• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Commentary: Both literary and non-literary pieces address the issue of bullying. Text A (Outside) features many inter-textual links: James Joyces Ulysses and Chuck Palahniuks Fight Club

Extracts from this document...

Introduction

Comparative Commentary Both literary and non-literary pieces address the issue of bullying. Text A (Outside) features many inter-textual links: James Joyce?s ?Ulysses? and Chuck Palahniuk?s ?Fight Club?, both novels serving a vital part in the development of ideas and the structure of syntax and lexis. The purpose of Text A is to develop character and mystery through means of magic realism yet in doing so allow the contrasting themes of isolation and despair to become apparent. Text B (Bullying- an inescapable part of human life?) serves as a thought provoking argument that incorporates the various methods of bullying and its place in society. Comparatively, both texts are targeted at mature teenagers however throughout Text B there is a need to highlight the importance of bullying in the work environment to emphasise the extensive spread of abuse within our society. Text B makes use of numerous graphological techniques (such as coloured text boxes), this keeps the reader entertained through ease of reading. The use of bold text to highlight important statistical information, for instance the cardinal determiner: ?20,000? is used in conjunction with this to provide strength to the argument as well as vary the aesthetics of the text. ...read more.

Middle

The single use of direct speech, ?Did you miss us?? connotes isolation surrounding the protagonist. This theme is further intensified through the use of the passive voice: ?is pinned to the wall? as it portrays the protagonist as a victim as well as make the reader question why he is in the situation. 504 words Dissimilarly Text B consistently uses the present tense with use of the implied future in the modal: ?we can prevent?, in the concluding paragraph. This is appropriate for this style of writing as the use of implied future, paralleled with frequent use of the inclusive plural: ?we?, gives a sense of unison and responsibility. To exaggerate the impact on the reader, Text B uses a high register: polysyllabic lexis such as the modifying adjective ?fundamental? and stative verbs ?perceived?, ?maintained? give sequence to the article. Following on from this, Text B creates emphasis by using repetition: the finite verb, ?to dominate?, the transitive verb: ?dominating? and the abstract noun: ?dominance?. In Text A, the repetition of the noun phrase: ?Nothingness; absolute nothing? No tunnel, no bright lights. Just nothing?? serves as a vital mechanism in engaging the reader. ...read more.

Conclusion

The frequent use of emotive adjectives are also comparable; adjectives such as ?tragic? and ?detrimental? are used to create a parallel between the theme of bullying and society in Text B. 993 words Text A uses onomatopoeia to impose the vividness of the chase: ?CRASH?. The use of this dynamic verb startles the reader and creates a greater involvement with the story. Text A makes frequent use of fricative and plosive alliteration: ?scent of stale cigarettes?, ?faster and faster?. This represents the varying tones of the story, for example, the use of the fricative: ?faster and faster? depicts the fast pace of the passage hence compelling the reader to continue. Text B also features similar phonological techniques to emphasise the importance of certain arguments. For example: ?supposedly, socially developed and sophisticated?? the use of sibilance here intensifies the use of the interrogative thus allowing the reader to reflect on the denoted topics. Both texts depict the theme of bullying. However the ways in which these texts portray this theme vary immensely: Text A depicts the microcosm- the life of a struggling protagonist and the surrounding themes of isolation. Text B however illustrates the impact of bullying in society: the macrocosm. And it is through this juxtaposition that allows the similarities and comparisons between form, syntax, lexis and phonology to be made. 1159 words ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Composition section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Composition essays

  1. English - Commentary

    I felt that because they would help the writing flow the reader would not lose interest. If the reader was not interested about surfing and I had just written about a list of surf terms that they would not understand then they would immediately lose interest and stop reading.

  2. article in third person

    It didn't take long though before things started to change. She became one of THE most popular girl you could think of and was looked up to by girls in the school. She was a member of two groups, one known as the DOLLS and the other group known as BEB (Brown Eyed Beauties).

  1. The difference between a tabloid and broadsheet article

    and 'I imagined' are all examples of this. Clearly, spoken language is used alongside written language to voice views and opinions from different people and organisations. Lexis/Register: The lexis used within the article is more complex and polysyllabic, as the general audience of the newspaper is businessmen and older readers.

  2. The Scarlet Letter Passage Analysis

    This bright panoply was not meant for mere idle show, but had been worn by the Governor on many solemn muster and training filed, and had glittered, moreover, at the head of a regiment in the Pequod war. For, though bread a lawyer and accustomed to speak of Bacon, Coke,

  1. Examine the ways in which Shakespeare presents and uses revenge in Hamlet

    This implies his father was like the sun god, whereas Claudius was a mere half goat half-man creature. The strong comparisons reveal his bitterness towards Claudius. (4) Hamlet frequently expresses negative and pessimistic feelings. He feels inadequate and overwhelmed by the task in hand.

  2. Campus Racism 101 Writing Prompt: Nikki Giovsani wrote this article in 1944. Is this ...

    What we have to realize is that forr those the activists that don't give up, the outcome of their hard work can be very rewarding. While thinking about activism and how it related to racism in the 1960s. I started to think of racism and where it is today, yes,

  1. Essay plans for debating questions about technology and science in modern society.

    Counter-argument: 1. If scientists already knew the potential destructive ability of their invention, they should not go ahead with it. 1. E.g. The building of the atomic bomb 2. However, they might not know the potential destructive ability. Conclusion: Innovation and discovery is a process that cannot be stopped.

  2. Witness 1985 Short Story. Composition and commentary.

    ?Just do it, man,? retorted Book. ?I?m gonna disappear for a couple of days?. ?What?s going on, man?? asked Carter alarmed. ?What is happening?? ?I?ll call you when I can,? said Book. ?And be careful. Schaefer?s in this too?. Book hung up leaving Carter utterly astounded.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work