John Steinbeck Essay - 1735 Words

John Steinbeck was born on February 27, 1902 in Salinas, California, a farming community with of about 2500 people. He was the third of four children and the only son of John Ernst and Olive Hamiton Steinbeck. His sisters Beth and Esther were much older than John and he felt closest to Mary, the youngest. He spent his childhood and adolescence in the Salinas Valley, which he later called â€Å"the salad bowl of the nation.† John’s mother, Olive, was the daughter of Irish immigrants. She left her parents’ ranch to become a teacher. John remembered his mother as energetic and full of fun. He called his father, in contrast, â€Å"a singularly silent man.† Steinbeck’s father, also named John, worked as the treasurer of Monterey County. He had chosen a†¦show more content†¦He would even pay people to hear their stories. nbsp;nbsp;nbsp;nbsp;nbsp;By 1925, Steinbeck had decided he had spent enough time in school. Steinbeck traveled by freighter to New York City,as all good writers did. Steinbeck worked as a brick layer in the construction of Madison Square Garden. John worked as a reporter for the New York American. He got fired because he couldn’t or wouldn’t report facts as he found them--only the poetry or pilosophy he saw in them. New York was a cold, frightening place to him and Steinbeck, deeply discouraged, returned to California. nbsp;nbsp;nbsp;nbsp;nbsp;Steinbeck took a job as a caretaker at a vacation home near Lake Tahoe. He was alone most of the time and became indulged in his writings. He finished writing his first novel in 1928. The book, title â€Å"Cup of Gold,† was a historical tale of the pirate Henry Morgan. When the owners of the vacation home found that a pine tree had crashed through their roof, he lost his job--but go one the next day in a trout hatchery. One day a woman named Carol Henning toured the hatchery. Immediately, John was attracted to her. He took her out on a date before she returned to her home in San Francisco. After being fired from his job, Steinbeck promptly moved to San Francisco to be with Carol. â€Å"Cup of Gold† was published in 1929. Steinbeck would send his books off to friends to have them type them and correct spellingShow MoreRelatedJohn Steinbeck2062 Words   |  9 Pages5th century AD overtime Literary works have been develop such as novel, poems, and short stories. Short Stories are described has miniature versions of books or novels, where an author takes a tale and crams it into a ten to twenty page story. John Steinbeck is not only a well-known novelist, but also writes short stories like â€Å"The Chrysanthemums† and â€Å"Flight†. In Steinbeck’s â€Å"The Chrysthemums† Elisa Allen is married to a negligent ranch owner. While her husband works on the ranch, Elisa tends toRead More John Steinbeck Essay1174 Words   |  5 PagesJohn Steinbeck A novelist is someone who writes novels, or writes a fancy work of fiction which often has a complicated plot, many major and minor characters, a significant theme, and several varied settings. A novelist will use literary devices such as characterization, tone, symbolism, imagery, and figurative language. John Steinbeck, an American novelist, uses many literary devices such as metaphors, similes, imagery, and figurative language along with excellent descriptive words to developRead MoreEssay on John Steinbeck1019 Words   |  5 PagesJohn Steinbeck #9; John Steinbeck was a famous American author who wrote from the 1920 to the 1940. Steinbeck was constantly moving across the country trying to succeed as a writer. John Steinbeck lived a life of constant up and downs, successes and failures before he landed on his feet and became a famous author. #9;John Steinbeck was born in Salinas, California on February 27, 1902. He was the only son and the third child of John Ernst Steinbeck and Olive Hamilton. Steinbecks fatherRead MoreLife of John Steinbeck974 Words   |  4 Pagesauthor or writer? One of the famous American writer was John Steinbeck. He earned a Nobel prize of literature from his American classic novels that he had written in the past. The Nobel prize was not the only award that he had earned for his literature, he earned different awards for his writings also (John Stein..). John Steinbeck is a man who had overcome different obstacles and being successful in life. Everyone has a life history, John Steinbeck also has a history of his own. His life story beganRead MoreThe Pearl By John Steinbeck871 Words   |  4 PagesThe Pearl A pearl...is it worth $1,000, $100,000, or the risk of the death of your valuable family’s lives? John Steinbeck answers this question with the novella, The Pearl. Kino was an impecunious man. He lived with his wife Juana, and his very young son Coyotito. Together, they lived buoyantly as a family. One day, he uncovered a small yet bijou pearl that affected the whole family and even the entire town! Will the pearl eventually bring wealth and happiness to his family, or will it make theRead MoreThe Peral by John Steinbeck780 Words   |  3 PagesIf a homeless man were to win a $1,000,000 lottery, how would he handle the circumstance? In The Pearl, John Steinbeck depicts the story of Kino, a destitute Mexican-Indian male who devotes his life towards his wife and newborn son. He discovers a great pearl that seems to have the potential to change his life for the better; however, Steinbeck shows how Kino’s discovery of a great fortune can lead to disaster. The pearl instal ls greed in Kino as he desires to improve his social status, and overallRead MoreThe Chrysanthemums By John Steinbeck982 Words   |  4 Pagesâ€Å"The Chrysanthemums† is a short story written by John Steinbeck. The story was originally published in 1937 before later being released as a part of his The Long Valley collection. This is an important story as it expresses women in a way that is more realistic, showing their true boredom, ambition, and capabilities. Some scholars interpreted this story differently, but C. Kenneth Pellow interprets it as â€Å"radically feministic.† The Great Depression was finally ending and women’s rights were risingRead MoreThe Greatness of John Steinbeck1761 Words   |  7 PagesThe Greatness of Steinbeck Why is faith and friendship a vital part of life? In his writing, John Steinbeck beautifully captured life in the United States during the 20th century. In 1929, the stock market crashed, sparking the Great Depression. The Great Depression was a worldwide economic depression that occurred in the 20th century. It had devastating effects on everyone, from the rich to the poor. After the Great Depression, Steinbeck published Of Mice and Men, a book about two men, George andRead MoreThe Pearl, By John Steinbeck903 Words   |  4 PagesIn The Pearl, written by John Steinbeck, take place in La Paz, Mexico, where a pleasant family composed of Kino, his wife, Juana, and their son, Coyotito. One day, their son is bitten by a scorpion and Juana and Kino go see a local doctor, who refuses to treat Coyotito. Kino, a pearl diver, finds a pearl with immense value which he believes will pay for the treatment. However, the pearl brings great misfortune upon the family. As the novel progresses, J uana disagrees that the pearl will help herRead MoreThe Pearl By John Steinbeck815 Words   |  4 PagesGreed can ruin you, your family, and everyone around you. Some of the characters in The Pearl by John Steinbeck demonstrate great signs of greed others show a lack of greed. Greed can Mentally and physically destroy a man. And in this case it did. Kino. Is of great importance in The Pearl he is brave and smart. But when he fell into wealth while pearl diving in his family canoe. His whole life changed, he went from a simple man with almost no problems to a man who was constantly being

The Explorer Doughter Free Essays

The Explorer’s Daughter Background Kari Herbert, whose father was a polar explorer, lived as a child with her family in northwest Greenland in the Arctic. She was so fascinated by the place she returned there later as an adult to write about it. The book from which this extract is taken is partly a memoir (a form of autobiography) and partly a travel book, giving the reader information about this strange and beautiful place, its people and its animals. We will write a custom essay sample on The Explorer Doughter or any similar topic only for you Order Now She found that the way of life of the Inughuit people was changing under the impact of the modern world, but that they still retained aspects of their traditional way of life, for instance hunting for food and driving teams of dogs. A major part of the passage is an account of a hunt for narwhal whales. Hunting is a very emotive issue and many conservationists argue that whales should be protected. Kari Herbert’s feelings are divided on this topic. She sympathises with both the narwhal and the hunters, who face incredible danger. They hunt in kayaks – flimsy canoes – in water so cold that they would die quickly if their kayak overturned. What can I say about language? This passage has many purposes. The writer uses language in differing ways to fulfil these. She uses description to convey the beauty of the setting, gives us information about the Inughuit and the narwhal, dramatises the hunt, and gives us an insight into her own thoughts and feelings. Complete the following table to help you sort out these various strands. Kari Herbert sympathises with both hunter and hunted, and this tension is shown in this passage. Complete the following table to highlight this aspect of the passage Pharagraph by Pharagerph Paragraph 1 â€Å"†¦ spectral play of colour. † This sentence shows a sense of immediate aroma. It is an imagery so give a strong sense of place and setting. â€Å".. butter-gold.. † This text shows a sense of wealth â€Å".. shifting light. † is Poetical Paragraph 2 â€Å"dead of winter† This is a metaphor – weaker setting the tone is ominous and there is the sense of place and danger Paragraph 3 â€Å"dead of winter† is a metaphor to show a weaker setting. The whole of paragraph 3 has an ominous tone. It shows a sense of place and danger. Paragraph 4 The whole of paragraph 4 has a shift in tone from paragraph 3; it is more factual, informative and for example shows this by using technical words. It is also the biggest paragraph. In the context you find out that the community really relies on the hunting and how dangerous it is. Paragraph 5 â€Å".. clustered.. † The word clustered is a powerful connotation, it means that the women are scared so they huddle together and try to comfort each other. â€Å"It was like watching a cast, waterborne game with the hunters spread like a net around the sound†. This sentence is imagery. It has added adverbs to show how scared the women were and how much their husbands are important in their life. Paragraph 6 â€Å"†¦ gently picked up his harpoon† thought and care, focus on the actual hunt and the text also switches back to the hunters. â€Å"†¦ two heads and one bladder† not high-tech technology, limited, she respects them because they are using a harpoon, she is sympathetic to the narwhal and the hunters, dramatic. â€Å".. urge†¦ † to show how strongly she wanted the narwhal to survive â€Å"†¦ o dive, to leave, to survive† – triad Paragraph 7 â€Å"The dilemma stayed†¦ † This shows that she’s not that sure who to be sympathetic for, the narwhal or the hunters but her sympathy gets switched back to the hunters un this paragraph. â€Å"How can you possibly eat seal? † is a view point of society this shows that the modern person thinks that this is a crime. -sh e builds up her argument, these are the points of her argument â€Å"use every part of the animal† – so theres no waste/leftover â€Å"imported goods can only ever account for†¦ † â€Å"do not kill for sport† How to cite The Explorer Doughter, Papers

Describe and Evaluate the influences of childhood behaviour on adult relationships free essay sample

Desribe and evaluate the influence of childhod experiences on adult relationships According to John Bowlby’s theory of attachment – specifically the concept of the internal working model, later relationships are likely to be a continuation of early attachment types (secure/insecure) because the behaviour of infants promotes an internal working model or schema which leads to the infant expecting the same in later relationships. For example, someone with an avoidant attachment type is more likely to hold the view that sex without love is pleasurable. This can be supported by the work of Mary Ainsworth on the ‘strange situation. ’ Where children are put into situations both with and without their mother and observed on criteria such as; willingness to explore, stranger anxiety, separation anxiety and reunian behaviour. They found evidence of these three attachment types; secure, insecure-avoidant, and insecure-resistant. And suggested that these attachement types would have an effect of later relationships. We will write a custom essay sample on Describe and Evaluate the influences of childhood behaviour on adult relationships or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, there are elements of this study that lack ecological vadility as a result of social desirability bias. The parents in the study may act different towards their children under observation that they would in a natural environment, and as a result there may be some level of bias in the results. Furthermore, Hazan and Shaver conducted a study called the ‘love quiz’ using a selection of volunteers. They were given 2 questionnaires, one to determine their early relationships with parents, the second their later, adult romantic attachments. They found a strong correlation between relationships at a young age and relationships later on in life. For example, the divorce percentage in securely attached participants was only 6% half of the percentage of divorce with insecurely attached participants. However, as well as the clear social desirability bias as people will look to sounds good, perhaps rather than answering truthfully. There is also an issue as the study relies heavily of retrospective data. The participants are asked to recall events that occurred years prior to the study, and, as a result there may be issues with reliability. In an ongoing longitudinal study spanning over 25 years involving 78 participants, Simpson et al. studied participants at four key stages; infancy, early childhood, adolenscence and adulthood, and recording on sociability and relationships throughout their lives. It was found that there is a huge link between relationships at an early age and those later on in life. For example, a securely attached child was found to have higher social competance ages 6-8, thus leading to them being closer to their friends aged 16, and in turn leading to these people having better relationships with their partners in early adulthood. While it would appear tha there was rich data as the study was ongoing for 25 years, only 78 people were researched on over this time, so in fact the data cannot be generalised to the entire population as it only studies limited participants. As well as this, much like the other studies, Simpson’s is extremely deterministic. Not all people are the same and some may have varied relationships from a young age and in later life. For example, as a child, a person may have a secure attachment, but during early adulthood their partner may cheat on them – thus destroying every positive view they had on relationships and lead to them finding it hard to form a trusting relationshipagain. It must be taken into account that there are extraneous variable throughout life that could affect this theory, as well as the fact that simply, people are all different. This can be seen through Rutter who suggested that even if someone has a difficult childhood, they can go on to achieve happy relationships in the future, because postive things in later life such as good school experiences may allow them to trust people again. However, Feeney and Noller suggested that, in fact, relationship styles can vary in adulthood because partners have an impact on our relationship. For example, with one partner you can be extremely happy and feel it is successful, on the other hand, with another, you may feel that you don’t trust them and that it is not an enjoyable experience. This suggests that attachment styles aren’t always stable and consistant and that experiences throughout life can effect it. This lack of stability can be supported by Kirkpatrick and Hazan who found that relationship break ups were associated with a shift from secure to insecure attachment. Research has suggested that autonomy is most healthy when accompanied by continuing warm and close relationships with parents – known as ‘connectedness’ by Coleman and Hendry in 1999. This can be supported by Larson who conducted a study using pagers to find out what 10-18 year olds were doing at random times in the day. The amount of time with family decreased during adolescence, however time spent with each individual parent stayed relatively consistant, suggesting that adolescent relationships supplement rather than replace parent-child relationships. It could be suggested that rather than it all being down to the initial caregives, the child’s temperament may play a vital role in the attachment type. This has been suggested by Kagan, for example, if a child is securely attached, this will have a positive effect on later relationships, and vice versa with difficult babies. As a result of this, it must be considered that our ability to form good quality relationships may be partially innate as it is clearly much easier for a happy, outgoing person to form a relationship than a negative moody individual.

Only Connect Essay Example

Only Connect Paper The epigraph Only Connect that Forster has given to Howards End is certainly an appropriate one, as the impact of these two words is significant throughout the novel. Forster manages impressively not only to intertwine the lives of the characters, but also integrate the separate divisions of the social spectrum into the world of the novel. Throughout the novel a number of significant connections occur between the various characters. In the portrait of Margaret and Helen Schlegel and in the optimistic ending to the novel, Forster points readers towards a future of harmonious connection between the different elements in the world of the novel. This essay, however will argue that in fact the conflict that is presented in Howards End, outweighs the connections. The protagonist in Howards End who connects with a number of characters is Margaret Schlegel. Margaret is the chief representative of the Schlegel family, which signifies the idealistic, intellectual and cultural aspects of the English upper middle classes. For example, Margaret becomes acquainted with Mrs. Wilcox, a gentle, selfless, loving and strangely omniscient character. In contrast to Margaret, Mrs. Wilcox is clearly not intellectual. Margaret throws a luncheon for the ethereal, selfless Mrs. Wilcox. However, it is clear that Mrs. Wilcox feel uncomfortable amongst the guests. For example, it is made evident that her tastes were simple and her knowledge of culture slight. There was no common topic between Mrs. Wilcox and the guests. Unlike Margaret, Mrs. Wilcox is not interested in Art, Music, Journalism and Literature. Instead, Mrs. Wilcoxs life revolves around her husband and sons. Although Mrs. Wilcox is not a cultured lady, as is Margaret, and despite the failure of the luncheon, they still seem to share spiritual qualities which allow them to connect. This surprising friendship is Forsters attempt to bring the two main families of the novel into a union. He also wishes to bring together the two symbolic ideas that they represent. Mrs. Wilcox is a very different creature from her husband and children, replacing their materialistic hard-headedness with a kind of selfless, loving sensitivity to those around her. We will write a custom essay sample on Only Connect specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Only Connect specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Only Connect specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The readers recognize that Mrs. Wilcox tends to have an intuitive knowledge of the people around her. Mrs. Wilcox calls this an instinct which may be wrong. As their relationship develops, Mrs. Wilcox attempts to leave her home, Howards End, to Margaret. Although Mrs. Wilcox and Margaret are from different families with contrasting beliefs, they are clearly able to converse well with each other. For example, in Chapter 8 the two characters speak about superstitions. It is apparent that Margaret and Mrs. Wilcox do share some similarities. For instance, Mrs. Wilcox tells her companion about the wych-elm tree in Hertfordshire Margaret tells Mrs. Wilcox that she loves folklore and all festering superstitions. There are obvious parallels between these characters, and this adds to the idea of a future of harmony. Even after the death of Mrs. Wilcox, it seems that her presence still remains within Margaret. A striking incident in which Margaret reveals Mrs. Wilcoxs existence is during her first visit to Howards End. Margaret sees an old woman who was descending, with figure erect and with a face impassive. This woman, Mrs. Avery, mistakes Margaret for being Mrs. Wilcox. Mrs. Avery stated that Margaret had Mrs. Wilcoxs way of walking. Some readers might find this way of expressing the spiritual connection rather unconvincing. For instance, the incident at Howards End, can be thought to be too supernatural sounding. However, Foster is knowingly and wittily asking the reader to stretch their sympathetic connection with Margaret to the extent that they can feel with her, the presence of Mrs. Wilcox. Forster is seducing the reader into accepting something which is irrational and something that would be rejected by commonsense. In Mrs. Wilcox, there is an acceptance of a Margaret-like mentality as opposed to a Henry-like mentality. This supernatural aura is also presented in Chapter 18. Mrs. Wilcox strayed in and out, ever welcome ghost; surveying the scene, thought Margaret, without one hint of bitterness. This suggests that Mrs. Wilcox approved of Margaret and Henry being together. It portrays the spiritual connection between Margaret and Mrs. Wilcox. The most explicit expression of the theme of only connect occurs at the beginning of chapter 22. This is an essential chapter, as it allows the readers to grasp the concept of only connect: Margaret greeted her lord with peculiar tenderness on the morrow. Mature as he was, she might yet be able to help him to the building of the rainbow bridge that should connect the prose in us with passion. Without it we are meaningless fragments, half monks, half beasts, unconnected arches that have never joined into a man. In this chapter, Margarets task in helping Mr. Wilcox to achieve internal harmony is defined: Only Connect! That was that whole of her sermon. Only connect the prose and the passion, and both will be exalted and human love will be seen at its highest. Live in fragments no longer. Only connect, and the beast and monk, robbed of the isolation that is life to either, will die (chapter 22). Margaret has an overall venture throughout the novel to unify the unseen with the seen, and therefore create balance. Yet the greatest challenge to this project comes in the form of her eventual husband, Henry Wilcox. After the death of Mrs. Wilcox, Margaret grows very fond of her husband Henry Wilcox. She wishes to change the male mannerism in his character, of panic and emptiness. Margarets attempt to change Henry can be said to be a noble, heroic aim. Margaret starts to do this when she cultivates Henry. While Margaret never forgot anyone for whom she had once cared; she connected and she hoped that some day Henry might do the same. The well-known critic, FR Leavis rather objects to the plausibility of Margaret and Henrys relationship. I disagree: Forster does attempt to trace the development of Margaret and Henrys courtship. Forster suggests the plausibility of their relationship through the narration about Margarets father. It can be said that Margaret is aware that her fathers characteristics are reflected in Henry. For example, the fact that her father is able to change countries and ideals, relates to Mr. Wilcoxs spontaneous and impulsive qualities. This attracts her enormously to Henry. She admires Henrys male strength and soldier- like quality. It also seems appropriate that Margaret and Henry are both middle-aged, single people. Margaret also sympathises with the fact that Henry is needy without a wife. Her intentions to connect with Henry and make him connect are thus not so poorly motivated as Leavis thinks. However, although we might well sympathise with Margarets aims, it is unlikely that readers of Howards End will feel that Margaret will succeed in changing Henry. Henrys character contrasts enormously with Margarets. He is described as being obtuse, materialistic and money-orientated. The way in which Henry deals with Leonard Bast is definitely contrary to the way in which Margaret deals with him. Henrys association with Leonard conflicts enormously with Margarets beliefs. Henry deals casually with Leonard Bast and does not show any sympathy for him when his employment situation becomes disastrous. It is obvious that Henry does not see a personal connection with Leonard Bast. Henry even forgets who Leonard Bast is, contrary to Margarets aim. Margaret later tries to show Henry that he must forgive Leonard and Helen for their sexual encounter. According to Henry it is wrong to have pre-marital sex. However, he has had extra-marital sex with Jackie Bast, and so if Margaret is willing to forgive him, then surely Margaret feels he should be equally willing to forgive Leonard and Helen. She is suggesting that Henry only utilises one area of his emotions and thought, as he is too arrogant and self-protective to forgive. Henry prefers not to connect, so then he does not have to face the consequences and the reality of his actions. It is a case of ignorance being bliss. While he needed the support from Margaret when he had been exposed, he is unwilling to succour another, and so Margaret is attempting to sever his isolation and halt his detachment from reality. Margaret tells her partner; You shall see the connection if it kills you, Henry! A man who ruins a woman for his pleasure, and casts her off to ruin other men These men are you. You cant recognise them, because you cannot connect. Some readers think that what happens at the end of the novel is that through connecting with Henry, Margaret succeeds in undermining Henrys defences. However, it is rather the indirect influence of Margarets connection of Henry and Charles to the Basts that really brings about Henrys change. Henry eventually must face the discovery that his son, Charles, has caused the death of Leonard Bast, and Charles must serve time in prison. Henry is a broken man, but Margaret undertakes his care. Henry undergoes a breakdown and finally recognises that his values were at fault. His obtuseness and ignorance converts into humbleness and awareness. Henry eventually is reconciled to Helen. She and her illegitimate child join Margaret and Henry at Howards End, where peace and stability are enjoyed. It is here when these connections and reconciliation are imposed to provide a source of hope for harmony in the future. In this ending Forster is clearly trying to portray the possibility of a unified Edwardian England. Forster has earlier prepared for the climactic scene of harmony and connection by his scene of reconciliation between Margaret and Helen, the past sanctifying the present. Foster thus illustrates the restoration of the family unit, and here too attempts to convey an impression of inner-harmony and connection between the characters. The situation of the living circumstances at the end of the novel can be said to present harmony. A harmony is achieved at Howards End, as it is inhabited by Margaret, Henry, Helen and the Bast love child. The Bast child can represent a new connected class, a mixture of bourgeoisie and bohemian upper class. It is the characters aptitude to forgive, and so embrace the other that allows them to connect. This is suggested in the relationships between Margaret and Mrs. Wilcox and Margaret and Helen. However this is a mannerism not possessed by Henry until the end of the novel. This explains the reasons for his narrow-minded treatment of Leonard Bast. Not only do various connections or relationships in Howards End predict a future of harmony, but Forster attempts to convey this impression through the ambience of the novel. The continuity in national life appears clearly in the description of the Dorset Coast at the end of chapter 19. The vision of England as a ship of souls, with all the brave worlds fleet accompanying her towards eternity, is a passage which certainly embodies the ideals of harmony and continuity, untarnished by provinciality or jingoism. Forsters use of tone and visionary language positively creates an atmosphere of peace and harmony. A number of ideas in the book are shaped under a Romantic belief that internal order can occur through love, thus attempting to represent the notion of a reconciliation of opposites, through Romantic tendencies. For example, the Romantic idea of the healing and comforting powers of nature is conveyed through Leonards walk. In chapter fourteen, Leonard tells the Schlegel sisters of his connection with nature. The conversation between Leonard and the sisters is clearly enlightening. The characters are all involved in a situation which interests them. The sisters encourage the conversation with phrases such as Yes, go on. Their curiosity is evident when Margaret asks Yes, but the wood. This ere wood. How did you get out of it? However, the love connection between Margaret and Henry, is not truly believable. For example, nowhere in the book is true love really moulded, but instead love based upon the desire to improve and to belong. This is portrayed through their marriage, which seems to occur out of convenience. It is in fact the conflict between the characters which seem more realistic, thus Margaret and Helen separate through conflicts between the families. Henry Wilcox is disgusted when discovering that Helen has fallen pregnant. He does not wish to have a fallen girl staying at Howards End and he does not deny this to Margaret. Henry informs his son, Charles of the situation. In Chapter 39 Charles immediately consults Tibby Schlegel, Helens younger brother. Tibby admits that it was Leonard Bast who would be the father of Helens baby. The Wilcoxes anger leads to the death of Leonard Bast. This incident indubitably predicts a future of conflict The ending of the novel, Forsters attempt to redeem the possibility of connection, is in fact unbelievable and implausible. The final situation in Howards End presents an unrealistic harmony. Forster has made an ending that is too rushed and too optimistic. Readers will question whether it is truly possible for Helen to live beside Mr. Wilcox. It is because of the Wilcox family that Helens lover is now dead. Her baby will have to be raised as a bastard, because there will be no chance of them getting married. It is unrealistic that Helen would forgive the Wilcox family for allowing what happened to Leonard Bast. Leonard will not be able to be a representative of the Bast family. It is likely that Helen will always hold some sort of abhorrence for the Wilcoxes because of her lovers death. It is almost impossible to see that the Bast child will live contentedly beside the Wilcox family, knowing that they are the reason that he is a bastard. The readers also see no sign of Jacky Bast at the end of the novel. Surely it is not credible that Forster has not included this important figure in the end of his novel? The impression of an incurable gender conflict between Henry and the Schlegel sisters is emphasised all the more in the other characters. In fact, Forster portrays almost all the male characters in his novel negatively. The men are possessive and chauvinistic characters made of panic and emptiness as suggested by Margarets sister Helen. Chapter 25 contains a scene in which the clear conflict between men and women is portrayed. Margaret is determined to go back to the place where the car she was travelling in was thought to have hit a dog. Margaret exclaims Do please stop! I want to go back, please. However, Charles took no notice. The other characters told Margaret that The men are there, The men will see to it. This reaction emphasizes how it was commonly thought that the men should take care of all important business and that the women should merely submit to them and do what they are told. After the demanding way that Charles and Mr. Wilcox act toward the women, the narration includes Ladies sheltering behind men, men sheltering behind servants-the whole systems wrong, and she must challenge it. On page 214, Charles speaks of the incident that occurred. He states Miss. Schlegel had lost her mind, as any woman might. The male dominating character underlines his stereotypical view of women as he speaks of them as being over dramatic and foolish. Despite Forsters optimistic ending, scenes like this strongly suggest that the gender differences in the early twentieth century, are likely to cause a future of conflict and disagreement. Forsters vivid and emphatic presentation of the differences within the families, very much goes against the possibility of harmony. He places a large emphasis on the difficulty in connecting due to the families different backgrounds. For example, the pragmatic Wilcox family are materialistic and very much money-orientated. They represent the solid English work ethic and conventional social morality. They are involved greatly in the business environment. On the other hand, the idealistic Schlegel family are more spiritual and cultured. The upper class family appreciate Edwardian culture such as the Arts and literature and music. The Basts, headed by a lower-middle class insurance clerk are impoverished. Leonard Bast desperately hopes that books will save him from social and economic desolation. Their differences in interests present a huge and eventually immovable obstacle in connecting with each other. Moreover, Forster does not deal with people across the whole social spectrum in his novel. If only connect is going to be associated with England, then it is unfair to make a prediction of the future of England upon reading Howards End. Forster does not look upon the whole of England. He avoids looking at people of great wealth such as aristocrats and upper class, and although he includes Leonard Bast, he does not look at the vast numbers of the working class people at all. When reading Howards End, readers are aware of the conflicts and connections between the families. Through many relationships within the novel, people are able to connect and share interests. They are also able to share ideas and beliefs with one another. However, apart from these, too many disagreements occur. These broad fault-lines between groups of people are very evident in the novel, and Forster does little to persuade us they can be healed. They are crystallised in the situation between Henry and Margaret. It is clear that Henry is afraid of emotion. His motto is concentrate, while Margarets is only connect. This difference in attitudes creates an irreconcilable tension in the novel. They are very different people who represent extremely different ideas. The difference between concentrating and only connecting is the difference between Margaret and Henry; it is the difference between the Schlegels and the Wilcoxes, and the primary conflict in Howards End. Through this argument, it can be concluded that the sense of conflict outweighs the attempt to present the Schlegels, Wilcoxes and Basts as connected. Forster is very much similar to the way that Margaret thinks. Forster tends to be biased towards Margarets ideas and beliefs. It can be said that Forster and Margaret share the same aphorism; Only Connect. Although Margaret encourages connection, the hope for harmony seems doubtful. The attempted connections prove unsuccessful. Most significantly, the connection between Leonard Bast and the Schlegels, finally results in his death and Forsters contrived and sketchy harmonious conclusion cannot rescue the argument. Rather what is stressed is the divided nature of Edwardian England and a future of conflict. Bibliography http://www.utm.edu/~lalexand/brnovel/forster.html http://www.musicandmeaning.com/forster/

Opinionated Essay Topics - Ideas to Use

Opinionated Essay Topics - Ideas to UseOpinionated essay topics can be found on almost any topic that interests the writer. Often, the topics are topics that the writer has seen recently in a magazine, a documentary or news or television reports.Opinionated essay topics are included in any essay you may write, whether it is a research paper, a child's report, a history project or a dissertation. The topics chosen will be based on what you know about the topic, the level of knowledge you have and also the topic you are writing. It is important to think about the topic you will write before you start writing the essay.There are many free opinionated essay topics on the internet. They often include suggestions from others for topics that are commonly used. Many have suggestions for original essays, which may be written at the end of the article.If you want to express your own point of view, you will need to find an opinionated essay topic that you can use as a springboard for your story . You can find some interesting ideas by checking out popular sites on the web such as Yahoo Answers, MySpace, Wikipedia and other similar sites. Some sites allow you to post your opinionated essay topic; others will ask for your opinion in return.Another great resource for interesting topics to use in an essay is the internet itself. You can find a number of questions about popular topics such as the origins of a word, popular movies and television shows, and even news articles that contain opinions. You can ask other people for their opinions on certain topics, and then use the answers to your research.Books are another great source for interesting topics to use in your essay. Consider doing a side-by-side comparison of several titles to see which one seems to have more to say about the topic you are studying. Consider reading several books and magazines on the topic of your choice, to get a full sense of what the topics are.Free opinionated essay topics and books to use will give you a very good starting point for an essay. There are several sources online that you can use to find the topics you need to write an opinionated essay.

All Muslims Are Not Terrorists essays

All Muslims Are Not Terrorists essays Although all people from all parts of the world should be aware of the catastrophic terrorist attack that occurred in the United States on September eleventh, 2001 as well as the heartbreak it caused for at least five thousand families, the racial profiling and stereotyping of Middle Eastern people, which is a result of this event, must stop. The attackers of nine eleven were in fact Muslims. However, it does not follow that since those particular terrorists were Muslim that all Muslims are terrorists. Perhaps, a possible solution to ending the use of this stereotype would be to treat all people as if they are terrorists, with respect to airport security taking people aside for extra questioning. The media are the principle suppliers of false information about Muslims; feeding the public stereotypes that all Muslims are terrorists, and that the Quran, their holy book, promotes violence. An example of a time where the media has affected what the public believed was after the World Trade Center bombing of February 26, 1995. According to information gathered by columnist Pricilia Martinez, the media portrayed American Muslims as a people, as the cause of the event. The media had accused Racial profiling is a second example of how the stereotype Muslims have against them is being implemented in at least one major aspect of daily life. That aspect is flying. At airports everyday, hundreds of people who fit the physical description of a Middle Easterner, dark hair, and dark features, beards, possibly wearing a turbin, are being taken aside for extra checking by security. One airline, Delta Air, has even gone as far as asking a man to get off the plane. The mans name is Ashraf Khan, from Pakistan, and he claimed that he was told by one of the pilots, I want you to pick up your luggage inside the plane and I don't want you to fly with me on this flight. Me and my crew make ...

What Are Good SAT Scores for Colleges 101 Schools + Advice

What Are Good SAT Scores for Colleges 101 Schools + Advice SAT / ACT Prep Online Guides and Tips As you apply to college, it's important to understand how high of an SAT score you will need to aim for on test day. This raises the question:what aregood SAT scores for colleges? And notjust any colleges, but your colleges specifically? In this article, we’ll examine the SAT scores needed for college and how these scores can varydue todifferences in factors such as school prestige and competitiveness. We’ll then show you how to look for average SAT scores for colleges and how to set your own SAT goal score. What Are Good SAT Scores for Colleges? First off, what are good SAT scores for colleges? In reality, there's no single answer to this question because good SAT scores for universities vary depending on where you’re applying. For some schools, an SAT score of 1400 will be significantly high, whereas for others (i.e., top-20 colleges) it’ll be fairly low. As you might've guessed, ultra-competitive,top-ranked schools typically look for some of the highest SAT scores in applicants. Below is a chart containing thetop 25 US schools (as ranked by US News) and their ranges of SAT scoresfor incoming students. This data highlights the SAT score you'll need to get in order to give yourself the best shot at securing admissioninto ahighly competitive school.For each school, we give you theaverage SAT score, 25th percentile score, and 75th percentile score of incoming students. A 25th percentile score means that 25% of students scored at or below this threshold, while a 75th percentile score means that 75% of students scored at or below this threshold. Thus, the 25th and 75th percentiles represent the middle 50% SAT scores of admitted applicants- the average SAT score range for a particular school.GoodSAT scores for universities are usually those in the 75th percentile or higher (i.e., anything above the middle 50%). Note:For those curious about what kinds of SAT scores are required for Ivy League schools, I’ve bolded all eight Iviesin the table below. This should make it easier to compare the SAT scores of Ivies with those of non-Ivies. SAT Scores for Top 25 US Schools School US News Ranking 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score Princeton 1 1430 1570 1500 Harvard 2 1460 1590 1520 Columbia 3 (tie) 1450 1580 1515 MIT 3 (tie) 1490 1570 1528 UChicago 3 (tie) 1480 1580 1530 Yale 3 (tie) 1420 1590 1505 Stanford 7 1390 1540 1465 Duke 8 (tie) 1390 1580 1485 Penn 8 (tie) 1420 1560 1490 Johns Hopkins 10 (tie) 1460 1580 1520 Northwestern 10 (tie) 1420 1560 1490 Caltech 12 (tie) 1530 1590 1560 Dartmouth 12 (tie) 1430 1560 1478 Brown 14 (tie) 1405 1570 1488 Vanderbilt 14 (tie) 1400 1550 1475 Cornell 16 (tie) 1390 1550 1470 Rice 16 (tie) 1490 1580 1535 Notre Dame 18 1370 1520 1445 UCLA 19 (tie) 1240 1490 1365 WUSTL 19 (tie) 1470 1570 1505 Emory 21 1350 1520 1435 Georgetown 22 (tie) 1350 1520 1435 UC Berkeley 22 (tie) 1330 1530 1430 USC 22 (tie) 1300 1500 1400 Carnegie Mellon 25 (tie) 1430 1560 1495 UVA 25 (tie) 1290 1470 1365 As you can see from this chart, the SAT scores you’ll need for top 25 schools vary slightly but are overall quite high.Of these schools, UCLA has the lowest SAT scores: the middle 50% of its incoming students scored between 1240 and 1490, or the 80th and 98th percentiles. By contrast,Caltech maintains the highest SAT scores:only 25% of incoming studentsscored at or below 1530- an extremely impressive SAT score in the 99th percentile! Even more impressive, a whopping 75% of Caltech students scored at or below a near-perfect score of 1590. Top schools are like center brownies: lots of people compete for them, but only a few will win access to one. But what if you’re not interested in applying to only top-25 schools? To lend you a hand, we've gathered SAT score information for 76 additional schools.All of the schools selected for this listare relatively well known- some more so in their respective regions- andvary from large public institutions to small liberal arts colleges. Whereas some are extremely competitive, others are more laid-back. But all are definitely worth considering for college! All schools below areorganized alphabetically.To find a specific school, use ctrl + F to type in the name of the school you're searching for. Note that University of California schools are listed using "UC." SAT Scores for 76 Popular Schools School 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score American University 1180 1350 1260 Amherst College 1430 1560 1492 Baylor University 1190 1360 1275 Binghamton University 1290 1431 1361 Boston College 1320 1490 1405 Boston University 1300 1480 1380 Bowdoin College 1290 1510 1390 Brigham Young University (BYU) 1210 1410 1310 California Polytechnic State University (Cal Poly) 1220 1400 1293 Chapman University 1190 1360 1270 Claremont McKenna College 1420 1560 1490 College of William and Mary 1300 1480 1390 Drexel University 1160 1360 1260 George Washington University(GWU) 1280 1440 1355 Georgia Institute of Technology (Georgia Tech) 1090 1520 1295 Harvey Mudd College 1470 1570 1520 Indiana University Bloomington 1140 1350 1246 Lehigh University 1270 1430 1347 Loyola Marymount University 1180 1360 1269 Miami University 1190 1380 1285 Michigan State University(MSU) 1100 1320 1204 Middlebury College 1320 1510 1404 New York University (NYU) 1290 1490 1382 Northeastern University 1370 1520 1445 Ohio State University(OSU) 1260 1450 1344 Pace University 1070 1240 1137 Pennsylvania State University (Penn State) 1160 1340 1247 Pepperdine University 1200 1390 1294 Pitzer College 1310 1490 1394 Pomona College 1370 1530 1450 Rensselaer Polytechnic Institute(RPI) 1320 1500 1399 Rutgers University 1190 1400 1300 Scripps College 1290 1460 1384 Stony Brook University- SUNY 1210 1410 1304 Syracuse University 1160 1350 1255 Temple University 1130 1310 1221 Texas AM University 1140 1360 1252 Texas Christian University (TCU) 1130 1330 1230 Trinity College 1190 1440 1320 Tufts University 1410 1540 1475 Tulane University 1330 1490 1410 UC Davis 1120 1360 1240 UC Irvine 1170 1410 1286 UC Riverside 1090 1300 1179 UC San Diego(UCSD) 1140 1380 1257 UC Santa Barbara(UCSB) 1270 1500 1385 UC Santa Cruz 1160 1370 1263 United States Military Academy(West Point) 1185 1400 1300 United States Naval Academy 1250 1450 1410 University of Alabama 1050 1280 1177 University of Arizona 1100 1340 1182 University of Cincinnati 1120 1340 1233 University of Colorado Boulder(CU Boulder) 1150 1345 1248 University of Connecticut (UConn) 1110 1390 1250 University of Florida 1240 1410 1318 University of Georgia (UGA) 1200 1370 1281 University of Illinois at Urbana-Champaign(UIUC) 1340 1500 1420 University of Iowa 1100 1400 1240 University of Massachusetts Amherst (UMass) 1180 1360 1269 University of Miami 1220 1410 1316 University of Michigan 1330 1500 1415 University of Minnesota, Twin Cities 1270 1480 1358 University of North Carolina at Chapel Hill (UNC) 1260 1440 1347 University of Pittsburgh 1240 1418 1330 University of Rochester 1250 1490 1370 University of Texas at Austin (UT Austin) 1160 1390 1275 University of Texas at Dallas (UT Dallas) 1220 1430 1315 University of Vermont 1180 1350 1259 University of Washington 1190 1420 1310 University of Wisconsin- Madison 1280 1450 1359 Vassar College 1370 1510 1420 Villanova University 1250 1440 1345 Virginia Polytechnic Institute and State University (Virginia Tech) 1180 1360 1268 Wake Forest University 1260 1440 1350 Wellesley College 1360 1530 1437 Williams College 1400 1570 1468 School 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score The list above is only a fraction of the length of Santa's naughty-or-nice list. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How to Find Average SAT Scores for Colleges With these two charts, we've given you- in addition to the 25th and 75th percentile SAT scores for each school- the average SAT scores of admitted applicants. These averages tell us what kinds of SAT scores you shouldaim for in order to match (or even possiblyexceed!) the qualifications of previously admitted students. But where can you findaverage SAT scores for colleges? The two best resources to look for SAT averages are ourPrepScholar database andofficial school websites. Method 1: Use the PrepScholar Database We at PrepScholar maintain a robust databaseyou can use to get more information onthe SAT scores needed for college. Start by typing in "[School Name] PrepScholar"or "[School Name] PrepScholar SAT"on Google. For example, here's the page I got when I searched for "university of oregon prepscholar": Click the link to either your school'sAdmission Requirements page orSAT Scores and GPA page in our database. I decided to look at the University of Oregon's Admission Requirements page(the first link in the screenshot above). Once on your school's PrepScholar page, scroll down to look for a section about its SAT scores. Straight away, you should be able to spot your school'saverage SAT score in a blue banner: If you'd like to see the 25th and 75th percentile SAT scores for your school as well, simply scroll down to look at the percentile chart: This is all you need to do to find the average SAT scores for colleges. However, if you’re having trouble locating a specific school in our PrepScholar database, move on to Method 2. Method 2: Use Official School Websites This method involves lookingfor SAT score information on aschool's official website.The easiest way to do this is to hop on Google, search for "[School Name] average SAT scores," and then click any links to official pages discussing SAT scores for your school. Another (slightly less convenient) method is tobrowseyour school'swebsite and intermittently usectrl + F to look for anymentions of SAT scores. The best pages to searchare those offering information onadmission statistics, the new freshman class, and facts and figures. That said, not allschools report average SAT scores. Whereas some won't release any SAT score information at all,other schools might report SAT scores of admitted applicants in the form of 25th and 75th percentile scores. One example of this is Princeton, whichoffers middle 50% SAT score ranges for both sections on the SAT. According to this Ivy League school, the middle 50% is 730-790 for Math and 700-770 for Evidence-Based Reading and Writing. In other words,25% of students scored1430 or below and 75% of students scored 1560 or below. Although this range isn’tthe same as an average, it does give us the information we ultimately want to know:what kind of SAT scores are considered better than average (and below average) at this particularschool. This freakishly beautiful kitten is anything but average. How to Set an SAT Goal Score We've seen how widely SAT scores for universities can vary; now, it’s time to figure out what score you'll need for your colleges specifically. In other words, what shouldyourSAT goal score be? A goal score is the SAT score most likely to get you into at least one of the colleges you're applying to (excluding safety schools). Ideally, it'll get you into all of them! Because SAT expectations can vary greatly by school and because there's such an enormous array of colleges you can apply to,your SAT goal score will be yours and yours alone.Other students might have higher or lower goal scores than you- but none of that matters. In the end, what does matter is your goal score’s likelihood of getting you into the college of your dreams! To find your SAT goal score, follow these three simple steps. Step 1: Make a Chart First off, make a table for the schools you're applying to and their 25th/75th percentile SAT scores. You may download our worksheet or draw a table similar to the one below. On the left, list all the schools you plan to apply to (excluding any safety schools you’re about90% certain you’ll get into). Here's an example: School 25th Percentile 75th Percentile UT Austin Texas AM Baylor TCU Step 2: Find SAT Score Info Online Your next step is to look for SAT score information for each of the schools in your table.To do this, follow the same steps as outlined in Method 1 for finding average SAT scores for colleges. Once again, here are the steps you'll need to take: Step 1: Search for "[School Name] PrepScholar SAT" on Google and click on the PrepScholar page for your school (either the Admission Requirements page or SAT Scores and GPA page will work). Step 2: Scroll down to the SAT section on this page to find a chart listing the 25th percentile, 75th percentile, and average SAT scores for this school. Step 3: Recordthe 25th and 75th percentile scores in your chart. In addition to using our database, you can search for "[School Name] SAT scores" on Google and look for official web pagesfor your school. Many schools will report either average SAT scores or the middle 50% of SAT scores(which is what you'll want for your chart). As a reminder, the minimum score in a 50% range is the 25th percentile, and the maximum is the 75th percentile. Once you've found SAT score information for all your schools, your chart should look like this: School Name 25th Percentile 75th Percentile UT Austin 1160 1390 Texas AM 1140 1360 Baylor 1190 1360 TCU 1130 1330 Step 3: Find Your Target Score Now, you’ll use the information in your chart to findyour target SAT score. To do this, simply look for the highest 75th percentile score in your chart.This will be your SAT target score. You must hit this (or near this) score in order to give yourself the best chance of admission to all the schools you're applying to. In this case, my goal score would be 1390 (for UT Austin), as this is the highest score in my chart. To figure out your (estimated) goal scores for each section (Evidence-Based Reading and Writing + Math), you candivide your goal score by 2.So a composite 1390 goal score would come out to a 690-700 EBRW goal score and a 690-700 Math goal score. My goal score? 100% completion in Breath of the Wild. (Brett Chalupa/Flickr) Summary: What Are Good SAT Scores for Colleges? Simply put, there is no one definition for good SAT scores for colleges. On the contrary, the SAT scores needed for college can vary significantly depending on schools' SAT expectations and where you’re applying. While some institutions might look for scores in the 99th percentile, others might accept scores closer to the national average. In general, good SAT scores for colleges are those that arein the 75th percentile or higher for your schools.Such a scoreshould elevate you well above the average SAT scores for yourschools, ultimately allowing you tostand apartfrom other applicants. Tofind average SAT scores for colleges, we recommend perusingeither our PrepScholar database or your schools' official websites. Finally, to set an SAT goal score, just follow these three easy steps: Step 1: Make a chart with all of the schools you're applying to(excluding safety schools) and their 25th and 75th percentiles. Step 2: Find SAT score information online by using either our database or your schools' official websites. Record the 25th and 75th percentilesin your chart. Step 3: Locate the highest75th percentile score in your chart.This will be your SAT goal score, as it's the one most likely to get you accepted to all the schools you're applying to. What’s Next? Still curious about good SAT scores for colleges?Read all about average SAT scores to see how they vary for different groups of test takers and learn what great, good, and poor SAT scores look like. Need additional help with setting an SAT goal score? Check out our step-by-step guide on how to seta target score for your schools. Readyto get the best SAT score you can get?With our completely customizable prep program, you can target your weaknesses and hone the skills you'll need most for test day. We also offer a ton ofexpert SAT tips and tricks to help you get the score you need for college! Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: