Discuss the use of literary technigues Essay Example for Free

Discuss the use of literary technigues Essay Pride and Prejudice by Jane Austen is a very accomplished book because of Austens clever and successful use of literary techniques. Literary techniques refer to the deliberate construction of language to further the story whether that be to develop character, plot, suspense or to create an enjoyable humorous novel. Jane Austen applies many literary techniques such as point of view, dialogue, letters and irony to tell the story of Pride and Prejudice. Pride and Prejudice is told in third person limited omnipresent point of view but mainly told through Elizabeths consciousness. This point of view is a successful narrative technique because it gives an insight into the characters, mainly Elizabeths thoughts, and also helps to create suspense. This technique also arouses the readers sympathy for Elizabeth because we can see that she is being honest to herself, which is essential if we are to desire her reform. The officers of the-shire were in general a very creditable, gentlemanlike set. And the best of them were of the present party; but Mr Wickham was as far beyond them all in prison, countenance, air, and walk. (pg65) This is Elizabeths opinion of Mr Wickham that is later found out to be completely wrong but the reader can see her sincerity. By using this technique Austen can also control how much the reader knows about event and emotions which helps to create suspense. In the first section of the novel Austen occasionally reports form Darcys consciousness so that the reader is made aware of his growing feeling for Elizabeth and to highlight that Elizabeth was prejudice when she made a wrong judgment against Darcy. Darcy had never been so bewitched by any woman as he was by her. In Pride and Prejudice she does not report from Darcys point of view during the period between her two proposals, so that the reader, like Elizabeth, is uncertain whether he is lost forever. The dialogue in Pride and Prejudice is very successful in developing characters and advancing the plot. Austen brings her characters to life by having them reveal themselves or other characters reveal them to the reader through their dialogue, rather than through detailed narrative descriptions. Oh! you are a great deal apt you know, to like people in general. You never see a fault in any body. All the world are good and agreeable in your eyes. I never heard you speak ill of a human being in my life. This dialogue reveals Jane as being amiable, good-natured, and always assumes that others are as good-natured as she. In chapter three Darcys dialogue reveals his character to Elizabeth as being too proud. He thinks himself socially inferior to Elizabeth so declines from asking her to dance. This is one instance were the dialogue helps to create Elizabeths wrong judgement of Darcy and thus advancing her prejudice. She is tolerable; but not handsome enough to tempt me; and I am in no humour at present to give consequence to young ladies who are slighted by other men. You had better return to your partner and enjoy her smiles, for you are wasting your time with me. (pg13) Darcys sense of social superiority later proves his chief difficulty in admitting his love for Elizabeth. This dialogue also helps to advance the plot as his rudeness creates a negative impression of him in her mind, one that will linger for nearly half of the novel, until the underlying nobility of his character is gradually revealed to her. The dialogue within Pride and Prejudice is a very significant part of the novel as it is a way revealing to the reader the characters and the plot progression. In addition to using dialogue, Austen also successfully uses letters to reveal character and to further the plot. The use of letters also allows Austen to introduce a character before they arrive such as Mr Collins in the letter of chapter 15. The letter is a popular literary convention that Austen weaves very cleverly into her novel. The letter in Chapter 7 from Jane to Elizabeth is an example of how Austen uses this technique successfully. I find myself very unwell this morning, which, I suppose, is to be imputed to my getting wet through yesterday. This reveals Jane to be good hearted and none judgmental of her mother even though it was Mrs. Bennet who intentionally sent her out into the rain. Jane did not once say it was Mrs. Bennets fault. The way Jane describes the Bingley sisters as my kind friends also reinforces her warm heart. therefore do not be alarmed if you should hear of his having been to me. Even though Jane is the one that is unwell she is always looking out for others so she sends the letter to reassure Elizabeth and make sure she does not worry. The letter also demonstrates character relation as Jane sent it to Elizabeth showing that they have a close relationship. This letter also furthers the plot because as a result of this letter Elizabeth decides to visit Jane at Netherfield, which put Darcy and Elizabeth in more frequent and honest contact with each other. Just this one letter proves that the letter convention is a very successful narrative technique. Irony is the tension between literal meaning and implied meaning. Austen is able to present the main themes, criticise some characters and add humour through the use of irony within Pride and Prejudice. Jane Austin establishes her ironic tone in the opening sentence of Pride and Prejudice. It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife. However the opposite is the case. The truth is well fixed into the district, that he is already considered the rightful property of one of their daughters. It now becomes a competition for which mother has the daughter who gets him. Jane Austen treats the characters in Pride and Prejudice with irony. Mr Bennet is a prime example as he himself is a very sarcastic and ironic character. What say you Mary? For you are a young lady of deep reflection I know, and read great books, and make extracts. (pg9) Mr Bennet is being ironic because he knows that all Mary does is repeat what she reads and doesnt actually understand it so he is really poking fun at Mary. This is also dramatic irony because the reader knows that Mr Bennet is not serious, but Mary takes him seriously. Austen uses irony as the basis for the plot. The whole story is based around an ironic situation. Elizabeth prides herself on her observation of character but dislikes Darcy because she is under the mistaken impression that he disapproves of her. She is also mistaken by liking Wickham because he flatters her pride. In both cases she has judged incorrectly and begins her reform when she is given the truth in Darcy second proposal letter. The humour in Pride and Prejudice comes from this irony and from Austens gentle Satire. She laughs at human folly and social structure. Austin satirises Lady Catherine de Bourgh unmercifully as a member of the autocracy. Jane Austin laughs at how Lady Catherine believes so strongly in the distinction between classes. Lady Catherine believes because she is in a higher class that she can influence whoever she wants but Austen is saying that the superiority in social class does not necessarily mean superiority in ethics, morals and intellect. Verbal and dramatic irony are a very successful literary technique in Pride and Prejudice as they create humour and criticise and develop characters. Jane Austin constructs Pride and Prejudice through the use of four main narrative techniques. Third Person omnipresent point of view mainly through Elizabeths consciousness has the advantages of allowing the reader to sympathise with Elizabeth while being able to give the reader the narrative objectively. Austens use of dialogue allows her to reveal the character without giving a long narrative description. The use of a letter is proved very vital in Pride and Prejudice because plot and character development can be created in a couple of lines. Irony is also an important technique as it is the basic plot and creates the humour of the novel which is a great attraction to the reader.

The Imposter Phenomenon :: Women Imposter Phenomenon Essays

The Imposter Phenomenon The Imposter Phenomenon – as defined by the â€Å"Women’s Studies Encyclopedia – Revised and Expanded Edition† ed. Helen Tierney, 1999 "The Imposter Phenomenon is an internal experience of intellectual phoniness that seems to be prevalent among high-achieving persons, with particularly deleterious effects on women†¦ It is an emotionally debilitating condition characterized by persistent and unwarranted anxiety about achievement, dread of evaluation, fear of failure and exposure, inability to internalize success, and lack of enjoyment of accomplishment and achievement." Nestled between the stacks on the 8th floor of Uris Library, I am King of the Hill. Through the window my realm is expansive: I can see Libe Slope stretching below me fringed with the solid, quiet beauty of the gothics. Beyond this, Cayuga Lake glimmers in the afternoon sun. I feel so powerful. Here I am at an Ivy League university with every resource and opportunity waiting to be discovered. I am so fortunate to be here. I look at my fellow students trudging purposefully up and down the slope. They are so small. Yet even from this distance I can see the confidence in their steps, their grace and determination, and the skillful way they carry the demands of an academic upon their shoulders. They are true knights of our university, fighting for understanding and mastery of their fields. In the light of their glory, my crown fades. Who am I to call myself King? I may be a knight but I am pretending. My armor is made of aluminum foil, my shield is cardboard. Even high in this tower, I am small. After hearing about the imposter syndrome for the first time, I couldn’t stop thinking about it. It was something I identified with but had never put a name to. How many times have I questioned myself and my abilities? I figured that it is a normal part of growing up, a personal insecurity as I try to discover who I am and where I fit in the web of life. I didn’t necessarily see it as a bad thing. But when I started doing research and saw how intelligent, capable, and talented adults are dealing with these same issues I began to see it as a pervasive problem. Especially when these professionals are turning down promotions because they feel they aren’t good enough, or are unhappy in life because they aren’t happy with themselves.

European Year of Education through Sport 2004 Essay

Research, analyse and critically examine the (European Union’s) European Year of Education through Sport 2004, illustrating your answer with examples from European countries. Sport has been a major arena for the display of popular European values ever since the very first recorded Ancient Olympics were held at Olympia in 776 B.C. The Olympics of Ancient Greece and subsequently the modern Olympics gave rise to the ideology of Olympism, a way of life that embodies through sport these qualities and values. In the years that have passed, the changing face of sport has modelled and re-modelled itself in line with contemporary trends and technological advancements, but the core beliefs have remained the same. Whilst even then in its infancy, sport had to deal with bribery and corruption, with politics and commercialism; the same evils that have plagued the sporting world at the highest level ever since; sport has survived, and the ethos of sport and Olympism continue to be heralded as the archetype of health, vitality and virtue. In September 2003 a ‘Eurobarometer’ survey was carried out, in order to establish the general public feelings towards education through sport. The results it returned were unswerving in their support. Almost two-thirds of the survey sample cited team spirit as the most important sporting value, whilst 70% were in favour of a harder crackdown on doping in sport. Amongst other revelations of a similar trend it is notable that the 2 highest responses when asked if the EU should do more to promote education through sport were those of Greece (90% said yes) and Portugal (85%). These of course will be the 2 main focal points for sporting excellence in 2004; hosting the Olympic Games and the European Football Championships respectively. It is clear that the officials of the European Union share the belief that the prominent values and health benefits that can be garnered from education through sport are desirable. Following the conclusion of the Eurobarometer survey and further research, a budget totalling à ¯Ã‚ ¿Ã‚ ½11.5 million was made available specifically for the initiative they dubbed ‘The European Year of Education through Sport’ (EYES). The allocation of the budget is divided, in simple terms, as described on the InfoBase Europe website, (www.ibeurope.com): ‘A budget of à ¯Ã‚ ¿Ã‚ ½11.5 million will be available to support meetings, campaigns and events designed to further the aims of the Year throughout the European Union.’ Whilst à ¯Ã‚ ¿Ã‚ ½11.5 million may appear at first glance to be a substantial amount, further examination reveals otherwise. To be simplistic in analysis, let us say that the funds were equally divided amongst the European Union’s 15 member states; this would leave à ¯Ã‚ ¿Ã‚ ½766,667 (or à ¯Ã‚ ¿Ã‚ ½522,575 [source: www.xe.com]) per nation to distribute internally to cover the entire year. This would work out at around à ¯Ã‚ ¿Ã‚ ½14,744 or à ¯Ã‚ ¿Ã‚ ½10,050 per week for the whole country, far less than the wage of some professional athletes. The UK branch of EYES has 3 ‘key objectives’: 1. Promote EYES in the UK and on a pan-European basis. 2. Give as many people as possible access to the work being undertaken during the EYES 2004 programme. 3. Engage more young people in physical activity and sport, enhancing other developments in the field in the UK. These objectives run parallel with those of the EU as a whole (see annexe 1). In terms of promotion, the initiative is being spearheaded by an ‘All-Star team’ of popular former and current stars of European sport; the most familiar of these perhaps being Jurgen Klinsmann, Clarence Seedorf, Amelie Mauresmo and Sir Steven Redgrave. Alongside these 5 are another 37 individuals (as well as the Latvian National Football Team), ranging from internationally famed to somewhat obscure, all of whom are committed to â€Å"actively supporting the campaign†. (http://www.eyes-2004.info/254.0.html) There seems to be a solid base from which to build a real Europe-wide success. In addition to the All-Star Team, EYES can boast partners from all over Europe, from a variety of different sports as well as many Governmental ministries and Educational Associations, 4 TV Channels and, perhaps most significantly, Sponsorship from VISA and the German travel company Vietentours. There will certainly be a significant amount of publicity surrounding EYES as the year goes on. The logo, accompanied by its slogan (â€Å"move your body, stretch your mind†) will be on display at nearly 200 events during 2004, including the Olympic Games, the Paralympic Games and Euro 2004. It appears that from a promotional point of view, as well as the infrastructure, the EU has got it right. There will be plenty of opportunities for people to find out about and participate in EYES. But then what? Even if we were to blanket the entire continent with an awareness of EYES; even if every school in every nation participated; what next? 2005 will not be the ‘European Year of Education through Sport, II’. Surely the priority must be to lay down the foundations for future and continuing education through sport throughout the continent? Any ‘continuing legacy’ or suchlike goes unmentioned in the aims and objectives sections of EYES on both the official website and InfoBase. The focus seems to be on getting as many people interested in sport as possible, then assuming their enthusiasm will remain at a constant level without further promotion. It implies a level of naivety in terms of the EU’s awareness of the seemingly obvious expendable novelty value that can be associated with most short-term governmental and pan-European events of this ilk. There is no function in place to prevent the project from slipping into history without having made any real long-term difference to the education of the public through continuing participation in sport. The official UK website (www.eyes2004.org) contains information for schools on how to get involved, news updates on EYES projects and media releases, and online challenges for schools to take part in by inputting results from different activities into a database to create ‘live, ‘on-line’ competition between schools’ (http://www.eyes2004challenges.org/splash.htm) This attempts to address the ‘access’ aim of the website; whether or not it does this remains to be seen. In my personal experience, the efforts of the British arm of the project so far appear to have been poor, especially on the promotional side. Public awareness seems to be non-existent; I have mentioned EYES to many people, young and old, at every level of the education system; from my neighbours’ primary school children to my 16 year old brother, to my Mother, (a project manager at the local 6th form college). Neither any of them, nor any of the others I spoke to were previously aware of the EYES. Whilst I am aware that this casual sampling cannot be considered in any way to be indicative of the entire British population, they don’t exactly imply a resounding success of the project in my local area. However, it is important to note that in this, as in all cases, only 4 months of the year have passed and there is still time for awareness to be created. There are 5 projects currently running here in the UK: The use of sport and education for the social inclusion of asylum seekers and refugees. (Loughborough University) Basic Skills and Education through Sport (Hull City Council) Clean Start programme (UK Sport) Learning Through Football: Euro 2004 (Football Association) Leeds Education Activity Partnership (Leeds City Council) http://www.eyes2004.org/projectnews.htm The first project on the list highlights the poor promotional aspect perfectly. Whilst it is being run here at Loughborough University; the level of awareness of the project itself and of EYES as a whole has been minimal. Continental Europe, however, may prove to be a different story. Whilst the British Physical Education system is comparatively relaxed in its decentralisation, possibly leading to the aforementioned ineffectiveness in the dissemination of the EYES message, the French political infrastructure, for example, may prove a far more effective and efficient vehicle for the promotion of EYES due to its highly centralised nature. Another aspect is to promote the value of voluntary work for the young and the benefits it can provide for informal education. An example of this is in Portugal where by The Portuguese Youth Institute supported by the European Voluntary Service are giving children under the age of 16 the opportunity to help out in European Football Championships 2004 as ball boys and holding flags and banners before games. The aim of the scheme is to bring young people from different communities and racial backgrounds together through voluntary participation in sport. It may also be argued that, whilst 2004 may have initially appeared to be the ideal year for EYES, with 2 internationally prestigious sporting events being hosted in Europe; the reality may be somewhat different in that EYES could well be overshadowed to the point of insignificance by both Euro 2004 and the Athens Olympics. To make a conclusive statement about the success of EYES at this early stage in the year would I feel be somewhat naà ¯Ã‚ ¿Ã‚ ½ve. It can be said however, that the right building blocks have been put into place in order to make it a success. The infrastructure and the organisational aspect is far-reaching enough to be of use to the whole continent; whilst remaining centralised enough in key areas to focus on the same goals. The promotional side is again set up right, with representatives from many sports and many countries being involved from the high-profile to the less glamorous. Whilst the signs of implementation of EYES in schools are encouraging; LEAPS (Learning and education through activity and participation in sports) in Dublin; Basic skills and Education through Sport (Hull); Together in Sport for growing up (Italy); the true results of EYES’ success in schools may take some time due to the enormous amount of feedback required to get a realistic overview of all events and projects. The apparent lack of continuation in terms of the aims and objectives of the initiative can be put down to one of two things. One is that the EU are banking on the continuing success of a one-off push into sport, ignoring the possibility of a speedy return to the low participation rates of recent years. The more likely explanation is that, whilst the EU realise that the effects of EYES may wear off as the future years go by, it will be more effective, given the comparatively small budget available, to concentrate on getting the message out there to as many people as possible this year than to try to implement long-running programmes with less public awareness. Ultimately the deciding factor on the success or failure of EYES, as with most things, will be the budget. Even if, as suggested, the money is directed in the correct manner with minimal amounts of wastage, it is still a relatively insignificant sum on an international scale. I would predict that for there to be any lasting impression left by EYES on the future education through sport in this continent, the amount of funding behind the initiative would have to be substantially larger. Bibliography http://www.museum.upenn.edu/new/Olympics/olympicorigins.shtml (Accessed 15/03/04) http://www.ecdel.org.au/whatsnew/2003/sports.htm (Accessed 15/03/04) http://www.ibeurope.com/Database/Factsheets/F050eyes.htm (Accessed 15/03/04) http://www.europa.eu.int/comm/sport/key_files/annee_eur/a_2004_en.html (Accessed 15/03/04) http://www.xe.com/ucc/ (Accessed 15/03/04) http://www.eyes2004.org/splash.htm (Accessed 17/03/04) http://www.eyes2004.org/projectnews.htm (Accessed 18/03/04) http://www.eyes-2004.info/254.0.html (Accessed 18/03/04) http://www.eyes-2004.info/4138.0.html (Accessed 18/03/04) Annexe 1 The Aims of EYES (http://www.ibeurope.com/Database/Factsheets/F050eyes.htm) The aims of the European Year are: (a) to make educational institutions and sports organisations aware of the need for cooperation in order to develop education through sport and its European dimension, given the very great interest that young people take in all kinds of sport; (b) to take advantage of the values conveyed through sport to develop knowledge and skills whereby young people in particular can develop their physical prowess and readiness for personal effort and also social abilities such as teamwork, solidarity, tolerance and fair play in a multicultural framework; (c) to promote awareness of the positive contribution that voluntary activities make to non-formal education, especially of young people; (d) to promote the educational value of pupil mobility and exchanges particularly in a multicultural environment through the organisation of sporting and cultural contacts as part of school activity; (e) to encourage the exchange of good practice concerning the role sport can play in education systems to promote the social inclusion of disadvantaged groups; (f) to create a better balance between intellectual and physical activity in school life by encouraging sport in school activities; (g) to consider the problems relating to the education of young sportsmen and sportswomen taking part in competitive sports.

The Importance Of The Great Gatsby Essay - 1687 Words

Why should high schoolers be forced to read a book that isn’t interesting to them? Often times they either do not apply to real life situations or even teach anything that a teenager would understand. So, the high schooler skims through the book and does not pay attention to any detail. High school classrooms need better books that can teach history in a fun way, and add some interesting things to which students can reflect and think on. A book read in high school, should allow the students to think critically about the text they are reading, should include some references to history, and incorporate themes that are understandable and relatable to a high school student’s life. This makes a book want to be read as well as enjoyable. The†¦show more content†¦He wants closure about what happened between them. Daisy confronts Gatsby about an affair she had with Tom, and he doesn’t even care at this point because what they had was ‘real’. She c laims to love them both but she decides she wants to go back with Gatsby and not her husband. On her way back, she accidently kills a woman on the side of the road speeds off with Gatsby’s car. Gatsby gets blamed for the death and the husband of the woman shoots him. No one attends Gatsby’s funeral but Nick. This goes to show Gatsby really had no body in his life, and his own true love whom he did everything for, didn’t love him equally. Throughout the whole book, Fitzgerald points out that Gatsby was living his American dream, but because his dream was Daisy, he was living his dream out of fantasy not reality. A novel read in high school, should allow the students to think critically and actively engage in the texts through their own interpretations. The Great Gatsby does just that by including symbolism which allows the students to think deeply and go one step further about what they are reading. Fitzgerald offers many opportunities throughout the book to teac h symbolism to high school students, to which they can support on their own. In â€Å"The Great Gatsby in the Classroom: Not Just Because It’s a classic† Prosser quotes Norris and says â€Å" Fitzgerald achieves both Nick’s and the readers troubled repulsions in the world of Gatsby by producingShow MoreRelated gattom Importance of the Automobile in The Great Gatsby Essay1522 Words   |  7 PagesThe Importance of the Automobile in The Great Gatsby    F. Scott Fitzgeralds The Great Gatsby was written about a time of gaiety for a certain set of people. One of the major thematic aspects of the book is driving and the automobile. At the time the book was written the car had begun its establishment as a national institution. This is apparent in one of the central events in the book. Toms unfaithfulness first comes to light from a car accident in Santa Barbara. 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