Black People and Roberta Essay Example for Free

Black People and Roberta Essay Determining the race of Twyla and Roberta from the clouded descriptions in Recitatif is a rather difficult task. The evidence in my opinion leads me to believe that Roberta is white and that Twyla is black. In this paper I will identify situations in this story that reinforce my opinion. I will also explain how minority group treatment influenced my perception of the events in this story. My early impression of Roberta was that of a spoiled country girl with little or no education that opinion was based on her inability to read and her waste of food at meal times. Finishing all your food is a strong force in many black families this waste can be construed as a connection to Roberta being white. The first verbal indication is Robertas mothers refusal to greet Twylas mother Mary. This is a strong image of prejudice in my opinion. Robertas mother said nothing. She just grabbed Roberta and stepped out of line. Robertas mothers disinterest in meeting a woman of the opposite race makes a convincing argument that she is white and in her mind better than associating with blacks. In the next scene the families were eating Lunch. Twyla made the observation that The wrong food is always with the wrong people. And the connection that Maybe thats why I got into waitress work later-to match up the right people with the right food. There is a common stereotype that black people love chicken. So the white Roberta having the black chicken could be considered a Mitch match and since Roberta is white she should not have the chicken. The next piece of evidence comes much later when the two old friends are reunited in a supermarket. They have exchanged pleasantries and discussed how well there lives are going. It is obvious to the reader that Roberta is well off financially. Roberta makes the comment I was dying to know what happened to her, how she got from Jimi Hendrix to Annandale, a neighborhood full of doctors and IBM executives. Easy, I thought. Everything is so easy for them. They think they own the world. This statement shows that Twyla is aware of how easy it is for white people to raise their economic class. It can be implied that Roberta made the large advance because she was of the proper white race to make such advancement. The final piece of evidence is When Twyla confronts Roberta on her poor behavior at their encounter in Howard Johnsons Roberta says Oh, Twyla, you know how it was in those days: black-white. You know how everything was. Roberta here identifies the strong pressure she felt from her peers to not associate with the lower black race. My first indication of Twylas race was the way her mother Mary introduced herself. She used the phrase Twyyyyyla, baby! the term baby is commonly associated with older black females. Marys reaction to Robertas mothers refusal to shake hands coupled with the loud outbursts on the way to the chapel are also part of what society has deemed as black female behavior. Mary is described wearing those ugly green slacks that made her behind stick out There is a stereotype that black women have large behinds. These examples leads me believe Robertas mother is black and so the daughter must be of the same race. Throughout the story Roberta is always depicted in a lower class than Roberta always overshadowed by Roberta. Roberta marries into a higher social standing and has an implied superiority throughout the story. The statement Everything is so easy for them. They think they own the world. Is a common opinion about the social standing of whites in the United States. There are a lot of conflicting data to for both sides of this argument. In my opinion though there is much more evidence that leads the reader to believe that Roberta is white and Twyla is black.

Different styles of leadership Essay Example for Free

Different styles of leadership Essay Marianne and Betsy do have different styles of leadership. Betsy is the more authority compliance manager and as well a little middle of the road off management. Marianne is more of country club management and as well as middle of the road. From experience with those management style. I think Betsy should focus more on what her direct manager wants. If your relatively new to a company, it would be very bad to rock the boat. I don’t think she should continue to follow the same leadership style because quite frankly it’s not working. However she should totally abandon her authority leadership style. Honestly Marianne and Betsy are at a point where they desperate need to work together to get the main goal in the right perspective. Marianne should become move of an authority compliant manager by giving her friendship with Bridget and Suzanne just a little separation. Betsy also needs to learn how to be more of a middle of the road team player management. She can’t rely on being too bossy, especially when her own boss tells her she is bossy that’s a very bad sign. Betsy and Marianne can work together if they both come to an understanding. Betsy is more in a jam then Marianne. Betsy works under Marianne and Betsy is a fairly new employee. If Betsy resist Marianne and goes to senior management it could possible jeopardize her employment. Furthermore Marianne has the majority vote amongst the staff. Betsy might have to loosen up her rings and join more of the middle of the road management or either takes some tips into the country club management.

Relationship Between Family Poverty and Child Development

Relationship Between Family Poverty and Child Development How is family poverty related to childhood development? It is well documented that family poverty has a negative effect on childhood development (Horgan, 2007) but the many variations in how family poverty is related to childhood development via various pathways is of great importance to parents, health and education professionals as they work to improve the outcomes for children; â€Å"maximising the opportunities open to them – improving their life chances and changing the odds in their favour.† Every child matters. When considering how family poverty is related to childhood development, it is firstly important to define poverty. Engle Black note that this is a difficult task and question whether it should be ‘defined in economic terms, or as part of a broader social disadvantage’. In economic terms, the UK government, the European Union and many other countries use 60 per cent of median household income as the poverty ‘threshold’. (Poverty and Social Exclusion poverty.ac.uk) although by their own admission ‘without validation from direct measures of people’s living standards, is essentially arbitrary’. Sen describes poverty as ‘capability deprivation’ and argues that we should take a more ‘activity-oriented view of human beings’. These activities can vary from ‘physical ones as being well nourished, being adequately clothed and sheltered, avoiding preventable morbidity, and so forth, to more complex social achievements such as taking part in the life of the community, being able to appear in public without shame.’ As a result of this, when considering how family poverty is related to childhood development this essay will consider both direct economic effects and also the effects of broader social disadvantage. Similarly it is also difficult to define ‘childhood development’. Indeed Engle et al note that ‘there are no globally accepted indicators for child development’ They do however concede that ‘child development is often measured through individual assessments of developmental changes in multiple domains (eg, cognitive, language and social-emotional)’. One measure of cognition is academic achievement and this is used by various studies as a measure of child outcome (CITE). One of the main reasons for family poverty can be the family unit itself. Fiori (2005) states that â€Å"Economic theory predicts that the two-parent family is among the best-functioning forms of capitalist society because it allows for the provision of household services by one partner and economic resources by the other, and as such it is an efficient system for maximising utility and the human capital of children† Consequently, supporting evidence has found that children from a lone parent family generally have a poorer academic outcome but do not fare poorer psychologically (Mclanahan and Sandefur, 1994). The reason for this is often attributed to the ‘pathology of matriarchy’ hypothesis (Moynihan) which suggests that the absence of a father is destructive to children, particularly boys, because children will lack the economic resources, role models, discipline, structure and guidance that a father provides. The effects of family structure on family poverty and subsequently child outcome is of high importance, with marriage emerging high on the U.S. policy agenda in recent years as a tool for improving child outcomes (Nock) and marriage allowance in the UK allowing a person to reduce their spouses’ tax bill if one partner earns an income below the personal allowance limit (CITE), again alleviating financial stresses which can have a negative effect on child outcome. Hann et al (2003) found that when controlling for income, single-mother families were not significantly different from two-parent families for child outcome. This suggests that it is family poverty itself (that typically results from family disruption) that is the major explanation for children’s lower attainments. Direct effects of family poverty affect childhood development by increasing risk factors, limiting protective factors and reducing opportunities for stimulation and enrichment. Children from low-income families are more likely to receive insufficient nutrition and also be overweight, two factors commonly associated with food insecurity (Cook). The amount of families in the UK struggling to buy basic items such as food is increasing. The Trussel Trust reported that their 445 foodbanks fed 913,138 people nationwide from 2013-2014 and of those helped, 330,205 were children.’ A lack of a balanced diet can affect childrens development both directly and indirectly. Innis has shown that fatty acids such as those found in certain types of fish and nuts assist healthy brain development and reductions in these fatty acids is associated with cognitive and behavioural impairments; the effect of family poverty on childhood development via a poor diet is a very real possibility even in a country such as the United Kingdom. Another direct effect of poverty is the fact that parents in low-income families often have lower levels education and this has a negative impact on their ability to provide a positive, intellectually stimulating environment for their children (Coleman). Hart Todd found that children from professional families that were strongly associated with higher parent education levels and higher family income were spoken to more than children from working class or welfare recipient families and so had a larger cumulative vocabulary. By the age of just three, Hart Todd observed â€Å"the cumulative vocabulary for children in the professional families was about 1,100 words. For children from working class families, the observed cumulative vocabulary was about 750 words and for children from welfare-recipient families it was just above 500 words†. Hart Todd conclude that the most important element of a child’s language development is quantity of conversation and thus it is easy to see how in a ‘traditional’ two-parent family (as previously mentioned) the division of responsibilities allows for increased time to talk to children. Hart Todd also found that children from professional families heard a higher ratio of encouragements to discouragements than their working class and welfare-supported counterparts. Henderlong Lepper found that encouragement is beneficial to the intrinsic motivation of a child (provided it is perceived as sincere) and this will also have a positive effect on child development. Baumrind (1971) defined three parenting types: permissive: parents who are more responsive than demanding; authoritarian: parents who are demanding and directive, but not responsive, and authoritative: parents who are both demanding and responsive. Hoff et al found that in all cultures parents with lower socio-economic-status (SES) are more likely to use ‘authoritarian’ parenting styles than those in higher SES brackets. They are also less likely to be nurturant or to supervise their children adequately, and more likely to use inconsistent, erratic and harsh discipline (Elder et al., 1985); adversely affecting child development. As well as the direct effects of family poverty on child development, as suggested by Engle and Black it is also important to consider moderated effects of poverty and how these can vary across characteristics of families and children. Whilst considering how family poverty affects childhood development, it is important to fully consider the many varying reasons as to why a family may be experiencing poverty. Some of the varying reasons found by Hobcraft for family poverty include: non-traditional structures; lone parents and parents in reconstituted families, households where no adult is in employment or are in poorly paid employment, households headed by a teenage parent, households that include a sick or disabled child, have a child or children under five or have a large number of children. Given this, it is quite understandable that families can find themselves in a state of poverty through no fault of their own. However, their background will affect how they deal with this experience of poverty and more importantly how this poverty will affect the development of any children. Parents of children who are poorly educated or have poor decision making skills could find it more difficult to protect their children from the effects of poverty than families who are better educated, with rational decision making skill and in a similar situation. Cooper Stewart demonstrate using the Family Investment Model that parents who are better educated or have more money are able to financially invest in their children more, either because they have more disposable income or because they choose to forgo other expenses for the sake of purchasing their children educationally enhancing materials such as books. This is supported by the findings of Davis-Kean who found that family income and education had a positive impact on parental educational expectations and resultantly reading (which is strongly correlated to child achievement), with children reading more for pleasure and having more books in the house. Similarly the work of Bradley, Whiteside and Mundfrom that found that children living in poverty who were showing early signs of resilience compared with other children also living in poverty received ‘more responsive, accepting, stimulating and organised care’. Another way that family characteristics moderate the link between family poverty and child development is via social selection. Conger Donnellan consider poverty as â€Å"a constellation of outcomes that are potentially influenced by individual differences in traits such as intelligence and personality† that subsequently affects childhood development. Mayer (1997) proposed that â€Å"parental characteristics that employers value and are willing to pay for, such as skills, diligence, honesty, good health, and reliability, also improve children’s life chances, independent of their effect on parents’ income. Children of parents with these attributes do well even when their parents do not have much income†. These characteristics can be passed on either genetically or through nurture and can act as a ‘buffer’ to the damaging effects of poverty on childhood development. This is supported by the work of Davis-Kean who found a significant correlation between parental warmth (how nurturing parents are towards their children involving desirable traits such as positive feelings, praise, responding) and child achievement (although interestingly, only within African American families as opposed to European American families in this study). Alongside the direct and moderated effects of poverty on childhood development it is also necessary to consider the mediated effects of family poverty on childhood development. As demonstrated by Engle Black, in mediated models it is through disruptions in family function that the effects of poverty are felt and result in negative effects on childhood development. Conger Donnellan reviewed seven papers that have applied the Family Stress Model (FSM) across a widely varying demographics. The FSM overwhelmingly supports the view that poverty leads to family stress and this has a negative impact on parental mental health and increasing the likelihood of parents using harsh authoritarian parenting styles. There is strong evidence for parental mental health impacting on child behaviour. The work of Weissman et al (2006) who found that the children of mothers who remained depressed were far more likely to develop their own symptoms and diagnosis than children of parents who went into remission. This is similarly supported by Galler et al who found that postpartum maternal mental anxiety (PPMHA) was a significant predictor of lower exam scores at eleven to twelve years of age. Importantly, Galler et al found that background variables such as young maternal age at the time of her first pregnancy, more children in the home, less maternal education, and fewer home conveniences (all indicators of family poverty) were closely correlated with PPMHA, but crucially they found that PPMHA was still a significant predictor of lower exam scores even when all these background variables were controlled for. Ram and Hou suggest that lone parents—usually mothers—must spend longer hours outside the home working to offset the economic losses they have suffered from the marital breakup and consequently do not spend enough time with their children. More importantly however, when considering mediated effects of poverty, they also found that depression and lower levels of psychological well-being occur more often amongst these parents and also negatively influences the quality of parenting and children’s behavioral problems, explaining why children in disrupted families experience severe emotional and behavioral problems. Interestingly however, Ram and Hou found that parental depression and low levels of psychological well-being have almost no effect on cognitive development; highlighting the many varying elements of childhood development. Finally as noted by Engle and Black it is important to consider transactional models, where the effects of poverty interact between families and children. As previously noted, families can moderate and mediate the effects of poverty on children, similarly the children’s characteristics can have a similar effect. Whilst typical family structure can positively affect family poverty and childhood development, evidence also suggests that the quality of family relations can also play a large part in childhood development. Children whose parents often argue (independent of divorce) score worse on measures of academic achievement, behavior problems, psychological well-being, and adult relationship quality; they are also more likely to form families early and outside of marriage (Musick Meier). One of these reasons is low levels of parental education. Belsky (2013) has subsequently found a correlation between childhood obesity and intelligence in children as young as three; highlighting the relationship between poverty and child development. Evans et al found that families experiencing poverty are more likely to face chaotic living conditions than are their middle- and upper-income counterparts. Chaos is characterised by â€Å"high levels of ambient stimulation (e.g., noise, crowding), minimal structure and routine,and considerable unpredictability and confusion in daily activities.† Maslow’s hierarchy of needs suggests that the most basic needs: physiological (food, shelter etc) and safety (security of body, employment, family etc) love and belonging (friendship, family intimacy etc) and esteem (self esteem, confidence, respect of others etc) must be met before the individual will strongly desire (or focus motivation upon) the growth need of ‘self actualisation’. Childhood development can be largely grouped into two categories: psychopathology e.g. internalising (emotional problems) and externalising (behavioural problems; and academic achievement). References Horgan, G. (2007). The impact of poverty on young childrens experience of school. Joseph Rowntree Foundation. Engle, P. L., Black, M. M. (2008). The effect of poverty on child development and educational outcomes. Annals of the New York Academy of Sciences,1136(1), 243-256. Sen, A. (1992). The political economy of targeting. Washington, DC: World Bank. Engle, P. L., Black, M. M., Behrman, J. R., De Mello, M. C., Gertler, P. J., Kapiriri, L., International Child Development Steering Group. (2007). Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world. The Lancet, 369(9557), 229-242. Broadhead, P. (2007). A Vision for Universal Pre-School Education-by Edward Zigler, Walter S. Gilliam and Stephanie M. Jones. British Journal of Educational Studies, 55(2), 227-229. Cook, J. T., Frank, D. A., Levenson, S. M., Neault, N. B., Heeren, T. C., Black, M. M., Chilton, M. (2006). Child food insecurity increases risks posed by household food insecurity to young childrens health. The Journal of nutrition, 136(4), 1073-1076. Maslow, A. H. (1943). A theory of human motivation. Psychological review,50(4), 370. Belsky, D. W., Caspi, A., Goldman-Mellor, S., Meier, M. H., Ramrakha, S., Poulton, R., Moffitt, T. E. (2013). Is obesity associated with a decline in intelligence quotient during the first half of the life course?. American journal of epidemiology, 178(9), 1461-1468. Trussell Trust Foodbanks Use Tops One Million. (2015). Retrieved May 24, 2015, from http://www.trusselltrust.org/stats Innis, S. M. (2007). Dietary (n-3) fatty acids and brain development. The Journal of nutrition, 137(4), 855-859. Flouri, E. (2005). Fathering and child outcomes. John Wiley Sons. McLanahan, S., Sandefur, G. (2009). Growing up with a single parent: What hurts, what helps. Harvard University Press. Moynihan, Daniel Patrick. 1965. The Negro Family: The Case for National Action. Washington, D.C.: U.S. Department of Labor Nock, S. L. (2005). Marriage as a public issue. The Future of Children, 15(2), 13-32. Marriage Allowance https://www.gov.uk/marriage-allowance-guide Musick, K., Meier, A. (2010). Are both parents always better than one? Parental conflict and young adult well-being. Social Science Research, 39(5), 814-830. Han, W. J., Huang, C. C., Garfinkel, I. (2003). The Importance of Family Structure and Family Income on Familys Educational Expenditure and Childrens College Attendance Empirical Evidence from Taiwan. Journal of Family Issues, 24(6), 753-786. Henderlong, J., Lepper, M. R. (2002). The effects of praise on childrens intrinsic motivation: a review and synthesis. Psychological bulletin, 128(5), 774. Conger, R. D., Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annu. Rev. Psychol., 58, 175-199. Bradley, R. H., Whiteside, L., Mundfrom, D. J., Casey, P. H., Kelleher, K. J., Pope, S. K. (1994). Early indications of resilience and their relation to experiences in the home environments of low birthweight, premature children living in poverty. Child development, 65(2), 346-360. Cooper, K., Stewart, K. (2013). Does Money Affect Childrens Outcomes?: A Systematic Review. Joseph Rowntree Foundation. Shipler, D. K. (2008). The working poor: Invisible in America. Vintage. Chicago. Mayer S. 1997. What Money Can’t Buy: Family Income and Children’s Life Chances. Cambridge, MA: Harvard Univ. Press Weissman, M. M., Pilowsky, D. J., Wickramaratne, P. J., Talati, A., Wisniewski, S. R., Fava, M., Rush, A. J. (2006). Remissions in maternal depression and child psychopathology: a STAR* D-child report. Jama, 295(12), 1389-1398. Galler, J. R., Ramsey, F. C., Harrison, R. H., Taylor, J., Cumberbatch, G., Forde, V. (2004). Postpartum maternal moods and infant size predict performance on a national high school entrance examination. Journal of Child Psychology and Psychiatry, 45(6), 1064-1075. Evans, G. W., Gonnella, C., Marcynyszyn, L. A., Gentile, L., Salpekar, N. (2005). The role of chaos in poverty and childrens socioemotional adjustment.Psychological Science, 16(7), 560-565. Ram, B., Hou, F. (2003). Changes in family structure and child outcomes: Roles of economic and familial resources. Policy Studies Journal, 31(3), 309-330. Hyde, J. S., Elseà ¢Ã¢â€š ¬Ã‚ Quest, N. M., Goldsmith, H. H., Biesanz, J. C. (2004). Childrens temperament and behavior problems predict their employed mothers work functioning. Child Development, 75(2), 580-594.

Use of the Epigraph in George Eliots Middlemarch Essay -- Eliot Middl

Use of the Epigraph in George Eliot's Middlemarch The epigraph is an unusual, though not uncommon, form of citation. It is a part of the text yet distinct from it. White space and specialized formatting, such as italics, separate the epigraph from the main text, thereby challenging the reader to determine the relationship between the two. Unlike a typical quotation, which dwells in the midst of the text, illuminating one point in the argument, the epigraph's unique positioning prior to the body of the text highlights particular ideas, words, or images and thereby guides the reading of the entire argument. In essence, its shadow falls across and affects the reading of the text it precedes. This shadow looms large because it is formed not only by the body of the epigraph but also by the scholar, philosopher, or poet, and textual source from which it is taken. Like all citations, the epigraph creates an intertextuality and a dialogue with another author. The heuristic function of the epigraph may seem relatively simple when looking at a journal article that begins w...

United Nations Peacekeeping Essay example -- World Politics Peace UN E

United Nations Peacekeeping Figures Not Available â€Å"The United Nations is so radically defective that it is incapable of establishing world order; truth be told, not only has the UN failed [to achieve its peacekeeping objectives], but it was always bound †¦ to fail† (Simioni 12). At first sight, it would seem that this is part of just one of the many current debates about the effectiveness of the UN as the main arbitrator of the international community. In fact, it represents one of the view points expressed in August 1947, soon after the failure of the first and only round of negotiations concerning the establishment of a transnational army under direct UN command (DEA 33). Since then, the controversy about the role of the United Nations in maintaining global security has remained an ever-current issue, with prominent political personalities contesting the reliability, and even the underlying principles of such an organization. In spite of the never-diminishing criticism, the UN remains a key player on the global ar ena, the only truly representative spokesperson for an increasingly complex assembly of peace-seeking nations. Moreover, ever since its establishment in 1945, the United Nations has achieved notable successes in promoting world peace, by delivering efficient peacekeeping and peacemaking operations, by diversifying its conflict-prevention measures, and by maintaining an equidistant and impartial position towards combatant parties. These standards have been considered essential in assessing the effectiveness of the UN throughout its existence. The neutral stance towards world issues was highly valued by the founders of the organization. Subsequently, former Secretary-General U Thant stated, â€Å"the basis of the UN is the pledge by sovereign states to co-operate†¦ in [efficient] joint missions to alleviate conflicts worldwide†¦ in a responsible and [fair] manner† (qtd. in Schoenberg xi). In later years the trend to broaden peacekeeping initiatives represented Kofi An nan’s main strategy of further enhancing the organization’s ability to cope with new geopolitical developments. Therefore, in evaluating UN successes it is essential to consider both quantitative and qualitative evidence supporting the three above-mentioned criteria. From peacekeeping to peacemaking Over the years, the UN has moved from traditional, observer-based peacekeeping to more... ...ealing with relentless sovereign countries, the Security Council also coordinates the activity of the International War Crimes Tribunal, which can prosecute war criminals in spite of the immunity offered by their political position. Thus, the UN is able to actively deter heads of state and other important officials from instigating to grave human rights violations and other types of abuses against the civilian population (â€Å"War Crimes†). Therefore, the structure and the prerogatives of the Security Council give the United Nations not only its highly valued impartiality – an impartiality that is vital to the process of peacekeeping – but also the ability to minimize the costs for the innocent bystanders of armed conflicts. Overall, the United Nations represent a mechanism that is highly proficient in promoting world peace, by deploying efficient peacekeeping and peacemaking operations, by implementing diverse conflict-prevention measures, and by maintaining an impartial position towards combatant parties. In fact, the UN is currently the only international organization that has the mandate of virtually the entire international community to work towards global peace and security.

Illusions and Reality in The Great Gatsby Essay -- The Great Gatsby F.

     Ã‚   According to Cynthia Wu, no matter how many critical opinions there are on The Great Gatsby, the book basically deals with Gatsby's dream and his illusions (39). We find out from the novel that Jay Gatsby is not even a real person but someone that James Gatz invented. Wu also tells us that Gatsby has illusions that deal with romance, love, beauty, and ideals (39). Wu also points out that Gatsby's illusions can be divided into four related categories: he came from a rich upper class family, a never ending love between him and Daisy, money as the answer to every problem, and reversible time. Through Nick's narrations we can really see who this Jay Gatsby is and the reality to his illusions, and from this we can make our own decision on who we think Jay Gatsby really is. The first memory upon which the narrator meditates on is the story behind Jay Gatsby's true identity:   James Gatz-that was really , or at least legally, his name. He had changed it at the age of seventeen and at specific moment that witnessed the beginning of his career-when he saw Dan Cody's yacht drop anchor over the most insidious flat on Lake Superior. It was James Gatz who had been loafing along the beach that afternoon in a torn green jersey and a pair of canvas pants, but it was already Jay Gatsby who borrowed a rowboat, pulled out to the Tuolomee, and informed Cody that a wind might catch him and break him up in half an hour. (qtd. in Dillon 53) I agree with Nick when he tells us that Jay probably had the name ready for a long time. Jay couldn't accept himself for who he really was and couldn't accept his history for what it really was. Then it stands to reason that Nick is correct on page 104 when he states: Jay's imagination never accepted h... ...cording to Dillon, even though Gatsby had so much missing he did have one greatness and that one greatness was his illusions (61).    Works Cited Dillon, Andrew. "The Great Gatsby: The Vitality of Illusion." The Arizona Quarterly 44 Spr. 1988: 49-61. Fitzgerald, F. Scott. The Great Gatsby. New York: Macmillan Publishing Company, 1992. Irwin, John T. "Compensating Visions: The Great Gatsby." Southwest Review 77 Autumn 1992: 536-545. Mitchell, Giles. "Gatsby Is a Pathological Narcissist." Readings On The Great Gatsby. Ed. Bruno Leone, et al. San Diego, CA: Greenhaven Press, 1998. 61-67. Pauly, Thomas H. "Gatsby Is a Sinister Gangster." Readings On The Great Gatsby. Ed. Bruno Leone, et al. San Diego, CA: Greenhaven Press, 1998. 41-51. Wu, Cynthia The Great Gatsby: Illusion and Reality for Jay Gatsby and Nick Carraway. 17 (1984): 39-68   

How to Write a Critical Essay on Film Essay

1. The introduction includes the name of the movie and the director’s name. 2. The introduction identifies the thesis, or focus, of the analysis. 3. The Ideas presented are supported with details from the movie. 4. Supporting materials are smoothly incorporated into the sentences. 5. In writing this critical analysis, the writer has considered purpose and audience. 6. The conclusion brings the essay to a definite close. 7. The paragraph is relatively free of errors in spelling, grammar, usage, mechanics, and manuscript form. Sample Outline for a Critical Essay The following is a basic outline of a critical essay, the kind that might be written in a composition, literature, or film class. in this case, the writer is analyzing the meaning of particular symbols in a short story and film. Keep in mind that this is only one kind of possible organization; there are several ways to structure an essay effectively. Outlines can also vary in the amount of detail. Always check with your instructor if you are unsure about the organization of your essay. Title: Symbols of Freedom in Stephen King’s story â€Å"Rita Hayworth and Shawshank Redemption† and Frank Darabont’s film The Shawshank Redemption. Thesis Statement: In their different version of Shawshank Redemption, author Stephen King and director Frank Darabont make distinctions between freedom and captivity using a bird, a library, and a poster as symbols of freedom and justice. I. Introduction †¢The theme of freedom †¢Contrast freedom with the idea of unfair imprisonment †¢A bird, a library, and a poster as symbols of the human spirit, longing for community, and rebirth II. The bird as the struggle of Andy Dufesne’s human spirit †¢Bird as a universal symbol of freedom †¢Ã¢â‚¬ Caging† the bird is a metaphor for Andy’s false imprisonment †¢Jake’s different fates in the book and the film: warning and hope III. The  library as a symbol for community †¢The library as a place of freedom within the prison †¢Represents Andy’s connection with his own intellectual society †¢The library as a connection between Andy and the other prisoners IV. The poster as a symbol of rebirth †¢The women on the posters represent the â€Å"outside† †¢The posters guard and protect Andy’s struggle for freedom †¢Andy must go through the poster to escape †¢The sewage pipe Andy crawls through is like a birth canal †¢Rita Hayworth is like a â€Å"mother† to Andy’s new life V. Conclusion †¢Andy’s freedom was stolen †¢Andy â€Å"steals† his freedom back †¢Andy’s escape is the ultimate triumph of the human spirit over injustice and inhumanity