The Reflection Of Charles Dickens Great Expectations

The Reflection of Charles Dickens in Great Expectations Introduction: The general definition of reflection is† to bring or cast as result â€Å". Dr. Harvey from Macquarie University define reflection as â€Å"an intended action, it depends on the past actions, present actions, and future actions.† In this paper we will see the reflection in â€Å"Art†. Art is the reflection of the identity and personality, for example in painting, drawing, writing, and many more. Art can symbolize the personality of the painter, writer, and more. For most writers, poets, and novelists we can see their works are mostly connected and related with their lives. One of the greatest writers in the Victorian era was Charles Dickens. Charles was the second child in Dickens family after his elder sister Fanny Dickens. Dickens was born in 7th February, 1812 in Portsmouth, United Kingdom and died in 9th June, 1870. He was an English writer and social critic. Dickens lived during the industrial revolution which was the great time of transformation in the nineteenth century in London. He supported the social ventures such as the foundling hospital for abandoned infants. Dickens was famous for his unique and realistic works; in addition most of his works are focused on the subject of orphans and the importance of education. For example, we have the Character â€Å"Oliver† from the novel Oliver Twist he was an orphan child born in a workhouse, not educated and a pickpocket. Another child character is â€Å"David† fromShow MoreRelatedCharles Dickens Great Expectations943 Words   |  4 Pages This is true in many cases but none as much as in Great Expectations. In many ways the narrator/protagonist Pip is Charles Dickens in body and mind. While there are many differences between the story and Charles Dickens life there remains one constant. This constant is the way Pip as the narrato r feels, because these feelings are Dickens s own feelings about the life he lead. Since Great Expectations was written towards end of Charles Dickens life, he was wiser and able to make out the mistakesRead MoreGreat Expectations Analysis1614 Words   |  7 PagesGreat Expectations was written by Charles Dickens during the Victorian period and follows the life of Pip, our protagonist, as he works his way up the social hierarchy of the Victorian society. It was first published as series from 1860 to 1861. It is written as a bildungsroman: a genre of writing which pursues the life of a character from their childhood to their adult life. This novel has been hugely influenced by the author’s own life; who also worked his way up the social ladder. The story isRead MoreCharles Dickens Great Expectations1208 Words   |  5 Pagesevident in Charles Dickens’ Great Expectations. Through very complicated, conflicted characters, he demonstrates an artful story about guilt, fea r, expectations, and love. All of these topics which are present in the novel are so present in life, we might not even notice them in our own. Other writers and even musicians, use these themes to grasp at their own realities, trying to reach for the imaginary straws hanging above their faces, and the stories that they tell are a direct reflection of thisRead MoreGreat Expectations, by Charles Dickens Essay1094 Words   |  5 PagesEssay on Great Expectations (by Charles Dickens) Explore Dickens effective â€Å"language† to create â€Å"setting† and â€Å"character† in the opening chapter of Great Expectations. Dickens opens the theme of death early in the chapter. In the second paragraph he mentions the tombstones of Pips parents, â€Å"I gave Pirrip as my fathers family name on the authority of his tombstone†. This informs us that Pip experienced death at an early age. He goes on to describe the churchyard and the land aroundRead MorePersonal Ambiguity In Great Expectations1397 Words   |  6 Pagesto analyze it. The search for self, as well as knowing and trusting one’s self is echoed through out literature humanity; it could be haunting and cause great trepidation, to hold on to a vision that could alter their judgement; as well can cause a fierce storm in the supreme realm that is objective truth. Great Expectations, by Charles Dickens, is a coming of age story of a young man named Pip, seeking to establish stability, as well as find meaning in his life through love and self identificationRead More Abusive Women in Great Expectations Essay example990 Words   |  4 PagesWomen in Great Expectations      Ã‚  Ã‚   One may infer that Dickens may have been attempting to acknowledge the birth of female freedom, due to the industrial revolution, by way of the female characters actions within Great Expectations. Considering that he creates such verbal execution performed by many of the female characters within the novel suggests that women were usually treated as equals, this not being the case. By allowing these women to be verbally and physically abusive, Dickens mayRead MoreGreat Expectations by Charles Dickens Essay1291 Words   |  6 PagesGreat Expectations by Charles Dickens Great Expectations is a novel, which represents class society amongst the rich, the poor and the criminal in Victorian England. Using the life of the main character in the novel, Pip; Charles Dickens challenges issues like youth treatment, injustices in the legal system and the discriminations between the classes. As the novel progresses, various events happen to Pip, which makes him more aware of the reality he is livingRead MoreCharles Dickens Great Expectations1283 Words   |  6 PagesCharles Dickens, an English author who is accountable for creating classics such as Oliver twist, A Tale of two cities, and A Christmas Carol is regarded as one of the most influential authors ever. When Great expectations got published in 1861, it got mixed criticism but ever since the 20th century until the present it’s now received the â€Å"classic† status. Great Expectations is a standout amongst the most well-known and tremendously cherished books by the immense expert of Victorian expositionRead More Importance of Setting in Great Expectations Essay3386 Words   |  14 PagesImportance of Setting in Great Expectations      Ã‚   Charles Dickens viewed London as a place of economic competition and death. In Great Expectations, he used the prevalent bleakness of the places in London to illustrate the unproductiveness of the social and economic struggle which he viewed as fatal, both literally and figuratively. His depiction of this economic struggle is reflective of the nineteenth centurys preoccupation with the rise of the middle-class. Janice Carlisle says, TheRead MoreAnalysis of The Hanged Mans Bride, The Trial for Murder and Confession Found in a Prison2347 Words   |  10 Pageson my study of Charles Dickens, I have decided to focus upon three short stories to write about in detail. These are: The Hanged Mans Bride, written in 1860, The Trial For Murder, written in 1865 and Confession Found in a Prison, written in 1842. To enable me to understand the stories better and also Dickens interests and motivations, I have carried out necessary research on historical, literacy contexts and other biographical details. Charles Dickens stories could

Comparison Between Act 3 Scene 1 in Franco Zeferellis...

Comparison Between Act 3 Scene 1 in Franco Zeferellis Romeo and Juliet and in Baz Luhrmans Romeo and Juliet I am going to compare the two pieces of Romeo and Juliet, Act 3 Scene 1 that I have been studying for the past few weeks. I have been looking at; Camera shots, setting, special effects, moods, costumes, characters, etc. These things are severely thought of by the director before and during the making of the film. I have been looking at Baz Luhrmans Romeo and Juliet and Franco Zeferellis Romeo and Juliet. The budget for Franco Zeferellis film had a much smaller budget than Baz Luhrmans did. This was because the film industry didnt really want Romeo and Juliet to be brought out at†¦show more content†¦There are many differences between Baz Luhrmans Romeo and Juliet (1997) and Franco Zefferellis Romeo and Juliet (1968). When thinking about contrast between these two productions many things need to be taken into consideration, one of the most important things is setting, as it can give great emphasis on the situation. I realize how much time has passed while watching these two films, the things I have noticed are listed below:  · Daggers and swords à   Guns  · Soft voices à   Tough voices  · Friendly à   Rivalry In the 1968 version, the fight scene is in the town square on a bright, sunny day, making the situation look happy and shiny. Whereas in the 1997 version, the fight scene takes place on the cleverly named Verona beach (Venice beach is a notorious gangster hotspot), this fight scene also takes place on a bright, sunny day, but this time its not a clean heat, its more of a clammy, angry heat, which soon turns into a full blown storm to add drama. I am going to merge characters and costumes together as they do go hand in hand in both films. There is a very friendly environment in the 1968 film, there is no direct separation between the Montagues and the Capulets as they are both really friendly and cheerful and both wear mixed hot and cold colours. In the 1997 version there is a

Indonesian Education Writing Essay Example For Students

Indonesian Education Writing Essay Scientific Writing E Indonesian Education Weaknesses l. There are three weaknesses of Indonesian education. II. The first weakness is less facilities. A. We dont have sufficient learning facilities. B. Remote areas are usually unreachable of good facility. Ill. The second weakness is curriculum that always change. Indonesian education curriculum changes very often, that makes both teachers and students confused. When they are trying to understand one curriculum, government announces that there is the newest curriculum. We will write a custom essay on Indonesian Education Writing specifically for you for only $16.38 $13.9/page Order now IV. The last weakness is the weak mental of Indonesian human resources. A. Teachers are not responsible enough of their students. B. Cheating is tradition. V. Some weaknesses of Indonesian such as less facility, curriculum that always changes and the weak mental of Indonesian human resources should be overcome to improve our education. Many people say that our education is worse than our neighbor countries such as Malaysia and Singapore. It is caused by some weaknesses that our education has. There are three main weaknesses of Indonesian education. The first weakness is less socialites. It Is commonly known that we dont have sufficient education facilities both buildings and other needs that support the teaching and learning processes. There are so many school buildings that unproven to use. The condition of the buildings are very bad, and some of them are harmful, because they can collapse anytime. Beside the buildings, we should concern of our teaching and learning facilities. We dont have enough learning media for the students, especially for they who live in remote area. They who live In suburban cant hold teaching and learning process properly nice they have no effective media. Moreover, in some places the students should struggle to get education. They have to walk for many kilometers to reach their school. They should cross the river, walk through the forest, only to get minimal education. The second weakness is the curriculum that always changes. As everybody knows, Indonesian education curriculum changes very often. Even there is a Joke that says different minister, different curriculum, which means that curriculum changes as the education minister changes too. Government states that he curriculum is changed for teachers and students goodness. In contrast, this change only burdens both teachers and students. When they are trying to understand one curriculum, the government announces that there Is the newest curriculum. It means that teachers, students, and they who work in educational field t Off snouts learn Ana apply ten newest curriculum, walkout unreasoning winy It changes again. They Just follow the governments rules. The last weakness of our education is the weak mental of Indonesian human resources, especially they who include in educational field. For example, some teachers are not responsible enough of their students. They dont really care of what their students do, they dont worry when their students do not understand of what they teach or explain. Some teachers consider that it is enough to teach the students, without checking whether they understand or not and without knowing the students acquisition. Another example of the weak mental of our people is cheating. Some students consider that cheating is common, and it is such kind of our education tradition. Penthouse they are earned by the teachers, they keep cheating. They dont have confidence to do the test by thrillers. Three Indonesian education weaknesses above are real. The first weakness that is the less facilities usually happens in suburban area. Next weakness is the curriculum that changes very often only makes teachers, students, and many others who work in educational field feel confused. The last is the weak mental of our people, such as teachers who are not responsible of their students acquisition. Those three weaknesses should be overcome to improve our education.

The Roots of Imagination Merging Realism and Fairy Tale in Angela Ca

The Roots of Imagination: Merging Realism and Fairy Tale in Angela Carter?s ?The Company of Wolves? In the story ?The Company of Wolves? Angela Carter seeks to retell the tale of Red Riding Hood and her encounter with the wolf. More important than the rehashing of the fairy tale, is the manner in which Carter seeks to blend fact and fiction to illustrate man?s ability to combine the unknown and the known within their own imaginations to gain a better understanding of the world around them. The simple facts of the wolf, as a predator and carnivore, are enhanced and dramatized with the addition of the werewolf myth and the story of Red Riding Hood to assist in illustrating how through imagination the lines between fact and fiction are distorted. The wolves? progression from animal to man, from natural predator to sexual predator, is a result of this combination of fact and fiction. The characteristics of men and wolves combined in a werewolf give man a basis for understanding the baser instincts and sometimes brutal actions that characterize the history of humanity. Subtly, juxtaposi ng the harsh realities of nature with the dramatics of myth and fairy tale, Carter shows how people utilizes imagination, the combination of reality and myth, to relate to the world around them. In the beginning of the story, Carter establishes the animal ferocity and wildness of wolves, ?The wolf is carnivore incarnate [?] once he?s had a taste of flesh then nothing else will do? (Carter 1580). Throughout the story, Carter reasserts this idea within the growing context of the wolf and the animal immediately as representative of the violence of nature. However, at this early stage of the story, the wolf though ?cunning as he is ferocious? (1580) is still just a wolf. In this way, Carter establishes that the wolf does and can exist outside of the imaginations of man but is always very different from people. Monika Fludernik notes, also, that the introduction, ?is followed by a quasi-definitional characterization of 'the wolf' and a paragraph of even more non-scientific folk-lore about wolves which provides instructions to a generic 'you' traveling through the forest at night? (226). Not only is man's imagination being represented in Carter's show of the manipulations of fact and fiction over the nature of the wolf but she is also appealing to this part of human nature and imagination in her reader. The image of the wolf, as illustrated in Carter?s description of not only the wolf but the wildness of the woods as well, shows a basic nature that is at constant conflict with the reasonable nature of man, ?of all the teeming perils of the night and the forest, ghosts, hobgoblins, ogres that grill babies upon gridirons, witches that fatten their captives in cages for cannibal tables, the wolf is the worst for he cannot listen to reason? (Carter 1580). Left unspoken in this passage, but nevertheless present, is the idea that wolves are a constant natural reality. Unlike the ogre or the cannibalistic witch, the wolf is not fictional. The wolf is a representative of nature that does not need to be assigned any special motivations for his deeds nor has the creature been created for the mere use as a lesson in morality. In demonizing the wolf, creating the wolf in Red Riding Hood?s story, man can give human attributes to the beast to better help humanity understand their own world. Carte r uses the wolf and the stories which have grown around the creature to shows the manner in which, ?social forces construct subjectivity (McGuire 129) The woods which shelter the wolves from the outside world become, in this manner, an accomplice to death, ?the shaggy branches tangle about you, trapping the unwary traveler in nets as if the vegetation itself were a plot with the wolves who live there, as though the wicked trees go fishing on behalf of their friends? (1581). As predators, wolves are in their very genetic make-up harbingers of death and in trying to make sense of this type of natural violence man has assigned them with a supernatural understanding. The seemingly senselessness of their attacks against people, rather than being explained and understood within