...difficulties decides to choose a path according to her own particular fulfillment in life. Nora is determined to venture upon a journey at the end of the play with a sole purpose of finding her true identity and meaning in the world. Ibsen illustrates what appears to be a typical marriage of love and loyalty during a time when women were restricted from certain actions and tasks. This marriage between Nora and Torvald Helmer, appeared on the surface to be quite normal, but beneath the surface lingered deceit and self-fulfillment thus providing Nora with the personal growth required to become an independent adult. Nora possesses a conscious where individuality and independence lie dormant, and as a result of a three day experience that stemmed from a secret business loan, her conscious is provided with the ability to flourish. Nora’s childish demeanor, naiveness and inexperience in life is clearly represented early in the play, but as the story unfolds, Nora evolves and becomes an individual adult due to the problems which include the secret business loan, as well as the realistic lessons and impact Krogstad, Mrs. Linde, and Dr. Rank unknowingly contribute in her life. The business loan Nora acquired from Krogstad, behind Torvald’s back, and the threats he made upon her is the beginning of her evolvement to becoming a self independent adult. Due to Nora’s childish way of thinking she did not fully understand the negative repercussions or the impact the business loan and forgery...
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...Realism in Ibsen’s A Doll’s House and Churchill’s Top Girls Nineteen-century Europe held rigid conventionalisms of class division, social order and gender roles. Society hid behind the mask of hypocrisy in an attempt to preserve bourgeoisie’s position of power. In that concern, conceptions of ‘liberty of the spirit’[1] and ‘liberty of thought and of the human condition’[2] came to question. Thus, Henrik Ibsen drew attention to the threat to ideas of freedom and public opinion by giving life to A Doll’s House (1879). He aimed to critique constraints of Victorian society rather than vindicating the rights of women. In that sense, in a speech given in his honour by the Norwegian Women’s Rights League on 26 May 1898 he stresses: ‘Whatever I have written has been without any conscious thought of making propaganda. […] To me it has seemed a problem of humanity in general.’[3] Ibsen clearly states he strove to expose the manipulation of individuals’ liberties as he worked for the human cause. In Caryl Churchill’s Top Girls (1982) the aim of the play is to reveal how the fulfilment of women’s self-realization needs in the personal and social spheres is achieved by compromising humanity and morality. In the end, what ‘The New Woman’ gets is disillusionment and loneliness as she finds herself in a predicament: mother or career woman, sensitive or hardened. In Top Girls what is represented is the price women pay to go up the corporate ladder in a male-dominant world. Thus, I will...
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...The Concept of the Outsider Literature often persecutes the most vulnerable, a person who lacks support and therefore power within society. Described by Terry Eagleton for The Guardian as the “literary mainstream”; these characters are often referred to as the Outsider due to their exclusion from the community in which the text is set. The characters who are referred to as Outsiders can be portrayed in different ways; their initial exclusion from society can ultimately lead to a narrative of their acquisition of power throughout the text but similarly, can portray a story of their maintenance of the minimal power they have over the course of the text’s plot. However, this is not to argue that some Outsiders presented within literature do not have power over the course of the development of the text so, as a consequence, remain excluded from the society. In this case, the text would then be considered an exposition of the character’s experience from their position in society rather than the author’s attempt of trying to integrate their character into society through their work. Furthermore, the author themselves may be considered an Outsider through their own status in society; they command their readers to be Outsiders themselves within the novel. As well as to read and observe the narrative in order to emulate the same feeling within themselves, within the reader or to have a specific impact on the issues surrounding humanity at the time. The contrast in the ways in which...
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...Specimen Papers and Mark Schemes for English Literature For first AS Examination in 2009 For first A2 Examination in 2010 Subject Code: 5110 Contents Specimen Papers Assessment Unit AS 2 Assessment Unit A2 1 Resource Booklet Assessment Unit A2 2 1 3 9 15 25 Mark Schemes Assessment Unit AS 2 Assessment Unit A2 1 Assessment Unit A2 2 29 31 61 95 Subject Code QAN QAN 5110 500/2493/0 500/2421/8 A CCEA Publication © 2007 Further copies of this publication may be downloaded from www.ccea.org.uk Specimen Papers 1 2 ADVANCED SUBSIDIARY (AS) General Certificate of Education 2009 English Literature Assessment Unit AS 2 assessing The Study of Poetry Written after 1800 and the Study of Prose 1800-1945 SPECIMEN PAPER TIME 2 hours INSTRUCTIONS TO CANDIDATES Write your Centre number and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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