English-language films Essay Example for Free

English-language films Essay 1. How are the pictures helpful in understanding the selection? 2. Why did the noise of the sonar speed up? 3. Why did the Titanic sink? 4. How were Frederick’s Fleet and Minnie Coutts alike? 5. If you wanted to prove the fact that over 1,500 people died out of the more than 2,300 people on board, what would you use to prove this? 6. What is the most likely reason the author wrote this selection? 7. The author uses figurative language, including comparing the ship to a â€Å"ghost from the ancient past,† saying the ship is â€Å"weeping great tears of rust,† and saying he felt as if he â€Å"had walked into a dream. † Why does he do this? 8. Tell how the author felt about seeing the Titanic. 9. Imagine that the author kept a journal. Write one or two sentences to tell what he might write after he came up from his first trip to the Titanic 1. How are the pictures helpful in understanding the selection? 2. Why did the noise of the sonar speed up? 3. Why did the Titanic sink? 4. How were Frederick’s Fleet and Minnie Coutts alike? 5. If you wanted to prove the fact that over 1,500 people died out of the more than 2,300 people on board, what would you use to prove this? 6. What is the most likely reason the author wrote this selection? 7. The author uses figurative language, including comparing the ship to a â€Å"ghost from the ancient past,† saying the ship is â€Å"weeping great tears of rust,† and saying he felt as if he â€Å"had walked into a dream.† Why does he do this? 8. Tell how the author felt about seeing the Titanic. 9. Imagine that the author kept a journal. Write one or two sentences to tell what he might write after he came up from his first trip to the Titanic

Eye Ball :: Literary Analysis, Spiegelman

What would you expect to be the mindset of a misfit kid who isn’t really that popular who is playing baseball with the other kids because he wants to fit in with them instead of being himself? There is such a boy in a first person short story that was written by a worldly-renowned author. In â€Å"Eye Ball,† Spiegelman uses characterization to develop the theme of be yourself and don’t try to fit in with others at the expense of showing your true self. Spiegelman’s use of the little misfit boy as a round character reflects the theme because he realizes that he doesn’t fit in so well with all the other boys. Being a kid with Amblyopia, or â€Å"lazy eye†, he already knew that he was at a disadvantage and he points out his condition when he is saying â€Å"since I’m virtually blind in my left eye† and when he said â€Å"Amblyopia, a â€Å"lazy eye,† made my whole world 2D† (130). He still tries to play baseball with the other boys, but he quickly finds out that he isn’t that good at it. Identification can be made with the out-of-place feeling that the little boy most have felt. Now he is most likely feeling down because he did poorly when he was up at bat. Most out of place people â€Å"must escape into fantasy and/or develop a rarefied sense of humor to survive† (130). The usual â€Å"boy in 1950s America, baseball was not optional and to be inept assured a place in the social hierarchy even lower than a girl’s† (130). This shows that there was a current stereotype of how little boys should be and he tried to be stereotypical with all of the other little boys. Spiegelman’s use of the little misfit boy as a dynamic character reflects the theme because he learns to be himself and not try to be something that he isn’t. He realizes that he is out of place when the boys placed him and he â€Å"was inevitably relegated to right field, far out of harm’s way† (130). While in the outfield he thought that his boredom took out his â€Å"anxiety that a ball might come† (130). He already knew before he went with the boys, that playing baseball with them wasn’t going to go smooth so he â€Å"often kept some comic book handy† (130). While he is thinking, he finally realizes that his true comfort is in comics and not sports.

Lust is Illusive Essay

Susan Minot’s short story, â€Å"Lust,† shares a tale of sexually pervading adolescent girl. The unnamed protagonist victimizes herself in fragmented recollections of sexual encounters with multiple partners. Debauchery down spirals her into a realm of self- languish. The narrator begins as a morally bankrupt adolescent and the text unravels a severely ambivalent sad teenage girl. The more of yourself that you passively give away the less of yourself you become. The protagonist is not developed by physical features. She is created by her relationships with others. Her feelings and actions also allow the reader to dig deeper into what kind of person she is. As a dynamic character she undergoes inner conflict. Once she recognizes her conflict with impulsive sexual conduct she possesses the power of change. At the beginning of the story she is emotionally vacant. When sharing she chose the objective style of storytelling. It was not the tradition style that bursts with details. With the minimal detail the narrator’s voice strengthened. Though her words are short it makes the readers anticipation grow. The quick to the point delivery gave the reader the general idea of her lifestyle. She distances herself from experiences. The narrator inconsistently tells the story in first and second person. Separating herself from the actions takes the blame off her. Dissociation shows when she describes her feelings after sex. â€Å"You make out the dim shape of the windows and feel yourself become a  cave, filled absolutely with air, or with a sadness that wouldn’t stop.† It may be possible that the narrator wants to feel nothing at all rather than sadness. Being empty with just air or with sadness is inevitable. Her hollowness engulfs all the regretted decisions. She victimizes herself to her partners. All the acts are initiated by the guys. Every guy that she mentions has the upper hand. It is about their likes and dislikes. It is never what she wants; she only wishes to please them. â€Å"You wait till they come to you [†¦] you’d do anything for them.† (282) She would do anything for them even be critiqued about her body appearance. When guys pursue her in a disrespectful manner she feels obligated to give them attention. She chooses to entertain them despite her knowledge of their intentions. She is overly dependent on males. She continues to self- victimize She does not realize that happiness is internal and to experience external happiness you have to be right within. There is a constant reference of peer pressure. She wants so badly to belong. Upon the transition of a new school everyone would like to be accepted. She is only fifteen and expressing her rebellion. She parties with the kids from school and they get into delinquent activities. She smokes cigarettes and goes and gets drunk. There is sadness the seeps through her text. She does all this as a coping mechanism to block out the spurts of sadness. With each guy there was a part of her that is lost. Male dominance is present. She compared a boy with multiple partners and a girl with multiple partners. The guy had a bright look and bloomed after every girl. He would proudly gloat about his stories and everyone would support it. There would be guys encouraging him to lure more girls for his endless stories. A girl is different, there is no shine. There is only regret. It once grew into a proud beautiful blossomed flower. Now after each boy the petals would be plucked. The flower left in sorrow hunched over surrounded with rotted petal. You were not yourself anymore. Her identity is lost. Her voice is lost. It is obsolete. The narrator is a sympathetic character. The generation of these adolescent  girls could very well identify with her. She evokes a little hope that there can be resurrected after disaster. Her actions are the reflection of an epic phase that will continue to be a struggle for generations to come. Though at first she takes no responsibility for her action she has realized that maybe she is the cause of her dissatisfying life. This story is a great coming of age example of arbitrary conquests and its outcome on teenage girls. She puts the nonchalance attitude to the side and voices her thoughts. Towards the end of the story the paragraphs become emotionally synced and detailed. Now you know her thoughts and she feels used, tired, cheated. The reader is left without a denouement of satisfaction. The narrative is concluded with unsettling sentences of the disappearance of herself. There is only speculation that she resigns after the conscious discovery of her tragic emotional state.

Today, The United States Illustrates Many Circumstances

Today, the United States illustrates many circumstances of race in which a group of a given descent is discriminated against solely based on their physical appearance, despite the high demand for â€Å"equality.† Linda Darling-Hammond states that â€Å"the color line divides [populations] still†¦ even in the 21st century† and will continue to divide people in future centuries (â€Å"Unequal Opportunity: Race and Education†). Some debacles of race include those of a minority population being targeted, however the opposite is true for those trying to become a part of a college or university. In the college application process, the federal government requires the administrators to ask which race the applicant is from on their college application, in order to†¦show more content†¦During one point of the the film, the two of them went separately to a job application center in which a white lady was working. To John, the lady was kind and had faith that h e would definitely fulfil her clients’ wishes for an employee without really knowing him, however, to Glen, she nearly immediately lectures him about how laziness is not acceptable and will do him no good, despite the fact that he was John’s â€Å"equal.† To show how many instances, big or small, of racism are exhibited, even today, a news article published by CNN, states that 49 percent of blacks and 18 percent of whites believe racism to be a â€Å"very serious problem† (â€Å"Poll: Most Americans See Lingering Racism-- In Others†), particularly in the college admissions process. Similarly, in the college this process, race is a large determiner affecting whether or not a person is going to be accepted into any given university, but on the contrary, whites face the hardship due to their lack of diversity. 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