...In Robert Louis Stevenson's novel The Strange Case Of Dr.Jekyll and Mr. Hyde, his characters relate to Freud's psyche. Freud made these things that connect your personality, they are the Id, Ego, and Superego. Id does whatever it wants at that time without thinking about the consequences. Ego means the part of the personality that maintains the balance between the id and superego. The superego dictates our belief of what's right or wrong and is represented by an angle on your shoulder. The characters in this book represent Freud’s psychoanalysis by the way that they act and look in this novel in many different ways. The character that relates to the id's Mr.Hyde he represents this because he is extremely evil. Mr.Hyde absolutely...
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...t everyone has a dark side to them. Even the most nicest people you know could have a dark side. In the story of The strange case of Dr Jekyll and Mr Hyde we that Dr Jekyll who is a normal functioning human being in a gross monstrous demon, which is Mr Hyde. Beginning of the story, Mr. Utterson is trying to figure out what happen to his old friend/ old client of his Dr Jekyll. Dr Jekyll has been very reclusive, and has some been distant with friends. Throughout the story, we think that Mr Hyde is the worst character of them all, because he’s rude, evil and just plain awful. However, I believe that Dr Jekyll is the worst character in the book. First, What makes Dr Jekyll the worst character over Mr Hyde is that he aware that he turning himself...
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...Critical Analysis: Dr. Jekyll and Mr. Hyde As we grow older and learn more about the world and ourselves, there is something inside us that has not fully understood the sole purpose of its creation. Something so very common, yet, so misunderstood--identity. In Stevenson’s Dr. Jekyll and Mr. Hyde, we see that not only is an older man struggling with his identity, but that it was also decades ago when this story was written, suggesting that an identity crises is nothing new and that we all go through it at some point in life. “Most people are other people. Their thoughts are someone else's opinions, their lives a mimicry, their passions a quotation.” ― Oscar Wilde. I found this quote relevant to this particular story and that the two go hand...
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...fundamental and often universal ideas explored in a literary work. The Duality of Human Nature Dr. Jekyll and Mr. Hyde centers upon a conception of humanity as dual in nature, although the theme does not emerge fully until the last chapter, when the complete story of the Jekyll-Hyde relationship is revealed. Therefore, we confront the theory of a dual human nature explicitly only after having witnessed all of the events of the novel, including Hyde’s crimes and his ultimate eclipsing of Jekyll. The text not only posits the duality of human nature as its central theme but forces us to ponder the properties of this duality and to consider each of the novel’s episodes as we weigh various theories. Jekyll asserts that “man is not truly one, but truly two,” and he imagines the human soul as the battleground for an “angel” and a “fiend,” each struggling for mastery. But his potion, which he hoped would separate and purify each element, succeeds only in bringing the dark side into being—Hyde emerges, but he has no angelic counterpart. Once unleashed, Hyde slowly takes over, until Jekyll ceases to exist. If man is half angel and half fiend, one wonders what happens to the “angel” at the end of the novel. Perhaps the angel gives way permanently to Jekyll’s devil. Or perhaps Jekyll is simply mistaken: man is not “truly two” but is first and foremost the primitive creature embodied in Hyde, brought under tentative control by civilization, law, and conscience. According to this theory...
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...fundamental and often universal ideas explored in a literary work. The Duality of Human Nature Dr. Jekyll and Mr. Hyde centers upon a conception of humanity as dual in nature, although the theme does not emerge fully until the last chapter, when the complete story of the Jekyll-Hyde relationship is revealed. Therefore, we confront the theory of a dual human nature explicitly only after having witnessed all of the events of the novel, including Hyde’s crimes and his ultimate eclipsing of Jekyll. The text not only posits the duality of human nature as its central theme but forces us to ponder the properties of this duality and to consider each of the novel’s episodes as we weigh various theories. Jekyll asserts that “man is not truly one, but truly two,” and he imagines the human soul as the battleground for an “angel” and a “fiend,” each struggling for mastery. But his potion, which he hoped would separate and purify each element, succeeds only in bringing the dark side into being—Hyde emerges, but he has no angelic counterpart. Once unleashed, Hyde slowly takes over, until Jekyll ceases to exist. If man is half angel and half fiend, one wonders what happens to the “angel” at the end of the novel. Perhaps the angel gives way permanently to Jekyll’s devil. Or perhaps Jekyll is simply mistaken: man is not “truly two” but is first and foremost the primitive creature embodied in Hyde, brought under tentative control by civilization, law, and conscience. According to this theory...
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...fundamental and often universal ideas explored in a literary work. The Duality of Human Nature Dr. Jekyll and Mr. Hyde centers upon a conception of humanity as dual in nature, although the theme does not emerge fully until the last chapter, when the complete story of the Jekyll-Hyde relationship is revealed. Therefore, we confront the theory of a dual human nature explicitly only after having witnessed all of the events of the novel, including Hyde’s crimes and his ultimate eclipsing of Jekyll. The text not only posits the duality of human nature as its central theme but forces us to ponder the properties of this duality and to consider each of the novel’s episodes as we weigh various theories. Jekyll asserts that “man is not truly one, but truly two,” and he imagines the human soul as the battleground for an “angel” and a “fiend,” each struggling for mastery. But his potion, which he hoped would separate and purify each element, succeeds only in bringing the dark side into being—Hyde emerges, but he has no angelic counterpart. Once unleashed, Hyde slowly takes over, until Jekyll ceases to exist. If man is half angel and half fiend, one wonders what happens to the “angel” at the end of the novel. Perhaps the angel gives way permanently to Jekyll’s devil. Or perhaps Jekyll is simply mistaken: man is not “truly two” but is first and foremost the primitive creature embodied in Hyde, brought under tentative control by civilization, law, and conscience. According to this theory...
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...Case of Dr. Jekyll and Mr. Hyde (Strange Case) (Stevenson, 1886) brings the topic of human duality to the forefront by observing it from a third person point of view. Edgar Allan Poe brings up human duality too from a first person point of view in his work The Murders in the Rue Morgue (The Murders)(1841). Strange Case is about an internal struggle that is externalized, while The Murders shows no struggle between the characters. The former about the concept of self-control, while the latter on mental capacity. Although both stories show it in very different ways, the underlying theme is the same, the duality of the human mind is true and apparent but cannot be separated. It may help to demonstrate the nature of human duality with another concept that is physical but not human, the wave-particle duality. This concept is derived from the nature of light, or electromagnetism. Classically, people, especially scientist, used to believe that waves and particles were two separate entities but after an experiment (the double-slit experiment) found that light behaves as both at the same time. This concept shook science from the very foundation upon which it stood and began the era of quantum mechanics. Many people assume that the human mind is one but in actuality it is two, similar to the wave-particle duality. These two minds are one in the same and cannot be separated but there is most definitely a duality to be observed. Reading Strange Case puts the reader into a character known...
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...monster tales with characters of a certain depth and humanity, such as Count Dracula and Frankenstein’s monster, that grabs at the compassionate hearts of audiences to contemporary films that often include a united human race defeating alien-like monsters without hesitation. The purpose of McCormick’s essay is to show how most people treat monsters, no matter how they were created or place themselves in this world, in order to answer the question of whether monsters reside within us. Given the article's location in a sophisticated magazine, McCormick aims this essay at an educated audience interested in the human need to destroy, rather than accept, monsters. 1. There are many reasons why monster stories have endured popularity over the years. One reason McCormick points out is the action and adrenaline associated with modern movies. He claims that these movies tend to be designed for theme park rides and video games since they are all about the fight or flight response that adrenaline. The contemporary...
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...literary analysis essays because this type of assignment encourages you to think about how and why a poem, short story, novel, or play was written. To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance. Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below. You’ll just need to use the original text to defend and explain your argument to the reader. Allegory - narrative form in which the characters are representative of some larger humanistic trait (i.e. greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life. Although allegory was originally and traditionally character based, modern allegories tend to parallel story and theme. William Faulkner’s A Rose for Emily- the decline of the Old South Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde- man’s struggle to contain his inner primal instincts District 9- South African Apartheid X Men- the evils of prejudice Harry Potter- the dangers of seeking “racial purity” Character - representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction Protagonist - The character the story...
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...pedagogy from “correctness and accuracy” in English to “communicative ability” (MEXT 1998). In response to this, much emphasis has been placed on students’ ability to express themselves orally in class. This has, however, had the (undesired) effect of grammar and lexis being minimised in schools. We are now at a stage whereby the overwhelming majority of students enter universities with an insufficient knowledge of grammar and lexis. This paper will examine two error patterns committed by Japanese studying English as a second language: the genitive markers of/’s indicating possession; and the English article system a/an/the. The former is concerned with the misuse of the English preposition of, which I consider to originate in the L1. The analysis shown below manifests that it is difficult for Japanese students to distinguish between of and ’s: a comparison of this will ensue. The latter originates in the misuse/overgeneralisation of learning strategies: the usage of articles: a/an/the. The Japanese language lacks an article system, making this, “one of the greatest problems for Japanese learners [and this] is vividly revealed in the high frequency of mistakes,...” (Kimizuka 1968:78). After analysing the two error patterns, an attempt to identify the causes of them will be determined. Finally, a method of helping students deal with these error patterns is proposed. 2. Literature Review: Two Error Patterns 2.1 Possessive Forms: of/’s The distinction between of and ’s usage is...
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...the Escape Artist” is the culmination of my work in my WR100 seminar, Fantasy at the Fin-de-Siècle. The final assignment was to create a research paper based on an interesting problem or paradox I had found in Oscar Wilde’s book, The Picture of Dorian Gray. For me, one of the book’s most fascinating elements was Dorian’s immature behavior; though he grows older, he never seems to “grow up.” At first, I investigated how my idea related to aestheticism and what Dorian’s immaturity showed about aestheticism; however, I could not find a solid way to prove my thesis. My greatest problem was being unsure of how writing a paper based on a research problem in The Picture of Dorian Gray constituted a researchable argument and not just a literary analysis. Hoping to gain a different perspective on the assignment, I met with fellow classmates to talk out my problem. It turned out that they were having the same issue with their essays, and through discussing my paper with them, I realized that my topic was too narrow to be easily supported by sources; the idea of Dorian growing older without growing up was interesting but could not easily be supported with sources outside the novel itself. With this in mind, I modified my thesis, claiming that though Dorian Gray demonstrates aesthetic behavior in The Picture of Dorian Gray, his fascination with artistic things serves less to pursue aestheticism and more to evade his dark past. In this manner, I argued, Dorian could be considered more...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S MACBETH LINDA NEAL UNDERWOOD S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Macbeth 2 INTRODUCTION William Shakespeare developed many stories into excellent dramatizations for the Elizabethan stage. Shakespeare knew how to entertain and involve an audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements...
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...UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically tragic themes: the role of fate and fortune, the inevitable nature of tragedy, and the isolation of the tragic hero. This teacher’s guide will be divided into several parts: (1) a brief...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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