brontë studies, Vol. 37 No. 3, September 2012, 174–89 ‘Give me my name’: Naming and Identity In and Around Jane Eyre Steven Earnshaw The article discusses the importance of names, naming and identity in connection with Jane Eyre. A focus on the framing provided by the title page is the basis for insights into the importance ‘names and naming’ has for our interpretation of the novel, leading to discussion of how these elements are innovatively handled in a mid-nineteenth-century context. Such an apprehension of what a name is (or is perceived to be) becomes key to our understanding of Jane’s and the novel’s sense of self and identity.
Certain children reach this point through an adverse, tragic, event which affects them to an extent where they are changed. While other children reach this time by simply growing older and possessing a greater understanding of the world around them. The coming of age really is broad and cannot be explained in a regular analysis. This stage in life is one of the most significant and most famous themes in literature. The coming of age theme is found in one of the best coming to age stories of a girl growing up in revolutionary Iran.
“Appropriation study of texts is interesting because the changing values and attitudes of particular time periods can be observed.” Evaluate this opinion in relation to the Jane Austen’s novel, Emma, and Amy Heckerling’s film, Clueless. In your response make detailed references to both texts. 3. In comparing your TWO texts you will have become aware of how the contexts of the texts have shaped their form and meaning. Of more interest, perhaps, is a comparison of the values associated with each text.
Good afternoon/ Good morning class and teachers. In this speech I will explore the ways that the director, Amy Heckerling has transformed and re-contextualised Jane Austen’s popular novel ‘Emma’ into the satirical, humourous, parody film, ‘Clueless’. Storylines are often familiar in terms of plot, theme and purpose across many cultures and eras. There are common themes and plots that are used again and again within texts. While particular characteristics vary, the essence of the narratives are frequently simply reworked and adapted to suit different needs, times, circumstances, values and locations.
The novel is written from the main character’s point of view, and depicts the events that form the story. Characterisation is very prominent throughout the novel. Maximum, or Max, has a lot of feelings, and emotions, that are vividly described to allow the reader to experience what she feels. The other characters are given descriptions that allow the reader to enter their world, to take part in their adventures. There is much exploration of different themes in this novel, including science versus ethics, and good versus evil.
ENGLISH – LEVEL 3 90721 Respond critically to written text(s) studied Question A novel usually depicts the journey of a character or characters. To what extent do you agree with this view? Your response should include close reference to a novel (or novels) you have studied. Text Type: Novel Novel Title: MAESTRO Author(s)/website(s): PETER GOLDSWORTHY Ignorance to realisation, adolescence to adulthood and dreams to reality are all journeys that Peter Goldsworthy explores in his novel, “Maestro”. Through the use of passage we see how Peter Goldsworthy takes Paul on these journeys to make important realisations about humans, ideas and himself.
Specific topics of interest include the point of view of the narrator, how this influences the way we perceive the stories, and why the authors chose these ways of telling their stories. A good way to begin is by considering the general effects of the point of view of the narration on literature. Ignoring the very rare second person point of view, novels are either first or third person. First person viewpoints tell the story as the lead character sees it. This may introduce a question of reliability, since their perception of reality may be tainted or their knowledge may be limited.
A distinctive voice refers to someone, or something which has power and control over the responder which is able to manipulate or influence the reader. Distinctive voices are evident in the novel ‘The Life and Crimes of Harry Lavender’ by Marele Day and the speech ‘I Have a Dream’ which was recited by Martin Luther King Jr in 1963. In these texts, the characters and personnel’s are brought to life through the use of dialogue, political driven voices and body language which all play a distinct role in influencing the readers. In these texts ‘The Life and Crimes of Harry Lavender’ and ‘I Have a Dream’ present a distinctive voice through the use of dialogue that make the characters believable. In the novel ‘The Life and Crimes of Harry Lavender’ by Marele Day, the protagonist Claudia Valentine influences the reader through the use of dialogue which makes her seem like a credential character.
(197, par.11) Now when Jones says, "Pretending to have superhuman powers helps children conquer the feelings of powerlessness that inevitably come with being so young and small" He is basically generalizing children’s feelings as a whole. How do we know that every child feels powerless because of their height? Jones cannot assume that every child feels this way. Trying to convince parents with fallacies is not the way to
Egocentrism is a characteristic of young child thought in which children can’t consider other person’s point of view (Rathus, 2006). Egocentric may lead to false beliefs; in which children will have high possibilities have a thinking of everyone know what they do, what they think and their mind set are the same (Papalia et al., 2009). This happen because children have their theory of mind which have insufficient understanding about the reality such as emotion, desires, cognitive and feelings (Flavell, 2004; Coon & Mitterer,