He poses the problem of being generation vexed because of the way you are being raised. His opinion, pointers, and facts are essential to his column. He say that he is here to let people know that are rejected from packs are not alone. He feels that generation vexed is due low self esteem, few positive role models, separation of parents, and not spending enough time with face - to - face interactions. An example is given where he is an unattractive 14- year old boy begging at an all male prep school.
The evidences appear in each paragraph :The Master and David Copperfield were “surveyed” by a stout man, Copperfield “supposed” the boy were out, the placard was “neatly constructed”, the cruel man “aggravated” his sufferings. The use of formal words increases the contrast between the small child David Copperfield and the whole school system at Salem House. In fact, these verbs are overstated to emphasize the atmosphere in which the little David Copperfield is and the constant feeling of hostility and infertility in protagonist’s mind. Dickens’s use of formal language suggests that at Salem House, where he knows nothing about, everything seems to be strange to him so he puts defense on them. In addition to formal vocabulary, the use of descriptive details is an important technique in the excerpt.
Malarkey Critical Evaluation Keith Gray’s emotional text ‘Malarkey’ is a text that not only deals with conflict but is also an emotional journey of the characters. The writer conveys the idea to the reader by characterisation and through the plot of the story. John Malarkey is in the wrong time, he has started at a new school, Brook High and the gang situated at Brook High ‘The Tailors’ take an instant disliking to him. They feel like he is a threat to them, they want him out of Brook High so they do there best to have Malarkey excluded from the school. They start off by stealing his bag and planting his maths teacher Mr Macallan’s wallet in it knowing he would get the blame because he couldn’t explain why it was there.
When we are seeing films, we are enjoying life at the same time. The Dead Poets society is different from the American films we are farmilar with. It depicts a moving story which centers on the conflicts between several schoolboys led by their teacher of Literature, Mr Kidding and the authority of the school. Mr. Kidding tries his every means, most of which are strange, unusual but practical and effective, to inspire his students to make out what on
I think the author doesn’t want the reader to assume the accuser to always right before seeing the side of the other people. It relates to the phrase put the other person’s shoes on. At the beginning of the story Paul’s teachers think he is different then the other boys in his class because his appearance is different. Paul’s attire was a velvet overcoat with red carnation pinned on it. “His lips were continually twitching, and he had a habit of raising his eyebrows.” Along with his attitude and behavior these facial actions made Paul’s teachers think he was crazy and psychotic.
The following problems are the considerable of him. i) He adheres to his own belief and he would easily criticize or argue with others – this embarrasses the teachers and disturbs the lessons all the time as he would start arguing with the teachers or the classmates during the lessons when others are holding different thoughts/ideas. ii) He would stand extremely close to the people – it makes teachers and students feel very uncomfortable (especially females). iii) He exhibits poor ability to initiate conversations and does not understand jokes – this frustrates him and makes him very angry /emotional; and starts episodes of provoking other people. iv) His interest in electronic equipments and vehicles limit his conversion, like routes and model of buses and MTR in Hong Kong – it made his classmates and teachers in primary school had a poor impression of him, thought he is stubborn, annoying impolite, troublesome and uncooperative; but he does not learn from it; and keeps doing this to his ‘new friends’ in the secondary school.
Due to his background teachers regarded him as a hopeless cause because his difficulty in using Received Pronunciation which contrasts against Harrison's attitude towards language and that there is a variety of dialect within the English language which everyone uses to convey a conversation with one another. When Harrison was young he was overawed by his "posh" teacher who embarrassed him resulting in him feeling demeaned and docile. The first section is in the form of a memory emphasised through the embedded dialogue of the teacher showing how he is undermined as the teacher wants to make sure their "glorious heritage" is not "done to death" suggesting that teacher is aiming to undermine Harrison by discouraging him from reading the important roles. Similarly, in "Bringing Up", he emphasises his separation from his mother as she disgusted over him using taboo language. The use of embedded dialogue implies the different view on the Leeds accent emphasised in his mother being disgusted with him and believes he was not "brought up to write such mucky books!"
Assignment 1: Q1. THE CATCHER IN THE RYE After studying Holden’s actions throughout the novel The Catcher in the Rye, I believe he is incorrect in forming the belief that Mr. Antolini betrayed him. Holden jumps to the conclusion that Mr. Antolini is a “pervert” based on an incident where he wakes up in the middle of the night to find his old English teacher patting him on the head. This gesture, which appears perfectly platonic and fatherly, leads him to feel betrayed by one of the few people that he liked and trusted. It is clear that Holden misinterprets Mr Antolini’s action because of a number of factors, including his fascination with sex, his mistrusting, judgemental nature, the lack of affection in his life, his struggle with adolescence and his cynical outlook on adult life.
Mr. Keating’s way of teaching brings out the uniqueness of the pupils, but the other teachers, bound by traditions and discipline, do not like his way of teaching. The students however find a yearbook where it says that Mr. Keating was a member of a group called Dead Poets Society. Together they reform the group and begin to “seize the day”. For instance Neil begins to act and a fellow student, Knox, starts to see a girl he likes. In an English class, Mr. Keating reveals Todd’s poetic skills, which Todd wasn’t aware of.
The first evidence we see of Hooper’s bullying is the note that he drops from a window when Kingshaw first arrives, ‘I didn’t want you to come here’. This immediately sets the tone and strikes conflict between the two boys, sparking fear and insecurity within Kingshaw, knowing that he already isn’t wanted and hasn’t even spoken to Hooper yet. Through the use of flashbacks we gain insight into Kingshaw’s past which reveals how insecure he is which due to lack of love from his mother. This fear and insecurity is what Hooper thrives on, targeting on these weaknesses. To get away from Hooper and his torment, Kingshaw runs away to Hangwood.