a Chinese restaurant. The narrator cites, ¡°when I come to this country I have no money and do not speak English. But my husband and I own restaurant before he die¡±. The narrators Daughter Natalie, is married to an Irish man named John Shea. John seems slightly pessimistic about his life. He says,¡± I am an old man in a young man¡¯s game¡±. In the story he switches from being unemployed to working as an Insurance salesman to losing his job. Even though he can¡¯t keep a job he still seems to be a good husband. The narrator wonders why he is so depressed, as for physical features she considers him as ¡°a good looking boy¡±. She accepts the fact that her beautiful daughter is married to an Irish man. She states,¡± I was never against the marriage you know, she say. I never thought John was marrying down. I always thought Nattie was as good as white¡±.
Nattie and John have a three-year-old daughter named Sophie. Much of the story revolves around this character. The conflict between the narrator and Sophie is that Sophie is wild and has a tendency to take her clothes off, especially in public. The narrator associates most of Sophie¡¯s negative qualities to her Irish side. She states, ¡°All my Chinese friends have babies, I never saw one of them act wild like that.¡± The narrator baby-sits Sophie six hours a day while Natalie is at work and while John is doing his ¡°manly¡± routine. Before she began baby-sitting, a girl named Amy, who the narrator refers to as ¡°Crazy Amy¡±, use to baby sit Sophie. She blames Amy for Sophie¡¯s bad habits. She states,¡± This Amy think Sophie should love her body. So when Sophie take off her diaper, Amy laugh. When Sophie run around naked, Amy say she wouldn¡¯t want to wear a diaper either.¡±
Sophie¡¯s playground best friend is a four-year-old boy ¡°who wears army clothes everyday and likes to ambush his mommy. He is the one who dug a big hole under the play structure, a foxhole he call it¡±, cites the narrator. One day Sophie decides to hide in the foxhole and throws sand at her grandma. Since the narrator is old she cannot crawl underneath the structure to catch Sophie. She waits for her to stop hiding. She waits for a long time until it gets dark. She loses her patience and decides to use a stick to get her out. She states, ¡°I try to use a stick, chase her out of there, and once or twice I hit her, but she does not come out. So finally I leave.¡± The narrator comes back to the playground around dinnertime to check up on Sophie, she takes the stick and pokes repeatedly. While she is poking John and her daughter appear, Natalie screams, ¡°put down the stick¡±. John rescues Sophie from the foxhole and says, ¡°she fell asleep¡±. Sophie has bruises all over her skin from the stick. From this occasion she loses her position as Sophie¡¯s babysitter. Since she is no longer babysitting Sophie she has no business living at her daughter¡¯s house. She looks for an apartment with her daughter but decides to live with Bess instead.
Bess is John¡¯s mother. She has four sons who are all unemployed (including John). Before she got sick she was ¡°an executive secretary at a big company¡±. ¡°Now she is a nice women with a clean house¡±, cites the narrator. Bess offers the narrator a place to stay at her house because ¡°she likes to have some female company¡±. Bess very much enjoys the narrators company. The story cites, ¡°the Shea sons hang around all the time asking when will I go home, but Bess tell them, get lost. She¡¯s a permanent resident, say Bess. She isn¡¯t going anywhere.¡± This shows the significance of the relation between Bess and the narrator. The narrator according to Bess is now an honorary Irish. The narrator states,¡± ¡°Me! Who¡¯s Irish? I say, and she laugh.¡± This part of the story touched me because the bond between Bess and the narrator is so strong. They have overlooked each others race and have came to embrace their differences.
I enjoyed every minute of this story. I was interested in what the narrator had to say because she was such an interesting character. Her words are wise and well thought out. She also has a good sense of humor, a funny of the story was when she describes John by stating, ¡°Plain boiled food, plain boiled thinking. Even his name is plain boiled¡±. It¡¯s also funny when she tells her daughter about words such as ¡°supportive¡± or ¡°creative¡± that don¡¯t exist in the Chinese language or how she describes the brownness of her grand daughter. I don¡¯t know who the narrator is supposed to be or whether she exist (or existed) in real life but in either case Jen did an excellent job at portraying a 68-year-old Asian lady.
At the end of the story the narrator describes her relationship with Bess. Bess is a humble person. She gets satisfaction from the little thing in life such as watching birds eat from her bird feeder and watching bloopers. It is very generous of her to accept Natalie¡¯s mother into her house so warmly. They give each other company as well as comfort. They are very similar even though they come from completely different backgrounds. Bess considers Natalie¡¯s mom an honorary Irish. They have in a way become family.
Mind that the sample papers like "Who's irish" by Gish Jen presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Short Story ¡°Who¡¯s Irish¡± by Gish Jen
Plain Boiled Love
¡°Who¡¯s Irish¡± is told in the point of view of a 68-year-old Chinese immigrant. Her story is mainly about her relationship with her Son in law¡¯s family who are Irish. While reading this story I could tell that there were going to be many grammatical errors. Just after the second sentence there is a grammatical error,¡± I am work hard all my life¡±. I thought it was a typo but as I read further into the story I understood that grammatical errors were being used to define the narrator¡¯s character and personality. This was a very smart and clever move on the author¡¯s part, as I read the story I could literally hear the voice of the narrator (since I have heard many Asian immigrants talk this way). The narrator is very wise since she has seen the circle of life and has experienced living in two different countries. She has an open-minded approach to race and understands the difference between cultures. I also admire her for her strong backbone.
When the narrator escaped from China, she and her husband opened up a Chinese restaurant. The narrator cites, ¡°when I come to this country I have no money and do not speak English. But my husband and I own restaurant before he die¡±. The narrators Daughter Natalie, is married to an Irish man named John Shea. John seems slightly pessimistic about his life. He says,¡± I am an old man in a young man¡¯s game¡±. In the story he switches from being unemployed to working as an Insurance salesman to losing his job. Even though he can¡¯t keep a job he still seems to be a good husband. The narrator wonders why he is so depressed, as for physical features she considers him as ¡°a good looking boy¡±. She accepts the fact that her beautiful daughter is married to an Irish man. She states,¡± I was never against the marriage you know, she say. I never thought John was marrying down. I always thought Nattie was as good as white¡±.
Nattie and John have a three-year-old daughter named Sophie. Much of the story revolves around this character. The conflict between the narrator and Sophie is that Sophie is wild and has a tendency to take her clothes off, especially in public. The narrator associates most of Sophie¡¯s negative qualities to her Irish side. She states, ¡°All my Chinese friends have babies, I never saw one of them act wild like that.¡± The narrator baby-sits Sophie six hours a day while Natalie is at work and while John is doing his ¡°manly¡± routine. Before she began baby-sitting, a girl named Amy, who the narrator refers to as ¡°Crazy Amy¡±, use to baby sit Sophie. She blames Amy for Sophie¡¯s bad habits. She states,¡± This Amy think Sophie should love her body. So when Sophie take off her diaper, Amy laugh. When Sophie run around naked, Amy say she wouldn¡¯t want to wear a diaper either.¡±
Sophie¡¯s playground best friend is a four-year-old boy ¡°who wears army clothes everyday and likes to ambush his mommy. He is the one who dug a big hole under the play structure, a foxhole he call it¡±, cites the narrator. One day Sophie decides to hide in the foxhole and throws sand at her grandma. Since the narrator is old she cannot crawl underneath the structure to catch Sophie. She waits for her to stop hiding. She waits for a long time until it gets dark. She loses her patience and decides to use a stick to get her out. She states, ¡°I try to use a stick, chase her out of there, and once or twice I hit her, but she does not come out. So finally I leave.¡± The narrator comes back to the playground around dinnertime to check up on Sophie, she takes the stick and pokes repeatedly. While she is poking John and her daughter appear, Natalie screams, ¡°put down the stick¡±. John rescues Sophie from the foxhole and says, ¡°she fell asleep¡±. Sophie has bruises all over her skin from the stick. From this occasion she loses her position as Sophie¡¯s babysitter. Since she is no longer babysitting Sophie she has no business living at her daughter¡¯s house. She looks for an apartment with her daughter but decides to live with Bess instead.
Bess is John¡¯s mother. She has four sons who are all unemployed (including John). Before she got sick she was ¡°an executive secretary at a big company¡±. ¡°Now she is a nice women with a clean house¡±, cites the narrator. Bess offers the narrator a place to stay at her house because ¡°she likes to have some female company¡±. Bess very much enjoys the narrators company. The story cites, ¡°the Shea sons hang around all the time asking when will I go home, but Bess tell them, get lost. She¡¯s a permanent resident, say Bess. She isn¡¯t going anywhere.¡± This shows the significance of the relation between Bess and the narrator. The narrator according to Bess is now an honorary Irish. The narrator states,¡± ¡°Me! Who¡¯s Irish? I say, and she laugh.¡± This part of the story touched me because the bond between Bess and the narrator is so strong. They have overlooked each others race and have came to embrace their differences.
I enjoyed every minute of this story. I was interested in what the narrator had to say because she was such an interesting character. Her words are wise and well thought out. She also has a good sense of humor, a funny of the story was when she describes John by stating, ¡°Plain boiled food, plain boiled thinking. Even his name is plain boiled¡±. It¡¯s also funny when she tells her daughter about words such as ¡°supportive¡± or ¡°creative¡± that don¡¯t exist in the Chinese language or how she describes the brownness of her grand daughter. I don¡¯t know who the narrator is supposed to be or whether she exist (or existed) in real life but in either case Jen did an excellent job at portraying a 68-year-old Asian lady.
At the end of the story the narrator describes her relationship with Bess. Bess is a humble person. She gets satisfaction from the little thing in life such as watching birds eat from her bird feeder and watching bloopers. It is very generous of her to accept Natalie¡¯s mother into her house so warmly. They give each other company as well as comfort. They are very similar even though they come from completely different backgrounds. Bess considers Natalie¡¯s mom an honorary Irish. They have in a way become family.
Mind that the sample papers like "Who's irish" by Gish Jen presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Thursday, April 11, 2013
Banned Books
We are ready to represent the best custom paper writing assistance that can cope with any task like Banned Books even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Banned Books in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
The burden of proof about not censoring Fahrenheit 451 was simple to accomplish. The novel helps foreshadow a society that nobody would ever want. From reading its contents, censors might not want to challenge other books. Also, the censoring of this book goes against intellectual freedom.
First, this book foreshadowing a society with books being banned. The people of this foreshadowed society from the book do not even know how to think, let alone make intellectual decisions. The government prohibits the books because people wanted the books banned; starting with books like Fahrenheit 451 which detail life like it could be. All the book does is displays the consequence of banning books.
Second, the content of Fahrenheit 451 helps to limit censors. From learning about book banning consequences, people will second-guess their eligibility to challenge books. People can also see how banning books restricts others from learning and even thinking. Hopefully they thoroughly reconsider their choices of challenging books.
Finally, censoring the book is against intellectual freedom. Intellectual freedom is the right of every individual to both seek and receive information from all points of view without restrictions and it’s the basis of our democratic system. We expect our people to be self-governors, but to do so, they must be well informed in all aspects. Intellectual freedom allows people to hold, receive, and disseminate ideas. If we censor this book, first amendment freedoms are in danger because the government is controlling thoughts.
In conclusion, Fahrenheit 451 should not be banned. The novel helps foreshadow a banned book society, prevents other books from being censored, and banning it objects to intellectual freedom. The right to think is the beginning of freedom, and books must be protected by society because books, are the beginning of thought.
Fahrenheit 451
Mind that the sample papers like Banned Books presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
The burden of proof about not censoring Fahrenheit 451 was simple to accomplish. The novel helps foreshadow a society that nobody would ever want. From reading its contents, censors might not want to challenge other books. Also, the censoring of this book goes against intellectual freedom.
First, this book foreshadowing a society with books being banned. The people of this foreshadowed society from the book do not even know how to think, let alone make intellectual decisions. The government prohibits the books because people wanted the books banned; starting with books like Fahrenheit 451 which detail life like it could be. All the book does is displays the consequence of banning books.
Second, the content of Fahrenheit 451 helps to limit censors. From learning about book banning consequences, people will second-guess their eligibility to challenge books. People can also see how banning books restricts others from learning and even thinking. Hopefully they thoroughly reconsider their choices of challenging books.
Finally, censoring the book is against intellectual freedom. Intellectual freedom is the right of every individual to both seek and receive information from all points of view without restrictions and it’s the basis of our democratic system. We expect our people to be self-governors, but to do so, they must be well informed in all aspects. Intellectual freedom allows people to hold, receive, and disseminate ideas. If we censor this book, first amendment freedoms are in danger because the government is controlling thoughts.
In conclusion, Fahrenheit 451 should not be banned. The novel helps foreshadow a banned book society, prevents other books from being censored, and banning it objects to intellectual freedom. The right to think is the beginning of freedom, and books must be protected by society because books, are the beginning of thought.
Fahrenheit 451
Mind that the sample papers like Banned Books presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Sunday, March 24, 2013
Humour vs Terror in the Guild Plays
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When confronted with a storyline containing a serious moral, what is the best way to capture and maintain an audience? All you need to do is embed a little comedy within the terror and you have got it made. The authors of the guild plays knew and demonstrated this best. Contained within the episodes are the perfect ensemble of terror and comical wit. The guild (or Corpus Christi ) plays were sombre lessons from the bible that were performed during festivals for the everyday people. Some are still performed to this day. It is this combination of fear and laughter that make these stories appealing to its audience even after hundreds of years. It is through the change in emotion that the audience maintains its enjoyment for they know not what to expect. The example to be used, N-Town’s The Woman taken in Adultery exhibits this quality with ease.
The juggling back-and-forth between evoking terror and then laughter is successful from the beginning of The Woman taken in Adultery right up to its conclusion. It is noticeable soon into the episode with the introduction of the Scribe, Pharisee, and the Accusator. Terror is first created through their plot to shame Jesus by “false accusation” (58). This causes the audience to worry for the safety of Jesus and their attentions become drawn into the progress of the performance. Without this major design, The Woman taken in Adultery would claim little interest, and yet with too much seriousness, it would result in depressing the audience.
The comical element shines through when the cowardice of the Scribe and Pharisee is brought to air. “We’ll be close behind” (118). This is followed quickly with the fleeing of the half-dressed young man, which is immediately comical. Yet this humour is short-lived when terror makes a re-entrance with the young man’s threats to the audience. “If any one stops me tonight / I’ll give them such a deadly wound! ” (17-18). Then all events turn comical again when the young man also learns of their cowardice. “I was really afraid of those three louts. / To tell you the truth / I rushed away at such a rate / I haven’t tied my pants up yet” (17-140). This constant change in mood keeps the audience focused because they aren’t given the option of dullness.
The Woman taken in Adultery and the other guild plays use this criss-crossing of the two genres to create an entertaining atmosphere for all their spectators. It is almost tongue-in-cheek humour because the underlying plot is of such a serious nature that one wonders “should they be laughing?” The humour, while tongue-in-cheek, also displays elements of farce. Such as when the young man demonstrates that his pants are down when it is already clear to see. This comedy is so appealing to the audience that instead of taking away from the value of the biblical story it in fact infuses it with everyday relevance.
The language used throughout the episode most probably was considered to be serious in context, and yet in today’s society, one cannot help but laugh at the words thrown at the woman. The three men refer to her as “slut”, “trollop”(145), “strumpet”, “stinking bitch-rag”(147), and a “stinking whore”(160). This string of insults is so concentrated with obscenity that you laugh simply from being over-whelmed. Though in all truth, there are likely people, who, after having read these passages found themselves offended. The more farcical comedy would be much better suited to their tastes. The point here is simply that there are different forms of humour within The Woman taken in Adultery. You’ll either find all of them funny, or some of them funny; but you will find something funny.
The terror originating from the plot of The Woman taken in Adultery carries its message from the bible. The seriousness being, that one must “repent”(1) and “ask for mercy”(10) before they will “forgiven”(4) and “inherit heaven”(). The tone of Jesus’ teachings rings clear from the first line of the episode to its last. The audience would watch this performance and take away the lesson it portrayed.
Through this examination of The Woman taken in Adultery it is apparent that the mix of terror and comedy had a very entertaining effect on the audience. They were able to laugh while at the same time learn a valuable lesson. Their fear would be alleviated by laughter, and then their laughter replaced with feelings of suspense and dread. This cycle would continue throughout the episode so that the emotions of the audience would not have a chance to settle until the closing words. After which, they could reflect on what they had just seen, consider its moral, and remember the humour.
Mind that the sample papers like Humour vs Terror in the Guild Plays presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
When confronted with a storyline containing a serious moral, what is the best way to capture and maintain an audience? All you need to do is embed a little comedy within the terror and you have got it made. The authors of the guild plays knew and demonstrated this best. Contained within the episodes are the perfect ensemble of terror and comical wit. The guild (or Corpus Christi ) plays were sombre lessons from the bible that were performed during festivals for the everyday people. Some are still performed to this day. It is this combination of fear and laughter that make these stories appealing to its audience even after hundreds of years. It is through the change in emotion that the audience maintains its enjoyment for they know not what to expect. The example to be used, N-Town’s The Woman taken in Adultery exhibits this quality with ease.
The juggling back-and-forth between evoking terror and then laughter is successful from the beginning of The Woman taken in Adultery right up to its conclusion. It is noticeable soon into the episode with the introduction of the Scribe, Pharisee, and the Accusator. Terror is first created through their plot to shame Jesus by “false accusation” (58). This causes the audience to worry for the safety of Jesus and their attentions become drawn into the progress of the performance. Without this major design, The Woman taken in Adultery would claim little interest, and yet with too much seriousness, it would result in depressing the audience.
The comical element shines through when the cowardice of the Scribe and Pharisee is brought to air. “We’ll be close behind” (118). This is followed quickly with the fleeing of the half-dressed young man, which is immediately comical. Yet this humour is short-lived when terror makes a re-entrance with the young man’s threats to the audience. “If any one stops me tonight / I’ll give them such a deadly wound! ” (17-18). Then all events turn comical again when the young man also learns of their cowardice. “I was really afraid of those three louts. / To tell you the truth / I rushed away at such a rate / I haven’t tied my pants up yet” (17-140). This constant change in mood keeps the audience focused because they aren’t given the option of dullness.
The Woman taken in Adultery and the other guild plays use this criss-crossing of the two genres to create an entertaining atmosphere for all their spectators. It is almost tongue-in-cheek humour because the underlying plot is of such a serious nature that one wonders “should they be laughing?” The humour, while tongue-in-cheek, also displays elements of farce. Such as when the young man demonstrates that his pants are down when it is already clear to see. This comedy is so appealing to the audience that instead of taking away from the value of the biblical story it in fact infuses it with everyday relevance.
The language used throughout the episode most probably was considered to be serious in context, and yet in today’s society, one cannot help but laugh at the words thrown at the woman. The three men refer to her as “slut”, “trollop”(145), “strumpet”, “stinking bitch-rag”(147), and a “stinking whore”(160). This string of insults is so concentrated with obscenity that you laugh simply from being over-whelmed. Though in all truth, there are likely people, who, after having read these passages found themselves offended. The more farcical comedy would be much better suited to their tastes. The point here is simply that there are different forms of humour within The Woman taken in Adultery. You’ll either find all of them funny, or some of them funny; but you will find something funny.
The terror originating from the plot of The Woman taken in Adultery carries its message from the bible. The seriousness being, that one must “repent”(1) and “ask for mercy”(10) before they will “forgiven”(4) and “inherit heaven”(). The tone of Jesus’ teachings rings clear from the first line of the episode to its last. The audience would watch this performance and take away the lesson it portrayed.
Through this examination of The Woman taken in Adultery it is apparent that the mix of terror and comedy had a very entertaining effect on the audience. They were able to laugh while at the same time learn a valuable lesson. Their fear would be alleviated by laughter, and then their laughter replaced with feelings of suspense and dread. This cycle would continue throughout the episode so that the emotions of the audience would not have a chance to settle until the closing words. After which, they could reflect on what they had just seen, consider its moral, and remember the humour.
Mind that the sample papers like Humour vs Terror in the Guild Plays presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Wednesday, March 20, 2013
hoarding
We are ready to represent the best custom paper writing assistance that can cope with any task like hoarding even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like hoarding in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Hoarding is often a specific symptom of Obsessive �compulsive disorder (OCD) in which the hoarder keeps large amounts of what is considered worthless or useless. The definition of hoarding according to Dr. Randy Frost, a psychiatrist from Smith College and a devoted doctor working to create a method known as cognitive behavioral therapy, is as follows “(1) the acquisition of, and failure to discard, a large number of possessions that appear to be of useless or of limited value; () living spaces sufficiently cluttered so as to preclude activities for which those spaces were designed; and () significant distress or impairment in functioning caused by the hoarding”(abcnews). Hoarding isn’t solely linked to OCD, it has also been found independently. But Hoarding Symptoms are found in 18% to 4% of OCD patients.
There isn’t a specific age category of Hoarders; it can affect kids, adults as well as the elderly. But a great deal of research is needed to understand this illness better to actually see how many people this affects.
For those who hoard, a vicious circle is created in which they become trapped. The mess they create becomes so overwhelming that they suffer from it. Socially, they no longer engage with people at their home, because of their unclean home. Of course, Hoarding like any other illness, exists in different degrees. A person suffering with this feels a great deal of shame and this shame eventually will turn into isolation. Hiding their behavior seems to be the only solution to them, so they block out the outside world from their inside world.
A wide range of things can be hoarded, because the personal value is the bases for the hoarding. The items usually found are papers, magazines, bills, books and so on… Other items are commonly found such as tons of clothes, rubber bands, paper clips, used envelopes, empty lighters, medicine bottles, empty cigarette packs, broken appliances, empty food containers, garbage, and so on…
Treatment for Hoarding is a difficult task because they are lacking so much information about it; they don’t know exactly how to treat the patients. Also many Hoarders seem unwilling to seek treatment. But some doctors have started to develop therapy programs and have discovered that Hoarders can get better with time and effort. Dr. Frost and colleagues use a method called cognitive behavioral therapy. The patient practices physically throwing things away, as well as group sessions to discuss their secret shame. At first they show them how to put things into a box and clear a portion of a room then, gradually they can begin to throw away a few things they deem unnecessary. This approach takes a great deal of time and patience. Sometimes along with the behavioral therapy, doctors will prescribe a medication to treat OCD-symptoms but it seems to be less effective for treating hoarding. One time estimate was as little as one year and as much as two or more years. While it is true not everyone is cured, progress is being made to produce new treatments.
Hoarders are people with a “…real psychiatric condition that affects less than 1% of the population”(cme). They are not just lazy people or a clutterers, their obsession causes serious distress and discomfort and limits their ability to move freely in their own home. To fully understand a Hoarder, doctors will have to do a great deal more of case studies and research other possible treatments.
Mind that the sample papers like hoarding presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Hoarding is often a specific symptom of Obsessive �compulsive disorder (OCD) in which the hoarder keeps large amounts of what is considered worthless or useless. The definition of hoarding according to Dr. Randy Frost, a psychiatrist from Smith College and a devoted doctor working to create a method known as cognitive behavioral therapy, is as follows “(1) the acquisition of, and failure to discard, a large number of possessions that appear to be of useless or of limited value; () living spaces sufficiently cluttered so as to preclude activities for which those spaces were designed; and () significant distress or impairment in functioning caused by the hoarding”(abcnews). Hoarding isn’t solely linked to OCD, it has also been found independently. But Hoarding Symptoms are found in 18% to 4% of OCD patients.
There isn’t a specific age category of Hoarders; it can affect kids, adults as well as the elderly. But a great deal of research is needed to understand this illness better to actually see how many people this affects.
For those who hoard, a vicious circle is created in which they become trapped. The mess they create becomes so overwhelming that they suffer from it. Socially, they no longer engage with people at their home, because of their unclean home. Of course, Hoarding like any other illness, exists in different degrees. A person suffering with this feels a great deal of shame and this shame eventually will turn into isolation. Hiding their behavior seems to be the only solution to them, so they block out the outside world from their inside world.
A wide range of things can be hoarded, because the personal value is the bases for the hoarding. The items usually found are papers, magazines, bills, books and so on… Other items are commonly found such as tons of clothes, rubber bands, paper clips, used envelopes, empty lighters, medicine bottles, empty cigarette packs, broken appliances, empty food containers, garbage, and so on…
Treatment for Hoarding is a difficult task because they are lacking so much information about it; they don’t know exactly how to treat the patients. Also many Hoarders seem unwilling to seek treatment. But some doctors have started to develop therapy programs and have discovered that Hoarders can get better with time and effort. Dr. Frost and colleagues use a method called cognitive behavioral therapy. The patient practices physically throwing things away, as well as group sessions to discuss their secret shame. At first they show them how to put things into a box and clear a portion of a room then, gradually they can begin to throw away a few things they deem unnecessary. This approach takes a great deal of time and patience. Sometimes along with the behavioral therapy, doctors will prescribe a medication to treat OCD-symptoms but it seems to be less effective for treating hoarding. One time estimate was as little as one year and as much as two or more years. While it is true not everyone is cured, progress is being made to produce new treatments.
Hoarders are people with a “…real psychiatric condition that affects less than 1% of the population”(cme). They are not just lazy people or a clutterers, their obsession causes serious distress and discomfort and limits their ability to move freely in their own home. To fully understand a Hoarder, doctors will have to do a great deal more of case studies and research other possible treatments.
Mind that the sample papers like hoarding presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Friday, March 1, 2013
Gallipoli
We are ready to represent the best custom paper writing assistance that can cope with any task like Gallipoli even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Gallipoli in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
The film “Gallipoli” directed by Peter Weir is an entertaining view of the events leading up to and during the Gallipoli campaign, but it misrepresents history in some important areas. The film does however have an accuracy of detail that makes it seem true and it provides some similar views to those provided in “ANZAC to Amiens” written by C.E.W Bean (a former Australian Official War Historian) and to veterans interviewed in the documentary “The Fatal Shore”. These two sources show that it genuinely and correctly represents the reason for enlisting and the spirit and character of Australian troops, but misrepresents aspects in the Battle of the Nek.
The film “Gallipoli” portrays the realistic and authentic reasons for enlisting in the Australian Imperial Forces (AIF). Going to war was “a call to adventure” and an honorable duty to fight and die for your country and mother country- Britain. Many men had never left the country or even been on a ship so they saw this as a perfect opportunity to accomplish something new. In “Gallipoli” the families which were not represented by at least one male going to serve in the war were looked upon as cowards and disgraceful. The film portrays different reasons why the men wanted to enlist. Frank’s mates, Snowy, Billy and Barney believed that “there was nothing better to do” and when they were to return from the war, if they ever did, they would be treated with great respect and be looked upon as hero’s. Archie believed that it was a sense of duty to sign up and no one was going to change his mind. However some men believed that it was not there duty to serve in the war against the Turks and put their own lives at risk to die considering “it wasn’t even our war” . Some of these men like Frank himself were persuaded by others and felt left out from all the attention that the new troops were receiving so decided to enlist. The same reasons for enlisting are echoed in the other source “The Fatal Shore”. Both sources showed that the reason for enlisting was partly for adventure and partly because they felt obliged to. A veteran from “The Fatal Shore” felt at the time that “If you didn’t do something, you would know your whole life that you failed”. One difference between “Gallipoli and “The Fatal Shore is that because “Gallipoli was set in the bush- the hometown of Archie and his family, only countrymen were shown to enlist, where as in “The Fatal Shore” both country and city men signed up. When “The Fatal Shore” and “Gallipoli” are compared, the reasons for enlisting are very similar. The accuracy of “Gallipoli is accounted for in regard to the reasons why men enlisted in the AIF.
The film represents the spirit and character of the Australian soldiers with great precision and accuracy. Both the film “Gallipoli” and veterans from “The Fatal Shore” described the ANZAC’s as tough and good fighters. In the film “Gallipoli” it appears that the Australians were there to have a good time and by doing so caused various problems. The Australian soldiers at times consumed excessive amounts of alcohol and dealt with prostitutes. During their training time in Egypt, Frank and his mates were disrespectable towards the British and took advantage and mocked the local Egyptians. This behavior was proven when they did not salute the British officers. A similar view is presented in “The Fatal Shore”, according to war veterans the British perception of the Australians was “rough and ready undisciplined colonials”. “Gallipoli” generalizes the Australian behaviour and in some parts my have exaggerated but the basic actions of the Australians is still present. All the soldiers were of the finest physique and were great fighters. A British general, General Hamilton described the Australians as “Gladiators with the eyes of children” . They were young men willing to fight but were inexperienced of war. This fighting spirit was evident in the film when an English officer described the Australian soldiers as “very enthusiastic” during the training fight at Cairo. C.E.W Bean also described the ANZAC’s as “eager fighters that didn’t hesitate at crucial moments”. Although most of the ANZAC troops were full of courage and determination, Bean told of some cowardness amongst the troops, “Some Australians shot their fingers off so they didn’t have to fight”. The discussion of such behavior in C.E.W Bean’s account was restricted to some extent due to the expectations of his readers. The true spirit and character of the Australians during the Gallipoli Campaign is represented in the film “Gallipoli” and supported by C.E.W Bean and the veterans from “The Fatal Shore”.
The film does, however, provide an incomplete interpretation of the charge at the Nek on August 15th 115. The amount of lines of soldiers, which emerged from the trenches at Gallipoli, is altered in the film. According to C.E.W Bean “The attack was to be made by four lines of 150 men”. The movie “Gallipoli” only showed three lines of Australian troops charging the Turkish trenches. In “Gallipoli” Frank doesn’t return in time to prevent the last line from charging. The British General in charge of controlling the trenches in the film “Gallipoli” simply presumed it was time for the third and final line to charge, so he gave the signal. In C.E.W Bean’s account an officer accidentally gave the charge. “The fourth line was held for half an hour, while a further decision was sought. But at that stage apparently there reached the waiting troops on the right an officer who knew nothing of this and asked why the men had not gone forward. Believing that the charge had been ordered to continue, the men there clambered out” . Bean explains that Colonel Anthill of Australia ordered the charge at the Nek to continue, not a British officer as shown in “Gallipoli”. The film also misrepresents the reason for the charge at the Nek. It suggests that the reason for the battle was to distract the Turks to allow a safe passage for the British to land at Suvla Bay. Charles Bean wrote “the attack on the Nek effected its purpose of holding temporarily near Baby 700 at least part of the Turkish reinforcements which were just then streaming northward towards Chunuk Bair”. No mention of Chunuk Bair was made in the film.
Charles Bean’s account shows that the film “Gallipoli” misrepresents important aspects of the battle of the Nek. Its version of the charge at the Nek is incomplete and suggests the British were to blame for the right to charge and therefore seen as the enemies. It is a misleading view of the battle.
The two sources, “ANZAC to Amiens” written by Charles Bean and veterans in “The Fatal Shore” show that the film “Gallipoli” correctly and realistically represents the reasons for enlisting in the AIF and the character of the Australian Soldier, however changes important facts about the Battle at the Nek.
Mind that the sample papers like Gallipoli presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
The film “Gallipoli” directed by Peter Weir is an entertaining view of the events leading up to and during the Gallipoli campaign, but it misrepresents history in some important areas. The film does however have an accuracy of detail that makes it seem true and it provides some similar views to those provided in “ANZAC to Amiens” written by C.E.W Bean (a former Australian Official War Historian) and to veterans interviewed in the documentary “The Fatal Shore”. These two sources show that it genuinely and correctly represents the reason for enlisting and the spirit and character of Australian troops, but misrepresents aspects in the Battle of the Nek.
The film “Gallipoli” portrays the realistic and authentic reasons for enlisting in the Australian Imperial Forces (AIF). Going to war was “a call to adventure” and an honorable duty to fight and die for your country and mother country- Britain. Many men had never left the country or even been on a ship so they saw this as a perfect opportunity to accomplish something new. In “Gallipoli” the families which were not represented by at least one male going to serve in the war were looked upon as cowards and disgraceful. The film portrays different reasons why the men wanted to enlist. Frank’s mates, Snowy, Billy and Barney believed that “there was nothing better to do” and when they were to return from the war, if they ever did, they would be treated with great respect and be looked upon as hero’s. Archie believed that it was a sense of duty to sign up and no one was going to change his mind. However some men believed that it was not there duty to serve in the war against the Turks and put their own lives at risk to die considering “it wasn’t even our war” . Some of these men like Frank himself were persuaded by others and felt left out from all the attention that the new troops were receiving so decided to enlist. The same reasons for enlisting are echoed in the other source “The Fatal Shore”. Both sources showed that the reason for enlisting was partly for adventure and partly because they felt obliged to. A veteran from “The Fatal Shore” felt at the time that “If you didn’t do something, you would know your whole life that you failed”. One difference between “Gallipoli and “The Fatal Shore is that because “Gallipoli was set in the bush- the hometown of Archie and his family, only countrymen were shown to enlist, where as in “The Fatal Shore” both country and city men signed up. When “The Fatal Shore” and “Gallipoli” are compared, the reasons for enlisting are very similar. The accuracy of “Gallipoli is accounted for in regard to the reasons why men enlisted in the AIF.
The film represents the spirit and character of the Australian soldiers with great precision and accuracy. Both the film “Gallipoli” and veterans from “The Fatal Shore” described the ANZAC’s as tough and good fighters. In the film “Gallipoli” it appears that the Australians were there to have a good time and by doing so caused various problems. The Australian soldiers at times consumed excessive amounts of alcohol and dealt with prostitutes. During their training time in Egypt, Frank and his mates were disrespectable towards the British and took advantage and mocked the local Egyptians. This behavior was proven when they did not salute the British officers. A similar view is presented in “The Fatal Shore”, according to war veterans the British perception of the Australians was “rough and ready undisciplined colonials”. “Gallipoli” generalizes the Australian behaviour and in some parts my have exaggerated but the basic actions of the Australians is still present. All the soldiers were of the finest physique and were great fighters. A British general, General Hamilton described the Australians as “Gladiators with the eyes of children” . They were young men willing to fight but were inexperienced of war. This fighting spirit was evident in the film when an English officer described the Australian soldiers as “very enthusiastic” during the training fight at Cairo. C.E.W Bean also described the ANZAC’s as “eager fighters that didn’t hesitate at crucial moments”. Although most of the ANZAC troops were full of courage and determination, Bean told of some cowardness amongst the troops, “Some Australians shot their fingers off so they didn’t have to fight”. The discussion of such behavior in C.E.W Bean’s account was restricted to some extent due to the expectations of his readers. The true spirit and character of the Australians during the Gallipoli Campaign is represented in the film “Gallipoli” and supported by C.E.W Bean and the veterans from “The Fatal Shore”.
The film does, however, provide an incomplete interpretation of the charge at the Nek on August 15th 115. The amount of lines of soldiers, which emerged from the trenches at Gallipoli, is altered in the film. According to C.E.W Bean “The attack was to be made by four lines of 150 men”. The movie “Gallipoli” only showed three lines of Australian troops charging the Turkish trenches. In “Gallipoli” Frank doesn’t return in time to prevent the last line from charging. The British General in charge of controlling the trenches in the film “Gallipoli” simply presumed it was time for the third and final line to charge, so he gave the signal. In C.E.W Bean’s account an officer accidentally gave the charge. “The fourth line was held for half an hour, while a further decision was sought. But at that stage apparently there reached the waiting troops on the right an officer who knew nothing of this and asked why the men had not gone forward. Believing that the charge had been ordered to continue, the men there clambered out” . Bean explains that Colonel Anthill of Australia ordered the charge at the Nek to continue, not a British officer as shown in “Gallipoli”. The film also misrepresents the reason for the charge at the Nek. It suggests that the reason for the battle was to distract the Turks to allow a safe passage for the British to land at Suvla Bay. Charles Bean wrote “the attack on the Nek effected its purpose of holding temporarily near Baby 700 at least part of the Turkish reinforcements which were just then streaming northward towards Chunuk Bair”. No mention of Chunuk Bair was made in the film.
Charles Bean’s account shows that the film “Gallipoli” misrepresents important aspects of the battle of the Nek. Its version of the charge at the Nek is incomplete and suggests the British were to blame for the right to charge and therefore seen as the enemies. It is a misleading view of the battle.
The two sources, “ANZAC to Amiens” written by Charles Bean and veterans in “The Fatal Shore” show that the film “Gallipoli” correctly and realistically represents the reasons for enlisting in the AIF and the character of the Australian Soldier, however changes important facts about the Battle at the Nek.
Mind that the sample papers like Gallipoli presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
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