...Lennie is a Goner George did the right thing by shooting Lennie because if he didn’t shoot him, Curley would’ve done something a lot worse. George knew Lennie would’ve been killed, being his best friend he would have wanted to kill him. However others might argue that Lennie didn’t know any better and it was an accident. If George didn’t shoot Lennie he might’ve gone to jail. He would’ve been treated terribly there because of his disability. Slim briefly sums up what would happen when he says. “An’ s'pose they lock him up an’ strap him down and put him in a cage” (Steinbeck). This proves he would’ve been treated terribly if George didn’t take matters into his own hands. George was just keeping his word when he told Aunt Clara that he’d look out for Lennie, he was doing that when he shot him. George knew that the chances of Lennie being killed were higher than being put into jail, therefore he probably would’ve wanted to be the one to kill him. When Candy’s dog was shot he was sad because he wanted to do it rather than someone else this is shown when Carlson offers to shoot the dog. “I’ll shoot him for you. Then it won’t be you that does it… He scratched the white stubble whiskers on his cheek nervously. “ I’m so used to him,” he said softly. “ I had him from a pup” (Steinbeck). This proves that Candy wasn’t to sure he wanted someone else to shoot his dog. Now some might think George shouldn’t have killed Lennie because he didn’t know what to do and he didn’t know better. Others...
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...2. The excerpt starts off with the depiction of two men dressed in the same outfits walking along a path. When the men are being described, their personalities are widely different. One of the men is described as slender and slim, with hard features. The other is described as broad and sluggish with soft, shapeless features. The sluggish man is also said to be walking behind the first man, which could mean that the first man may be more important or keeps the second man in order. In the book the first man is George Milton and the second is Lennie Small. George is very protective of Lennie and does not want him wandering off. He treats Lennie like he is worthless because of his troubled past. Lennie is seen as very optimistic and tries his hardest...
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...I believe that it is ok to pretend nice because for African-American’s it is essential in order to survive, continue your career, and follows the rules. In chapter 14 on page. 103 & 104 Reesa has to pretend nice to J.D Bowman at her juice stand. J.D Bowman called Reesa a Jew because of her prices for the juice 3 for $0.30. J.D Bowman believes that “anybody that advertises 3 glasses for a dime must be a Jew” he says to he said to her at the juice stand. Reesa even tells him that her family is Baptist but then he just calls her Baptist Jew Girl and goes to his truck with his 2 sons. Reesa didn’t say anything at all despite his displeasure and nervousness. Reesa knows after killing Marvin and then shrugged it off when he heard it was the...
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...Rising just above the peak of the mountains is the burning hot sun, getting ready to start the day. The day was becoming warmer and the shadows in the valley were starting to turn to a blueish grey and in the distance, the sounds of men shouting to one another can be discerned. The men belting deafening screams at each other, trying to pinpoint Lennie’s location and take him down. In the book Of Mice and Men, written by John Steinbeck, one of the main characters, Lennie, gets into a multitudinous amount of trouble and ends up paying for it all. Lennie is a mentally disabled, middle aged man, who is traveling with George, a fellow companion, who is trying to keep him away from these harmful encounters. George is not able to protect Lennie from the crimes he commits and ended up needing to shoot Lennie to prevent him from any further trouble. Lennie Small’s being shot was a mercy killing and not a murder....
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...“The Red Pony” by John Steinbeck – Critical Analysis John Steinbeck an American writer was born in the year 1902 and died in the year 1968.During his time, Steinbeck was one of the most accomplished writers and his literary works received massive popularity. Most of his novels and short stories were performed as plays on stage and that is one reason why he was among the best sellers during his era. One of his great accomplishments for his involvement in literature was the Literature Nobel Prize he won in 1962. Steinbeck wrote a total of twenty seven books and some of his most common books include; “The grapes of Wrath” written in 1939, the 1952 “East of Eden, The 1937 short novel “Mice and men” (John, pg 23). John Steinbeck spent much of his early life in a rural part of America and worked on various ranches with migrants ‘on spreckler ranch and other nearby ranches during his summers. He attended Salinas high school and later joined Stanford University, although he never graduated. He did various odd jobs before beginning his career as a writer. Steinbeck wrote his first novel Cup of Gold which was published in 1929.Other books he wrote were; the pastures of heaven (1932), The Red Pony (1933), Tortilla Flat (1935), The Grapes of Wrath (1939), and many others. During his career, Stein beck was involved in various issues and correspondence. Most of his literary works revolved around his life as well as the issues that affected people then (John, pg 56). One of the issues he wrote...
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...Of Mice and Men “The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.” This quote from James Truslow Adams “The epic of America”, states one of the themes in the novella Of Mice and Men. John Steinbeck, the author of Of Mice and Men, deals with the topic of living through the great depression, as the readers follow the story of two migrants workers and their wish to fulfil their American Dream. Steinbeck’s inspiration for his novella can be linked back to his own life, as he was both born and raised in Salinas Valley, the most productive agricultural region in California. This essay will cover Of Mice and Men’s setting, the characterisation of major characters and the key themes identified within the novella. Two protagonists, Lennie and George, travel around together to obtain work. Within the novella, Steinbeck has presented two obvious settings, and focused on the contrast between them. Nearing the beginning of the book, the two men spend a night in a small, secluded glade near the river. The description of the nature area could be compared to heaven, just a beautiful place as described in this quote: “On one side of the river, the golden foothill slopes curve up to the strong and rocky Galiban mountains” (page 1, line 5), where the nature is described as majestic, strong and even golden. However a contrast is formed with the two men entering the setting...
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...way the writer presents the relationship between George and Lennie in “Of Mice and Men” Of Mice and Men was written in the 1937 by John Steinbeck, he other well know books as the Grapes of Wrath and East of Eden, h also received a Nobel Prize for Literature in 1962. This book is set in the 1930s and set in California, his home region. During this time, the USA was suffering from a great depression, this meant that it was hard to find job because the economy was very weak, so to find job the men were disposed to go anywhere and the bosses would exploit their workers. The itinerant ranch workers where very lonely people because they had to move from place to place and tis meant that they could set up a stable life with a wife and children. Another reason that suggests to us that they are lonely is that at the end of each month they take their money and they go to “cat house”. The character of George and Lennie are very unusual and contrasting, this is because they have a strong relationship between them and they also have a dream, a dream of buying a house and some land to become independent and to life together for the rest of their lives. But the reader knows from the beginning that this will not happen and it will have a tragic end, and this is suggested in the title “Of Mice and Men” that comes from a from Robert Burns poem “The best laid schemes o’mice an’ men/ Gang aft agley” and it means: the best laid schemes of mice and men/ often go awry. As soon as the reader starts...
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...NORTH AMERICAN FICTION BRIEF INTRODUCTION: Before starting our study of American Fiction we must understand what American Literature is in itself and which pieces of writing we can include within this label. It is believed that when a piece is written in North America, more precisely in the USA, it would automatically be given this epithet. But it should be taken into account that this idea is quite broad and doesn’t reflect the real essence of the term. However, there is also another definition that gathers this essence: American Literature is the one that represents the Americanism, the singularity of the USA philosophy and culture. This way, instead of focusing on who the author is, it is focused on the content of the writing. In that which concerns Fiction, the following documents are the ones considered as narrative: Speeches Letters Short Stories Essays Political Documents Sermons Novels Diaries 1 FIRST LITERARY EXPRESSIONS The first documents in which the idea of Americanism is very present are the Sermons. They respond to the strict Protestantism settled in the New Continent after the arrival of the Pilgrim Fathers and Puritans in the Mayflower (1620) and the Arabella (1630). They established a theocratic community whose main and only point of reference was the Bible. That is why the idea of the ‘city upon a hill’ is still very present in American mentality. As we all know...
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...-“Strauss versus Brains and Genes or the postmodern vengeful return of positivism.” This essay first started as an answer to what I deemed very problematic, i.e. the disputation which I found in bad faith (un-authentic to use a philosophical term or an existentialist term), of the mediatic, dashing Harvard cognitivist/linguist, Steven Pinker, in his article “Neglected novelists, embattled English professors, tenure-less historians, and other struggling denizens of the Humanities, Science is not your Enemy—a plea for an intellectual truce,” (The New Republic--August 19). Then the counter-arguments against Steven Pinker’s conception of the “human animal” developed into an essay arguing that the New Positivism, not science, or technology per say, was the enemy of humanism and its avatars as such. The point is not to become a postmodern anti-scientific Luddite. Genomics are changing the world in ways we barely imagine yet and will re-define what it means to be human (a becoming already imagined by science fiction writers, social critics and critical thinkers such as the feminist Donna Haraway with her “Cyborg”). The point is also not to turn “anti-brainiac.” Without a brain we would become vegetative, a vegetal…, i.e. a purely “natural body,” a “zombie.” If we make use of this “computer” allegory which is an analog but not a homologue, and which is used ad nauseam used by psycho-biologists, without a hard-drive there is no software. But is this a reason to say that the software...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...Praise for The Spirit Catches You and You Fall Down “Fadiman describes with extraordinary skill the colliding worlds of Western medicine and Hmong culture.” —The New Yorker “This fine book recounts a poignant tragedy…It has no heroes or villains, but it has an abundance of innocent suffering, and it most certainly does have a moral…[A] sad, excellent book.” —Melvin Konner, The New York Times Book Review “An intriguing, spirit-lifting, extraordinary exploration of two cultures in uneasy coexistence…A wonderful aspect of Fadiman’s book is her even-handed, detailed presentation of these disparate cultures and divergent views—not with cool, dispassionate fairness but rather with a warm, involved interest that sees and embraces both sides of each issue…Superb, informal cultural anthropology—eye-opening, readable, utterly engaging.” —Carole Horn, The Washington Post Book World “This is a book that should be deeply disturbing to anyone who has given so much as a moment’s thought to the state of American medicine. But it is much more…People are presented as [Fadiman] saw them, in their humility and their frailty—and their nobility.” —Sherwin B. Nuland, The New Republic 3/462 “Anne Fadiman’s phenomenal first book, The Spirit Catches You and You Fall Down, brings to life the enduring power of parental love in an impoverished refugee family struggling to protect their seriously ill infant daughter and ancient spiritual traditions from the tyranny of welfare bureaucrats and intolerant...
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...CONTE NTS Introduction 1 WHY YOU SHOULD VISIT CEMETERIES: Survivorship Bias 2 DOES HARVARD MAKE YOU SMARTER?: Swimmer’s Body Illusion 3 WHY YOU SEE SHAPES IN THE CLOUDS: Clustering Illusion 4 IF 50 MILLION PEOPLE SAY SOMETHING FOOLISH, IT IS STILL FOOLISH: Social Proof 5 WHY YOU SHOULD FORGET THE PAST: Sunk Cost Fallacy 6 DON’T ACCEPT FREE DRINKS: Reciprocity 7 BEWARE THE ‘SPECIAL CASE’: Confirmation Bias (Part 1) 8 MURDER YOUR DARLINGS: Confirmation Bias (Part 2) 9 DON’T BOW TO AUTHORITY: Authority Bias 10 LEAVE YOUR SUPERMODEL FRIENDS AT HOME: Contrast Effect 11 WHY WE PREFER A WRONG MAP TO NO MAP AT ALL: Availability Bias 12 WHY ‘NO PAIN, NO GAIN’ SHOULD SET ALARM BELLS RINGING: The It’llGet-Worse-Before-It-Gets-Better Fallacy 13 EVEN TRUE STORIES ARE FAIRYTALES: Story Bias 14 WHY YOU SHOULD KEEP A DIARY: Hindsight Bias 15 WHY YOU SYSTEMATICALLY OVERESTIMATE YOUR KNOWLEDGE AND ABILITIES: Overconfidence Effect 16 DON’T TAKE NEWS ANCHORS SERIOUSLY: Chauffeur Knowledge 17 YOU CONTROL LESS THAN YOU THINK: Illusion of Control 18 NEVER PAY YOUR LAWYER BY THE HOUR: Incentive Super-Response Tendency 19 THE DUBIOUS EFFICACY OF DOCTORS, CONSULTANTS AND PSYCHOTHERAPISTS: Regression to Mean 20 NEVER JUDGE A DECISION BY ITS OUTCOME: Outcome Bias 21 LESS IS MORE: The Paradox of Choice 22 YOU LIKE ME, YOU REALLY REALLY LIKE ME: Liking Bias 23 DON’T CLING TO THINGS: Endowment Effect 24 THE INEVITABILITY OF UNLIKELY Events: Coincidence 25 THE CALAMITY OF CONFORMITY: Groupthink 26 WHY...
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