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Use of irony as one of the dramatic devices
Use of irony as one of the dramatic devices
Dramatic irony essay
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Conflict is the hurdle between characters of a story which create worries for the readers about the next plot of that story and which will be resolved in the next plot. Children’s literature can only engage the reader and make the story successful on the basis of conflict. Conflict produces the drama and which makes their readers more involved in that story. In literary elements, there are three common of conflict in a story: 1. Character vs Character 2. Character vs the world 3. Character vs him/herself. (module 2). Hana’s suitcase story has conflict of character versus the world and The Paper Bag Princess’s story has conflict of character versus society. There are the two different conflicts in the two stories. In Hana’s suitcase, Hana is …show more content…
Hana’s Suitcase takes readers through the entire journey of Hana’s life and her experiences, but The Paper Bag Princess is a short story written with too many deep messages. Hana and Elizabeth defeat their enemies, but the way of defeating is different for each of them. Hana keeps herself calm and motivated each time. Hana gets really happy and excited when she knows that she is going to meet her brother, even though she was in jail and in pain and faced many problems. When Hana hears the news that she is going to be taken too, she exclaims to everyone ““I’ll see George again, He’s waiting for me.” (Levine 90) . Power of the family and friends have been shown in Hana’s story. Hana’s story is more about emotional bonding and relationships. On the other hand, Elizabeth defeats a dragon by using her mind and smarts. She takes advantage of the dragon’s self-esteem by using her intelligence. Fearlessly Elizabeth starts this conversation with that dragon which shows that she acts clever and smart ‘“Wait! Wait!” Elizabeth said. “Are you fierce dragon?” “Oh yes!” said the dragon”’ (Munsch 5). Munsch’s story tells that the person’s power does not depend on the
In many books there are many conflicts that each character has to face. Some of them can be external or internal conflicts. In the novel Walk Two Moons by Sharon Creech a girl named Sal tells her grandparents a story about her best friend Phoebe on a road trip while her own story begins to happen. In that story Sal is telling, Phoebe is important because she has lots of external and internal conflicts that change who she is.
Conflict between the main characters in fictional stories can be so thick, you need a razor-sharp knife to cut it; that is definitely the case in the two literary texts I recently analyzed titled “Confetti Girl” by Diana Lopez and “Tortilla Sun” by Jennifer Cervantes. In the first text, tensions mount when a social butterfly of a teenage girl and her oblivious father lock horns over the subject of homework. In the second passage, drama runs high when a lonely child and her career-driven mother battle over the concept of spending the summer apart. Unfortunately, by the end of both excerpts, the relationships of these characters seem damaged beyond repair due to their differing points of view - the children end up locked behind their barrier-like
Firstly let us consider conflict. In each act of the play, we see the overpowering desire to belong leading to a climax of conflict amongst the characters, which has the consequence of exclusion. Conflict is a successful literary technique, as it engages the audience and focuses our attention on the issue of conflict and exclusion, brought about by the characters’ desires to be accepted by their community.
The conflict is the main interest factor of a story line, and therefor must be engaging throughout the entirety of the book or film. In the novel, The Host looks at conflicts such
In literature there are 3 diffrent types of conflict, man versus man, man versus nature and man verus himself. A conflict is something that opposes the protagonist in the story.
In Graham Greene's The Quiet American, Greene uses the characters Alden Pyle, Thomas Fowler, and Phuong to represent a greater picture and show how the characters all work through mental obstacles. Their political doctrines actively collide and merge with the cultural customs they bring with them to the novel. The result is that these characters have a double meaning. They become allegorical for the larger world events around them, symbolizing Greene's opinions of the politics of empire-building. In the interactions among these characters, Greene is simplifying the situation in Vietnam by using a social perspective and relating how intertwined the characters and their homelands are during the war.
Jack London’s “To Build a Fire” and John Updike’s “A&P” were very different, but interesting stories. Both authors chose a different approach to their chosen tone. Updike wrote in a more laid back and entertaining way, while London, on the other hand, chose to write in a more formal and serious way. The authors also developed much different characters. London’s main character was much older and rugged than the complicated teenage girls and grocery clerk that Updike chose to focus his story around. The most significant difference, however, is the choice of conflict. Updike’s conflict was a simple one focusing on man versus man, but London’s story had many conflicts that dealt with much more serious issues like, for example, life and death.
First, the author uses conflict to show what the characters have to overcome throughout the course of the story, such as Mrs. Baker forcing Holling to do chores at school and
2. The main conflict of this story is a result of the family's financial status. Father's greed, low income, and Pyotr's frustration are key points to the main conflict. The conflict has plagued Pyotr most, the hallucination of abandoning his family is the main conflict in the story.
Conflict is one of the main driving forces behind a story. Without conflict the characters in the story would have no reason to do anything. Because of this every story requires some type of conflict in order to progress. The types of conflict can range from a man enduring the elements, known as man against nature, or as one character against a larger group, man against society. In addition to the other styles of conflict, the most relatable and compelling is when one character is set against another, known as man against man. Kate Chopin’s story “The Storm” displays three examples of a man against man style conflict, Bobinot against his wife Calixtra, Alcee against Calixta, and Alcee against his wife Clarisse, these show how a nonviolent conflict can occur between characters.
Conflict is apart of the model of society. It is a very common component of reality and also in stories and other forms literature. In stories, it adds sensation and stimulates the minds the people who are reading it. Characters can be in conflict with another character, an object, or themselves. When characters are having conflicts however it is more than just a mere disagreement but it is a situation in which the characters detect a threat to their physical, emotional, power and status well-being.
The characters in this book are very round. They each have their own story and have their own problems in life. Let’s start ...
Determine all of the story's conflicts. Determine the major conflict and state this in terms of protagonist versus antagonist.
Conflict is something that you encounter pretty much every day. It is almost inevitable that you will not encounter conflict as you through your day or doing anything else. There are different ways to confront conflict, and it depends on the type of person that you are. The different ways that people can confront conflict are either head-on or just complete avoidance. When people avoid a conflict, sometimes it tends to work in their favor, but sometimes it does not and the problem just becomes bigger. Also with handling it head-on there are some major problems. Sometimes the people who confront those conflicts are not people who can express themselves in a good manner, so they tend to blow things out of proportions. “Our basis understanding
My fundamental beliefs are that adults and children should have respect for one another treating people as individuals. I believe that we should model a sense of understanding, encouragement, trust, teamwork, and perseverance in all who we come in contact with. I believe that everyone has should have the opportunity to learn in a environment that is positive and encouraging. Recognizing my fundamental beliefs I know that in the Skinner-Rogers’ dichotomy that I fall on the Rogerian side of the scale. My beliefs are consistent with that of Rogers. I am also in favor of referent power and I would like to work with the students as an interactionalist. With all of these frameworks in mind I looked at a program that most fit my beliefs and frameworks. I believe that I can initiate the program of Glasser and use it effectively in my teaching situation. Many schools and programs regularly go through a process whereby they attempt to develop a new philosophical base and a different practical approach to working with students. Jones (1987) estimated that 80% of disruptive behavior is talking to each other, 15% out of seat, the remaining 5% is spent on note passing, playing with pencils or objects. The cost of student failure is absorbed. If we are losing 30 to 50% of our time keeping on task as a result of small disruptions, I would say to you that no other problem costs you 30 to 50% of your entire school budget. In keeping this in mind, I would propose that our middle school take a look at a program developed by Dr. William Glasser, M.D. His model is consistent with my own beliefs and would fulfill the vision that our school has developed. Integrated in Dr. Glasser’s model are Choice Theory (previously termed Control Theory), Reality Therapy, and the Quality School. Choice Therapy is an explanation of behavior, Reality Therapy is a process allowing Choice Therapy principles to be operationalized, and the Quality Schools represent the application of Choice Theory and Reality Therapy ideas in Education. William Glasser’s model involves the initiation of what he calls quality schools. Glasser (1992) contends that we must offer students an education that they can see will satisfy both their immediate and future needs. Students can only learn if they view their schools as a place that is at least potentially need satisfying. If students do not perceive what we are offer...