...Analysis of the Major Characters In Lord of the Flies by William Golding In Partial Fulfillment of the Requirements in English 140 Submitted by: Ryan Mark L. Catanio Submitted to: Prof. Donna Alna C. Cortez September 08, 2014 A. Author’s Biography William Golding Biography Author (1911–1993) a. Synopsis William Golding was born September 19, 1911, in Saint Columb Minor, Cornwall, England. In 1935 he started teaching English and philosophy in Salisbury. He temporarily left teaching in 1940 to join the Royal Navy. In 1954 he published his first novel, Lord of the Flies. In 1983, he was awarded the Nobel Prize for Literature. On June 19, 1993, he died in Perranarworthal, Cornwall, England. b. Early Life William Golding was born on September 19, 1911, in Saint Columb Minor, Cornwall, England. He was raised in a 14th-century house next door to a graveyard. His mother, Mildred, was an active suffragette who fought for women’s right to vote. His father, Alex, worked as a schoolmaster. William received his early education at the school his father ran, Marlborough Grammar School. When William was just 12 years old, he attempted, unsuccessfully, to write a novel. A frustrated child, he found an outlet in bullying his peers. Later in life, William would describe his childhood self as a brat, even going so far as to say, “I enjoyed hurting people.” After primary school, William went on to attend Brasenose College at Oxford University. His father hoped he would become...
Words: 4218 - Pages: 17
...Lord of the Flies Full book report 1. A person’s behaviour is determined by several causes through out his life. The phase already begins when we are born. As a child we’re taught how to behave by our parents. Later on our teachers and surroundings influence our behaviour towards a more and more civilized one. In a society we’re kept as civilized as possible by following rules and laws. If we as human beings are placed away from a society, will we be able to maintain our civilized characters, or will we become savaged barbarians? This is the theme William Golding creates in his novel The Lord of the Flies from 1954. Golding takes his readers on a journey, where he shows what mankind is capable of doing through youngsters. The question is: can the young kids maintain civilization? 2.c. The Lord of the Flies is a novel about a group of young boys who crash on an island. While they’re stuck on the island they manage to establish some order and civilization by choosing a leader and by using a conch shell to arrange meetings between the boys. The established civilization crumbles as the book goes on because some of the boys can’t control their animalistic qualities. The boys waddle between the human instinct of savagery and the civilized ways of order, which they’re taught from home. Despite the fact that they try to establish order they become more and more drawn towards savagery throughout the book. The sow’s head and the conch shell are both symbols of power, but...
Words: 1043 - Pages: 5
...A Guide to Writing the Literary Analysis Essay I. INTRODUCTION: the first paragraph in your essay. It begins creatively in order to catch your reader’s interest, provides essential background about the literary work, and prepares the reader for your major thesis. The introduction must include the author and title of the work as well as an explanation of the theme to be discussed. Other essential background may include setting, an introduction of main characters, etc. The major thesis goes in this paragraph usually at the end. Because the major thesis sometimes sounds tacked on, make special attempts to link it to the sentence that precedes it by building on a key word or idea. A) Creative Opening/Hook: the beginning sentences of the introduction that catch the reader’s interest. Ways of beginning creatively include the following: 1) A startling fact or bit of information Example: Nearly two hundred citizens were arrested as witches during the Salem witch scare of 1692. Eventually nineteen were hanged, and another was pressed to death (Marks 65). 2) A snatch of dialogue between two characters Example: “It is another thing. You [Frederic Henry] cannot know about it unless you have it.” “ Well,” I said. “If I ever get it I will tell you [priest].” (Hemingway 72). With these words, the priest in Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous “it” in his life. 3) A meaningful quotation (from the book you are analyzing...
Words: 2671 - Pages: 11
...Lord of the Flies: Literary Analysis In the novel Lord of the Flies, by William Golding, a plane full of English boys was attacked and crashed onto an island when trying to evacuate a nuclear war. Now the boys must learn to survive and work together. Although they began as a civilized bunch, after conflicts between group leaders Ralph and Jack, savagery starts to emerge. Golding uses the conflict between the civilizations to show how the darkness of human nature can affect even little childrens. At the beginning of the novel, Ralph, described as “the boy with fair hair”, and Piggy a whiney, intellectual chubby boy, found a conch shell which was used to call the other boys who were lost on the island to the beach. Among the boys was a choir group led by a boy named Jack. Ralph was soon elected as leader seeing as being the one who called everyone together. Jack was in charge of the choir group to hunt for food. After countless failure of capturing a pig, Jack decided to paint his face with clay to be camouflaged from the pig. He lead the boys and finally killed his first of pig and came back to the group with the pig strapped to a stick and the boys chanting, “ Kill the pig. Cut her throat. Spill her blood!”(69). We can see how excited the boys got from killing a measly pig. Jack describes his experience with Ralph explaining, “ There was lashings of blood...you should have seen it!”(69). Jacks thirst for more blood is an obvious sign of the development of savagery. Later...
Words: 760 - Pages: 4
...number of similarities, more than one may assume. Humans strive to secure, at the very least, four, primary things: food, water, shelter, and warmth. This scenario is evidently seen in both the book, Lord of the Flies by William Golding, and the modern television show, “Lost”. A group of complete strangers are stranded on a mysterious island, encountering a lack of essentials, sanity, and pure, hope. Nevertheless, every character unambiguously lived in varying tactics from tribal savagery to an orderly democracy. Unsurprisingly, these two mediums demonstrate rather similar aspects in the storyline, imagery, and, most vitally, characters. Based on the analysis of Lord of the Flies and Lost, Ralph,...
Words: 798 - Pages: 4
...Wyatt Lowe Period 3 10-31-12 Piggy Analysis In the story Lord of Flies, by William Golding, there are many conflicts between the characters and the island, but some of the more important come between Piggy and the group. Piggy is seen to the group as the outsider, the member who doesn’t fit in. Although they treat him as an outcast, Piggy’s smart wits and his ideas are used by the group in reluctance, but end up playing a big part in the story. For example, it was Piggy's idea to use his glasses to start the fire. Jack, the leader of the choirboys, right from the start, reveals a deep dislike for Piggy. During the very first meeting when Piggy is asking the boys for their names Jack says, "Shut up fatty you talk too much." But when the fire is allowed to go out and they miss the possible chance of getting rescued Piggy says to Jack, "You didn't ought to have let that fire out, you said you'd keep the smoke going...." And Jack punches him in the stomach. Perhaps Piggy was right when he later told Ralph that Jack hated Ralph but he knew that Ralph would hit him back so he vented his anger on Piggy, who couldn't fight back. Piggy’s outer appearance serves as a vessel for the boys to make fun of him. Little do they know that his thoughts and ideas would help better the group and create a better chance of arriving back home. At the beginning of the story, we see Piggy following Ralph everywhere he goes, babbling off ideas and thoughts in his head. After his encounters with...
Words: 446 - Pages: 2
...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
...1. Speak on the function of different plot-structure patterns. A Retrieved Reformation | The Story-Teller | Summary of the story: | The story is written by O. Henry and tells us about the life of a man with 2 personalities at the same time: Jimmy Valentine, who used to crack saves and Mr. Ralph Spencer, the phoenix that arose from Jimmy Valentine’s ashes, who wanted to start a new life with a beloved woman. | The story is written by Saki (Hector Hugh Munro) and tells us about a group of people: an aunt with 3 children and a bachelor. The aunt tried to come down the children by telling them a story. But it was so dull for them that this bachelor had to tell another one, much improper that the aunt’s one. | Narration: | The story is 3rd person narration and the main form of presentation is narration with elements of dialogue. The story told from this point of view is more confiding and sounds true to life. Though told from the 3rd point of view it nevertheless helps us to feel an emotional connection with all characters. The author tries to reveal Jimmy’s personality both with the help of his thoughts, words and actions and the author’s description of the events, to show us his hard way of gaining a better life. | Though the story is told from the 3d person point of view, we can say that the events are shown through a bachelor’s perception. As well as in “ARR” the main form of presentation is narration with elements of dialogue and here the characters are described from...
Words: 9343 - Pages: 38
...specific, deliberate constructions of language which an author uses to convey meaning. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text. Literary terms refers to the words themselves with which we identify and describe literary elements and techniques. They are not found in literature and they are not “used” by authors. Allegory: Where every aspect of a story is representative, usually symbolic, of something else, usually a larger abstract concept or important historical/geopolitical event. Lord of the Flies provides a compelling allegory of human nature, illustrating the three sides of the psyche through its sharply-defined main characters. Antagonist: Counterpart to the main character...
Words: 4700 - Pages: 19
...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to 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...
Words: 74303 - Pages: 298
...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 Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
Words: 41988 - Pages: 168
...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
Words: 13874 - Pages: 56
...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
