How does Heckerling’s Clueless sustain interest in the values represented in Austen’s Emma? 7. How does a comparative study of Emma and Clueless bring to the fore ideas about the quality of relationships in society?In your response make detailed reference to your TWO prescribed texts. Year 11 English Extension 1 Emma & Clueless Appropriation Sample Essay Questions 1. You have studied two texts composed at different times.
Despite the shift in context from 19th century England to late 20th century Beverly Hills, Austen’s main plot and ideas have been retained to a great degree. However, the different ways in which these ideas are portrayed in Clueless, as well as the variations from Emma’s plot, provide new insights into both contexts and hence emphasises the contextual influences that cause the changes. Through the consideration of Austen’s 19th century context we gain a deeper understanding of the impact of class attitudes on people’s behaviour and relationships. Social hierarchies are addressed through Mr Elton’s denial of Harriet and the corresponding action of Elton’s rejection of Tai. The character Mr Elton represents the class based attitudes of 19th Century England when he claims that “everyone has their own level”.
The political orientation of the researchers was liberal, and the research method was the mapping of social inequalities in educational outcomes using quantitative techniques to measure social mobility. Such an approach was 'liberal' in that inequality was opposed but its source was not, unlike the Marxists, located in the social structure. Modern societies were seen as inherently progressive and it was only archaic elements, such as class, that inhibits progress. Modification of these difficulties would produce restructure. The difficulty with this approach, as it later became clear, was that the problems identified by liberal sociologists set many educators to work in opposition to working class cultural practices.
10 Visual Argument Practicing Rhetorical AnalysisRead: Zinczenko’s “Don’t Blame the Eater” in TSIS pp.195-97. | 8 | 10/11 | In class: Identify Zinczenko’s central claim and reasons, and examine how she supports her reasons; TRACE Selecting a Topic for the RAERead: Review essays in topic clusters and select a cluster.Due: RR #4 TRACE or other Rhet. Situation analysis of one essay from one cluster | | | | 9 | 10/16 | Review and discuss a sample RAE.Read: Sample RAE pp. P 37-38 in FYW.Due: First draft of RAE.Writing Center WorkshopsOct. 16, 5 p.m.—ENGL1301: Rhetorical Analysis Essay (RAE)Oct. 17, Noon.—ENGL1301: Rhetorical Analysis Essay (RAE) | 9 | 10/18 | In-class work on RAE/Assign peer review.Due: Second draft of RAE.
Both of these stories have many differences, though the three main differences are in the use of diction, irony, and point of view The first difference is in the use of diction between both stories. Diction is known as the form of language being used with in the story. In “A Rose for Emily” the narrator uses formal diction. Formal diction is understood as a dignified, elevated, higher class sense of language; in another meaning, it’s using less common words. For example, the narrator shows a use of informal diction when they use words such as, “….perpetuity….tableau….jalousies” (91-94).
The two stories that I have chosen for my analytical essay are War Dances by Sherman Alexie and The Yellow Wallpaper by Charlotte Perkins Gilman. I believe that these two stories have many similarities but also many differences. A couple of the ways they differ are that Sherman Alexie uses humor and multiple settings when telling his story and Charlotte Perkins Gilman uses sensory details about how she feels about the wallpaper and uses the house as a setting for the entire story. A couple of the ways the stories are the same are both stories do use first person view and a dynamic character as the protagonist. I will first talk about how the two stories differ.
Educating Rita by Willy Russell The aims of this essay are to look at themes in the play and analyse the structure through critical analysis of russell’s stagecraft choices. The themes that are going to be looked at are relationships, education and social class. This is going to be done by concentrating mainly on Act 1, Scene 1 and with some reference to the differences of Act 1 and Act 2. Also discussing the text and analysing the words and actions of characters with quotations from the play to support points that are made. Educating Rita is written in a duologue form as it only ever has two actors on stage and one set is used.
How could the personal and social tensions between characters in the plays you have studied be expressed on stage? In your answer, refer to the performance styles, techniques and conventions that you could use in staging two texts set for your study? The personal and social tensions in Stolen by Jane Harrison and Neighbourhood Watch by Lally Katz can be expressed on stage numerous ways through the use of varying theatrical techniques, performance styles and conventions. The two plays are a microcosm of the world shown through the environment, small community and its set of characters; and are similar in the way that they portray the alienation and isolation of characters in the modern world. The play delves into and reveals the social and
SWOLLEN FOOT VERSUS LOVELESS DOLL This is my own analysis on ‘’Oedipus the King’’, penned by Sophocles and ‘’A Doll’s House’’, which was written by Henrik Ibsen. Somehow, both ‘’Oedipus the King’’ and ‘’A Doll’s House’’ have put me into two journeys which eventually led me into two different worlds, the world of Oedipus and the world of Nora. Therefore, I’m going to analyse these two characters on the basis of my own insight, things which I think are of significance and certain aspects about Oedipus and Nora that made these plays special to me. Oedipus and Nora are the main characters as well as the protagonists in ‘’Oedipus the King’’ and ‘’A Doll’s House’’ respectively. In two different plays, both showed different sides of them in terms of personalities, how their actions speak louder than words, how they tried many different ways to obtain something that is not possible but at the end they failed and so on.
Also, it may probably also be a purely fictional account of police work, and therefore has much less fact or details to it compared to representation 2. Therefore, seeing as representation 2 is more detailed than representations 1 and 3, by using specific examples and facts, I believe that it is the best representation of how effective policing was in late Victorian