A university is a place where students are taught to build upon the basic academic skills acquired in their previous schooling, and to learn to create original ideas. This ability to create original ideas gives students the chance to rise above any preconceived notions of the masses, instead of conforming to them. For example, in the subject of literature, students can find individuality in being able to, critically, analyze a literary work in contrast to most people who can only retell it as a story. Through such critical analysis, students can discover many original ideas that may help bring literature to life. In his prize-winning novel, The Magnificent Ambersons, Booth Tarkington presents a masterpiece of literary work, full of features which can be used in a university setting to teach students literary criticism such as characterization, irony, and theme.
First, the characterizations in The Magnificent Ambersons show Tarkington’s mastery in describing human characters. According to Robert DiYanni in Literature: Reading Fiction, Poetry, and Drama, characterization is a “narrative description with explicit judgment”(55). For example, Tarkington’s story begins with Major Amberson. Major Amberson is the head of the family who has built a fortune around the time period of 1873 (3). The story of the Ambersons starts out based on this fortune that Major Amberson has made. Tarkington points out the fact that Major Amberson is the head of the family by naming him, Major. Where the term, major, holds a position of seniority and authority in the military, Major Amberson holds the same in his family. The use of this descriptive name allows the reader to make an explicit judgment on the status and the role of Maj...
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...e union of Lucy and Georgie.
In conclusion, Tarkington’s use of characterization, irony, and themes in The Magnificent Ambersons has brought this story to life. His techniques in making the characters come alive by using vivid characterization, his unexpected reversal of roles, and his universal themes have enlightened me in such a challenging manner that l am convinced they are worthy of serious study in a university setting.
Works Cited
DiYanni, Robert. Literature: Reading Fiction, Poetry, and Drama. 5th ed. New York: McGraw-Hill, 2002.
The Magnificent Ambersons by Booth Tarkington. Dir. Alfonso Arau, Perf. Madeleine Stowe, Bruce Greenwood, Gretchen Mol and Jennifer Tilly. A&E Presentation, January 13, 2002. Class Film. NJIT. LIT 330-001. Fall Semester, 2002.
Tarkington, Booth. The Magnificent Ambersons. New York: Richard Press, 1980.
In the skillful novel, "How To Read Literature Like A Professor" by Thomas C. Foster, there is neither a protagonist nor antagonist. As a whole, the novel gives insights on how to pick up signs of symbolism, irony, and many other hidden details that are buried within the words of literature. Foster refers to many classis novels by classic authors to demonstrate the use of logic in writing. The novel is extremely educational, leaving many insightful questions and interpretations to the reader's opinion.
Meyer, Michael, ed. The Bedford Introduction to Literature: Reading, Thinking, Writing. 5th ed. Boston: Bedford/St. Martin's, 1999.
Meyer, Michael, ed. Thinking and Writing About Literature. Second Edition. New York: Bedford/St. Martin's, 2001.
Booth, Alison and Kelly J. Mays, eds. The Norton Introduction to Literature. 10th ed. New York: Norton, 2010. Print.
Sex offenders have trouble reintegrating into society and are often harassed by those who become aware of their status. The sex offender management tool restricts where the offender can live and sets boundaries of how close they can be to children. Research has shown most of these restrictions are viewed as more of a stress to the offender and it is not clear how the public is ensured.
"The Age of Enlightenment." LIFE Magazine 15 Sept. 1947: 75+. Web. 17 Aug. 2010. .
Cashwell, C. S. and Caruso, M. 2014. Adolescent Sex Offenders: Identification and Intervention Strategies. [e-book] Sage Publications. 1. http://libres.uncg.edu/ir/uncg/f/C_Cashwell_Adolescent_1997.pdf [Accessed: 14 Mar 2014].
Witt, P., Greenfield, D., & Hiscox, S. (2008). Cognitive/behavioural approaches to the treatment adult sex offenders. Journal of Psychiatry & Law, 36(2), 245-269, retrieved from EBSCOhost
The article does not only talk about young sex offenders but how they can help such as going to therapy and them being involved in a program for a certain amount of weeks and see how much progress they have made. This is something that is very difficult to talk about either for the abusers or the victims because majority of the time the abusers also got abused by someone else and that pain resulted in anger and felt like they needed to hurt others. However, that type of behavior is still not acceptable because a person should not hurt others but instead get help like other people do and better themselves and know that although someone hurt them they can still push through it. I think one of the biggest points the article talked about is that once a person is registered as a sex offender it makes it really difficult for them to be accepted again in society. The problem is that it really does not happen because people no longer look a person the same and no matter how much help the abuser gets he or she will always be
There is no “standard” sexual offender. Child molesters and rapists come from a multitude of backgrounds and are most often seen as law abiding individuals. In most cases, offenders are male; however, there have been cases of females committing sexual offences reported in the past (Schaffer, Jeglic, Moster & Wnuk, 2010). This treatment manual will focus on the male sexual offender population; they may vary in age, from youth to senior citizens. In fact, more than half of the adult male sexual offender population began offending in their teens (Terry, 2004). This program will feature a ‘rolling group’, this allows individuals to be at different stages in the program which will allow for patients to ease into the program at their own pace.
As a college student, it is necessary to grasp an understanding of the work behind literature. Whether it be poetry or short stories, the readings included in a literary course allow students to gain insight on authors and their work, furthering their ability to succeed in school. Professors are limited in the amount of work they can cover, and while the stories in our current curriculum should sufficiently knowledge its students, there are some other stories that if added, provide their own benefits. One that should be considered is author and former veteran Tim O’Brien’s story, “The Things They Carried,” which carries both similarities and drastic differences from previous authors that were discussed. Rather than focusing primarily on the
Observe the list of required literary works assigned to any current or past high school student, and chances are you will see an abundance of similar titles appear in each syllabi. These lists of works typically include the iconic literary masterpieces brought forth by Ray Bradbury, Harper Lee, and Shakespeare, among others. Many a time one is quick to lash the whip of criticism on to these pieces, regarding them as the typical, dreary literature that is deemed mandatory time and time again. Although these reads may seem mundane and utterly inapplicable to not only those required to read them, but contemporary society as a whole, it is vital that one breaks down this ever-hardening wall of criticisms in an effort to understand their place
In the Criminal Justice System, a major problem is sex crime. Sex crimes come in different forms such as, prostitution, molestation, rape, statutory rape, possession of child pornography, aggravated sexual assault, internet sex crimes, etc. Sex crimes are defined differently by each jurisdiction, but with many of these crimes, there are borderline aspects of the crime that are the same throughout each jurisdiction. “Sex crimes generally involves illegal or coerced sexual conduct against another individual and each state has its own time limit or “statute of limitations” in which victims of sex crimes may file a lawsuit against the alleged offender. People convicted of sex crimes, regardless of severity, are considered “sex offenders”
Booker, M. Keith. “A Practical Introduction to Literary Theory and Criticism.” White Plains: Longman Publishers USA, 1996. Print.
My priorities to help detectives in their interrogation techniques would be for them to get an understanding of the interrogation proces...