They corrupt society and alienate Japanese by legalizing this crime via a paper? Order -in- council 469?(57). King satirizes this notion depicting how an inefficient dimwit like Coyote obtains immense power via his legalization as the? Custodian of Enemy Alien Property? (57) by white-men. King compares the destructive capabilities of ?legal? to ?White magic? (59), constructing an image of white politicians using ?magic? to hypnotize society. The white-men assert a tag of ?Enemy Aliens? to Japanese, which is ironic as most of them were Canadian citizens. This irony elaborates on the immense manipulation of language by the government as it used ?white magic words? to imprison its own citizens.
An interesting aspect of his point of view is that his reluctance to go back to the front is never explicitly stated, but manifested through his early mutism and his avoidance of a clear answer when asked: ? ?Do you think you?re fit ?? ?I?m not a doctor.? ?. This is contrasted to a will to prove his virility and self-worth, both to himself and his father: ?When all this is over, people who didn?t go to France, or didn?t do well in France - people of my generation, I mean - aren?t going to count for anything.
nature of what is going on inside, is described as a ?some celebration.? This subtle disconnection from the town, shows the reader that the narrator has insufficient knowledge of the celebration observed. This was done to signify the power of understanding all religions and their culture. Immediately, Vassanji mentions to the audience of a religious division that plagues the people of the town. Religion is the first major theme introduced to the audience as though to allude to its significance and its tense effect it has on the town.
"The world is a book, and those who do not travel read only a page"
If you loved Crime and Punishment, and your favourite books tend to be those that transport you to faraway places, then you'll probably enjoy the world literature component of IB English Literature. The course teaches you to analyse literary works from many different time periods and cultures, so you'll get the chance to read translated literature alongside English literature.
To do well, you'll need to be able to construct complicated literary arguments in writing. If you would like some practice first, study Marked by Teachers collection of student-submitted IB world literature essays. The teacher-annotated papers will give you all the tools you need to earn top marks: you'll soon see the difference in your writing.
Students who excel in this course should consider studying English literature or a modern foreign language at the university level. When applying to these courses, having good marks in higher level English will be very helpful indeed.
Good conclusions usually refer back to the question or title and address it directly - for example by using key words from the title.
How well do you think these conclusions address the title or question? Answering these questions should help you find out.
Do they use key words from the title or question?
Do they answer the question directly?
Can you work out the question or title just by reading the conclusion?
"To conclude I would say that David and Lucy's reaction to the attacks could not contrast more. Where David appeared to be scared and Lucy put on the brave front, David was the one who was strong for them both, going to the market etc, whereas Lucy was finding life after the attack very difficult, 'her thumb in her mouth like a child.' However, Lucy does not want the attack to be known to the public, she wants to move on, forget the past, but David wanted revenge on the attackers. Lucy's attitude towards the attack suggests that she felt guilty for the mistreatment of blacks and felt this was her punishment, whereas David's beliefs that change shouldn't happen were stressed by the attack."
"To conclude, throughout this essay I have attempted to show and explain how Ibsen, in his play Hedda Gabler, has updated and twisted the conventions of Greek tragedy that can be found within Euripides' classic tragedy Medea. I have examined how the death of Hedda, in particular the location and reaction to it, utilises and manipulates convention to create drama and enable the audience to draw their own conclusion from the action. The nature of the Thespian Loevborg, and how Hedda lives through him, shows how Medea's character has been twisted and changed, that Hedda is no longer seeking revenge and equality, in the perhaps two dimensional Euripidean world that Medea inhabits, but also control and success. I believe that there are many ways in which Ibsen has updated the conventions of Greek tragedy, and that it is the use of farce throughout that presents this text as a truly modernised Greek tragedy.
1 Ibsen, Henrick, Hedda Gabler, Methuen Drama Student Editions, 2002 Methuen Publishing Ltd. P. 76.
2 Hedda Gabler, p. 99
3 Euripides, Medea, Cambridge University Press 1999, l.840
4 Hedda Gabler, p. 45
5 Medea l.298
6 Hedda Gabler, p. 37
7 Hedda Gabler, p. 104
8 Medea, l. 88
9 Hedda Gabler, p. 64
10 Medea, l. 398
11 Hedda Gabler p. 95
12 Hedda Gabler p. 99
"Mr. Samsa lacks the qualities of a caring father, which is the central reason for Gregor's death. With enormous responsibilities at a young age, his life even before the metamorphosis is the life of a beetle. Much of this has a lot of to do with Kafka's strained relationship with his own father, who he describes as "huge, selfish, (and an) overbearing businessman," in his Letter to his father. Although this is not the reason why Kafka died, it sure is the reason why Gregor dies."
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