...where there are unbending and definitive divisions between the upper, middle and lower class Society is conditioned to fear the outside world, and one of the methods for achieving this is the restriction of information and freedom. A corrupt authoritarian and totalitarian government creates or sustains the poor quality of life This government makes people believe that society is proper and just, even perfect. State propaganda makes citizens worship the state the leader of the state and the government. There is strict conformity among citizens and the general assumption that having opinions and individuality is bad The penal system often employs psychological or physical torture Violence, cruelty and aggressiveness are always present. Dystopias are frequently written as warnings, or as social satire, criticizing a current trend, norm or political system. In order for the dystopia to have an effect on the reader, the author uses characteristics of every day society so that the reader knows what he’s talking about. Therefore, the society portrayed has echoes of today, of the reader's own experience. Authors can use a dystopia effectively to highlight their own concerns about societal trends. Common traits of the dystopian protagonist: often feels trapped and is struggling to escape believes that something is...
Words: 4487 - Pages: 18
...Savagery in The Lord of the Flies William Golding’s novel ‘The Lord of The flies’ presents us with a group of English boys who are isolated on a desert island, left to try and retain a civilised society. In this novel Golding manages to display the boys slow descent into savagery as democracy on the island diminishes. At the opening of the novel, Ralph and Jack get on extremely well. We are informed Jack, “shared his burden,” and there was an, “invisible light of friendship,” between the two boys. Jack changes considerably throughout this novel. At first he tells us, “I agree with Ralph we’ve got to have rules and obey them,” This shows us that at the beginning of the novel, just like Ralph, he wants to uphold a civilised society. We are also notified, “Most powerfully there was the conch.” As the conch represents democracy we can see that at the beginning of the novel the boys sustain a powerful democratic society. This democratic society does not last very long as the children (especially Jack) have a lack of respect for the conch and the rules. We can see this when Jack decides, “We don’t need the conch anymore, we know who should say things.” As the conch represents democracy we can see that civilisation on the island is braking up and savagery is starting to take over. We can also see a brake up in society when Jack says, “Bollocks to the rules!” Here we can see that Jack contradicts himself while managing to diminish the assembly and the power of the conch. Golding...
Words: 1364 - Pages: 6
...In the midst of a raging war, a plane evacuating a group of schoolboys from Britain is shot down over a deserted tropical island. Two of the boys, Ralph and Piggy, discover a conch shell on the beach, and Piggy realizes it could be used as a horn to summon the other boys. Once assembled, the boys set about electing a leader and devising a way to be rescued. They choose Ralph as their leader, and Ralph appoints another boy, Jack, to be in charge of the boys who will hunt food for the entire group. Ralph, Jack, and another boy, Simon, set off on an expedition to explore the island. When they return, Ralph declares that they must light a signal fire to attract the attention of passing ships. The boys succeed in igniting some dead wood by focusing sunlight through the lenses of Piggy’s eyeglasses. However, the boys pay more attention to playing than to monitoring the fire, and the flames quickly engulf the forest. A large swath of dead wood burns out of control, and one of the youngest boys in the group disappears, presumably having burned to death. At first, the boys enjoy their life without grown-ups and spend much of their time splashing in the water and playing games. Ralph, however, complains that they should be maintaining the signal fire and building huts for shelter. The hunters fail in their attempt to catch a wild pig, but their leader, Jack, becomes increasingly preoccupied with the act of hunting. When a ship passes by on the horizon one day, Ralph and Piggy notice...
Words: 5027 - Pages: 21
...Lord of the Flies Report In the novel, “Lord of the Flies”, by William Golding the author talks about a group of boys that are stranded on a deserted island after a dangerous plane crash in which all adults died. The boys started off as innocent schoolboys that you would expect to find in the 1940's, but quickly descend into savages. Ralph, the first boy we meet in the novel, is appointed the "chief" of all of them. Throughout the story he develops a close relationship with Piggy, a boy who gained his name due to his weight. Piggy is immediately recognized as the voice of the adult world when he states that “I expect we'll want to know all their names, and make a list. “We ought to have a meeting." This statement shows Piggy's reliance on law and order, and shows his desperation for his, and the other boy’s, well-being. Throughout this book one can say that Piggy and Ralph had many differences and similarities. Some of the obvious differences are the size of the two boys. Ralph is a fairly skinny kid whereas Piggy is a more pudgy or fat boy. Also another similarity the two shares are that Ralph and Piggy both show signs of leadership, but Ralph appears to be more of the one to take charge than Piggy. Piggy is slightly younger than Ralph. He is the weakling in the group being overweight and suffering from asthma. He is dressed similar to Ralph in a typical school uniform and wears glasses. He is weak, smart, and friendly. In the text, Piggy seems to be shown throughout...
Words: 1069 - Pages: 5
...Chapter 9: “A View to a Death” ***Pick 2 to answer 1. What are the purpose and effect of Jack’s generosity with the meat he and the hunters obtained? What do you think his decision to give meat to even Ralph and Piggy is meant to show? 2. Why does Jack command the boys to dance and chant, and why is this an effective leadership tactic? What psychological effect does dancing and chanting have on the boys? Think back to the effect that putting on makeup had on them in Chapter 4. Jack commands the boys and chants to display his leadership. In addition he does this because he saw the “beast” and were luring to kill him. This is also shows the savagery because they aren’t thinking straight and are being savages. Their dance is very wierd or creepy because according to the text, “ The hunters took their spears, the cooks took spits, and the rest clubs of firewood” (151) shows what the hunters do, who are kids. The psychological effect is the kids obeying Jack to do a dance; stealing the freedom of the kids. 3. What is the “beast” that the boys kill? How is this event ironic and especially tragic (not only for the “beast,” but for everyone on the island)? How is it symbolically significant? The “beast” that they killed was Simon. This was tragic to the whole island because they killed one of their peers. It’s tragic because they...
Words: 1774 - Pages: 8
...in order to be given an exceptional reputation of themselves. One does not simply become a hero by the powers they are graced with. Power can make either a ruthless or an admired figure, though it is up to them to choose the right path. The powers the various character's carry within themselves, negatively influences the society because of one's responsibility for their actions, dealing with the consequences and hurting the ones they love. When one fail's to accept responsibility for their actions there are a series of events that follow through. For example, in Lord of the Flies Jack did not...
Words: 1408 - Pages: 6
...the refugee crisis and the fear of certain religions. Golding also uses this fear and power to show the faults...
Words: 2496 - Pages: 10
...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...
Words: 123617 - Pages: 495
...About thirty years old at the start of the play, Hamlet is the son of Queen Gertrude and the late King Hamlet, and the nephew of the present king, Claudius. Hamlet is melancholy, bitter, and cynical, full of hatred for his uncle’s scheming and disgust for his mother’s sexuality. A reflective and thoughtful young man who has studied at the University of Wittenberg, Hamlet is often indecisive and hesitant, but at other times prone to rash and impulsive acts. Hamlet is extremely philosophical and contemplative. He is particularly drawn to difficult questions or questions that cannot be answered with any certainty. Faced with evidence that his uncle murdered his father, evidence that any other character in a play would believe, Hamlet becomes obsessed with proving his uncle’s guilt before trying to act. Claudius - The King of Denmark, Hamlet’s uncle, and the play’s antagonist. The villain of the play, Claudius is a calculating, ambitious politician, driven by his sexual appetites and his lust for power, but he occasionally shows signs of guilt and human feeling—his love for Gertrude, for instance, seems sincere. Gertrude - The Queen of Denmark, Hamlet’s mother, recently married to Claudius. Gertrude loves Hamlet deeply, but she is a shallow, weak woman who seeks affection and status more urgently than moral rectitude or truth. Polonius - The Lord Chamberlain of Claudius’s court, a pompous, conniving old man. Polonius is the father of Laertes and Ophelia. Ophelia - Polonius’s...
Words: 9533 - Pages: 39
...the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave,...
Words: 74303 - Pages: 298
...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...
Words: 41988 - Pages: 168
...Home Page Title Page LORD OF THE FLIES Contents Page 1 of 290 Go Back Full Screen Close Quit Home Page Title Page LORD OF THE FLIES Contents a novel by WILIAM GOLDING Page 2 of 290 Go Back G LOBAL V ILLAGE C ONTEMPORARY C LASSICS Full Screen Close Quit This e-book was set with the help of KOMAScript and LaTeX Home Page Title Page Contents Page 3 of 290 Go Back Full Screen Close Quit Home Page Title Page Contents Contents 1 The Sound of the Shell 5 2 Fire on the Mountain 42 3 Huts on the Beach 65 4 Painted Faces and Long Hair 80 5 Beast from Water Page 4 of 290 106 Go Back 6 Beast from Air 134 7 Shadows and Tall Trees 155 8 Gift for the Darkness 177 9 A View to a Death 207 Full Screen Close Quit 10 The Shell and the Glasses 221 Home Page 11 Castle Rock 242 12 Cry of the Hunters 262 Title Page Contents Page 5 of 290 Go Back Full Screen Close Quit Home Page 1 The Sound of the Shell Title Page Contents The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering ...
Words: 65127 - Pages: 261
...Home Page Title Page LORD OF THE FLIES Contents Page 1 of 290 Go Back Full Screen Close Quit Home Page Title Page LORD OF THE FLIES Contents a novel by WILIAM GOLDING Page 2 of 290 Go Back G LOBAL V ILLAGE C ONTEMPORARY C LASSICS Full Screen Close Quit This e-book was set with the help of KOMAScript and LaTeX Home Page Title Page Contents Page 3 of 290 Go Back Full Screen Close Quit Home Page Contents 1 2 3 4 5 6 7 8 9 The Sound of the Shell Fire on the Mountain Huts on the Beach Painted Faces and Long Hair Beast from Water Beast from Air Shadows and Tall Trees Gift for the Darkness A View to a Death 5 42 65 80 106 Title Page Contents Page 4 of 290 Go Back 134 155 177 207 Quit Full Screen Close 10 The Shell and the Glasses 11 Castle Rock 12 Cry of the Hunters 221 Home Page 242 262 Title Page Contents Page 5 of 290 Go Back Full Screen Close Quit Home Page 1 The Sound of the Shell The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering heavily among the creepers and broken trunks when a bird, a vision of red and yellow, flashed upwards with a witch-like...
Words: 65127 - Pages: 261
