...and in a world full of these sinful beings, it's impossible to live a picture perfect life free of suffering. Throughout the book Night, Elie Wiesel uses symbolism, imagery, and figurative language to display the unavoidable nature of pain and suffering. Symbolism was used throughout the novella to prove that suffering is inevitable. Elie's suffering starts to intensify once he reaches the concentration camp, and his suffering Is accompanied with a change in character; after a single night in the camp, Elie claims that his old, religious self "had been consumed by the flames," (Wiesel 37) which was likely to happen to him at some point with him being a victim of the holocaust. After the dentist's office was shut down, elie was glad that his gold crown was safe; he begins to think about what he could do with it, like buy food one say, and he describes his desire for food, specifically bread, as "all that mattered to [him]," (Wiesel 52) which shows...
Words: 661 - Pages: 3
...depriving someone of human qualities or attributes. In the novel, Night, Eliezer Wiesel tells his personal experiences as a young Jewish boy during the holocaust. Jews were captured and sent to concentration camps such as Auschwitz and Birkenau; where they would experience the worst forms of torture, and abuse. Torture has obvious physical effects, but it also can cause psychological changes on those who are victimized. In the novel, Night, Elie Wiesel uses figurative and connotative language to demonstrate that dehumanization causes people to become indifferent about life or death, the victims behave less than human, and people see themselves as less than human. To begin, In Night, Elie Wiesel uses rhetorical...
Words: 513 - Pages: 3
...When Elie recites his story in the book Night, he talks about the inhumane the SS officers and how they endured cruel treatment. Elie also talks about how the SS officers split their family and the torture he endured in the concentration camp Auschwitz. Wiesel uses imagery all throughout the book to emphasize the horrible treatment of the camp. Imagery, a visually descriptive or figurative language plays a big role in describing the scenery and the treatment. In the book Night, Elie Wiesel used imagery to explain how the SS officers treated the prisoners brutally and dehumanized them. When SS officers took Elie and his family to the concentration camp he had to go through the physical and mental torture. The SS officers treated the prisoners less than...
Words: 620 - Pages: 3
...Elie Wiesel’s Break Of Silence One of the most dreadful events in the history of mankind: the Holocaust during World War II. The holocaust was a genocide of Jews, homosexuals, mentally handicapped, and crippled. The holocaust killed more than six million Jews alone. Elie Wiesel is a Jew who went through the terror of the holocaust and its concentration camp. He tells his story in his book Night. Night reveals how Wiesel lost his family, faith, and innocence to the evil of mankind during the holocaust. Wiesel believes it is important for people today to read this book because they need to be shown how important it is not to keep silent and let something like the holocaust happen again. Elie has some of the most marvelous figurative language throughout the novel, starting off with some metaphors. Elie and the rest of the block are running to a peculiar concentration camp, with no rest Elie starts having speculation of what will happened if he stops running. “ A great ideal wave of men came rolling onward and would have crushed me like an ant” (87). No analysis How does this relate to the author’s purpose? The next phase awkward phrase is about when there was two cauldrons of soup in the middle of the road with no one to guard it. “Two lambs with hundreds of wolves lying in the wait for them. Two lambs without a shepherd, free for the taking. But who would dare?” (59) Have you ever been so mad at someone that everytime you talk to them you questioned them with anger or say...
Words: 699 - Pages: 3
...2014 MAED Capstone Title | Holocaust Web Quest: Evaluation and Citations | Grade | Level: 7 | Type of Lesson: | Flexible Collaboration Continuum | Area Topic | Moderate Content Area: Language Arts Content Topic: Diary of Anne Frank Unit | Standards for the 21st-Century Learner | | Skills Indicator(s): | 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. | Responsibilities Indicator(s): | 11.3.1 Respect copyright/intellectual property rights of creators and producers. | Dispositions Indicator(s): | 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information | Self-Assessment Strategies Indicator(s): | 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. | Scenario: | In two sessions, this lesson is designed to teach students how to evaluate and cite information gathered from web sites related to the study of the Holocaust. The lesson reinforces the concept that not all resources are reliable and useful and that all sources must be cited to avoid plagiarism. The lesson is part of a language arts unit on The Diary of Anne Frank, and it teaches research standards as they are imbedded in the literature content. The teacher will be responsible for teaching excerpts from the diary, stressing literary devices and historical...
Words: 5185 - Pages: 21
...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
Words: 113589 - Pages: 455