The climax of The Crucible is the personal crisis faced by John Proctor Essay Example For Students

The climax of The Crucible is the personal crisis faced by John Proctor Essay When Elizabeth is charged with witchcraft, John sacrifices his pride in an attempt to save her his pride which he held so dear, this shows the audience that he truly loves Elizabeth. Miller also portrays Elizabeths love for John by lying to try to protect him but this proved to be his undoing because John had told the court that his wife would never lie your wife you say is an honest woman in her life, sir, she never lied. It is very ironic indeed that her first lie causes Johns downfall. This could have been a pivotal part in the play because had she told the truth, Abigail would have been defeated but because of her lie, it spirals out of Johns control. The power of fear over Mary Warren caused her to accuse John of witchcraft when the other girls turned on her. In Act 4 a while after John Proctors imprisonment, it is evident that it is a broken man it is beyond sorrow weak he sits he is another man. Miller uses excellent stage directions because with a few well chosen words he manages to destroy the image of proctor when he was a physically strong man. We will write a custom essay on The climax of The Crucible is the personal crisis faced by John Proctor specifically for you for only $16.38 $13.9/page Order now Elizabeth feels she has to be strong for both of them and will not let her weakness or sorrow show catches a weakening in herself and drowns it not let herself be drowned in the sea that threatens her. Millers choice of words is very powerful because the word sea instead of tears portrays to the audience just how deep the sorrow she feels is which immediately makes the audience sympathize, if not empathize with the couple. Through adversity, their relationship changes, it made them stronger even though they were separated. John Proctor is desperately in need of Elizabeths judgement and approval unlike in Act 2. Elizabeth is not quick to judge but instead she tries to share the blame for the breakdown in their relationship it takes a cold wife to prompt lechery. This is very magnanimous of her because none of the blame was hers to take. They have thorough honesty with each other. The word The Crucible is a very good metaphor for this point in the play because as they forgive each other, they finally separate the impurities from their love. Proctors confession comes to be important to the authorities because of his reputation it is a weighty name; it will strike the village that proctor confess. If John confesses others will follow suit and it will show the court as being fair. Proctor is momentarily prepared to give a confession because he wanted to live for Elizabeth and she wants him to live but isnt prepared to tell him which way to go because she knew how important it was to John to see goodness in himself. When Proctor is asked to give names of people he saw with the devil, he refuses to give names I speak my own sins, I cannot judge another (crying out with hatred) I have no tongue for it. He feels he had no right to judge anyone when he himself isnt pure. The hatred he feels is towards the judges for making him give the confession and also towards himself for giving into it. Proctor refuses to let them have his signed confession because its his name and his name is his pride. He knows if the village sees his singed confession, his name will be blackened and the respect he was has will be gone how may I live without my name? I have given you my soul; leave my name! He knows he is singing to lies. He knows if his confession is nailed to the door he will be branded a liar, a witch and he will never be able to change it. I think I see some shred of goodness in John Proctor he has finally forgiven himself, by not giving his name and he can leave with some dignity. He feels he has gotten back some of his integrity in front of God and he can be at peace with himself. .u83440d03f1354b3c7c47711e9ed69d45 , .u83440d03f1354b3c7c47711e9ed69d45 .postImageUrl , .u83440d03f1354b3c7c47711e9ed69d45 .centered-text-area { min-height: 80px; position: relative; } .u83440d03f1354b3c7c47711e9ed69d45 , .u83440d03f1354b3c7c47711e9ed69d45:hover , .u83440d03f1354b3c7c47711e9ed69d45:visited , .u83440d03f1354b3c7c47711e9ed69d45:active { border:0!important; } .u83440d03f1354b3c7c47711e9ed69d45 .clearfix:after { content: ""; display: table; clear: both; } .u83440d03f1354b3c7c47711e9ed69d45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u83440d03f1354b3c7c47711e9ed69d45:active , .u83440d03f1354b3c7c47711e9ed69d45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u83440d03f1354b3c7c47711e9ed69d45 .centered-text-area { width: 100%; position: relative ; } .u83440d03f1354b3c7c47711e9ed69d45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u83440d03f1354b3c7c47711e9ed69d45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u83440d03f1354b3c7c47711e9ed69d45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u83440d03f1354b3c7c47711e9ed69d45:hover .ctaButton { background-color: #34495E!important; } .u83440d03f1354b3c7c47711e9ed69d45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u83440d03f1354b3c7c47711e9ed69d45 .u83440d03f1354b3c7c47711e9ed69d45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u83440d03f1354b3c7c47711e9ed69d45:after { content: ""; display: block; clear: both; } READ: Essay On The Crucible By Arthur MillerThe actions of the other characters and the raw emotions Miller shows through the stage directions heightens the climax of the end of the play Parris: (in deadly fear) (Rushes out to the door to hold back his fate) Parris and Hale feel a sense of responsibility for the event unfolding before them (he drops to his knees) go to him take his shame away. The final drum roll crashes and the new sun is pouring in upon her face this signifies that as one thing ends, another begins. The new sun signifies new beginnings and sun brings life and hope, this means theres hope for Elizabeth and the rest of Salem.

Lord of the Flies Study Guide

Lord of the Flies Study Guide William Goldings 1954 novel Lord of the Flies tells the story of a group of schoolchildren stranded on a deserted island. What initially seems to be a tale of heroic survival and adventure, however, soon takes a horrifying turn as the children descend into violence and chaos. The story, which serves as an allegory for human nature, remains as fresh and startling today as when it was first published. Fast Facts: Lord of the Flies Author: William GoldingPublisher: Faber and FaberYear Published: 1954Genre: AllegoryType of Work: NovelOriginal Language: EnglishThemes: Good vs. evil, reality vs. illusion, order vs. chaosCharacters: Ralph, Piggy, Jack, Simon, Roger, Sam, Eric Plot Summary After a plane crash, a group of British schoolboys find themselves on an abandoned island without any adult supervision. Two of the boys, Ralph and Piggy, meet on the beach and discover a conch shell, which they use to gather the other children. Ralph organizes the boys and is elected chief. Ralph’s election angers Jack, a fellow schoolboy who wants to be in charge. We also meet a third boy, Simon- a dreamy, almost spiritual character. The boys organize into separate tribes, choosing Ralph or Jack as their leader. Jack announces that he will organize a hunting party. He attracts more boys to his tribe as they hunt the wild pigs. A rumor begins of a beast in the forest. Jack and his second-in-command Roger announce they will kill the beast. Terror drives the other boys away from Ralph’s orderly tribe into Jacks group, which becomes increasingly savage. Simon has a vision of the Lord of the Flies, then discovers a pilot’s body in the trees, which he realizes the boys have mistaken for a beast. Simon races to the beach to tell the other boys that the beast was an illusion, but the boys mistake Simon for the beast and kill him. After almost all the boys defect to Jack’s tribe, Ralph and Piggy make one last stand. Piggy is killed by Roger. Ralph flees and arrives on the beach just as a ship has arrived on the island. The captain expresses horror at what the boys have become. The boys suddenly stop and burst into tears. Major Characters Ralph. Ralph is physically attractive, personally charming, and older than most of the other children, which makes him popular. He is a symbol of civilization and order, but as the other boys descend into chaos and brutality, he slowly loses control of the society hes created. Piggy. An overweight, bookish boy, Piggy has been abused and bullied by peers throughout his life. Piggy represents knowledge and science, but he is powerless without Ralph’s protection. Jack. Jack sees himself as a natural leader. He is confident, but unattractive and unpopular. Jack builds a power base with his tribe of hunters: the boys who quickly shed the constraints of civilization. Simon. Simon is a quiet, thoughtful boy who suffers from seizures. Representing religion and spiritual faith, Simon is the only boy to see the truth: the fact that the beast is an illusion. With his death, he becomes a Christ-like figure. Major Themes Good vs. Evil. The storys central question is whether humanity is fundamentally good or evil. The boys are initially inclined to establish an orderly society with rules and an appreciation for fairness, but as they become increasingly fearful and divided, their newly-established civilization descends into violence and chaos. Ultimately, the book suggests that morality is the result of artificial restraints imposed on our behavior by the society in which we live. Illusion vs. Reality. The Beast is imaginary, but the boys belief in it has real-life consequences. As their belief in the illusion grows- and, notably, when the illusion takes on a physical form through the body of the pilot- the boys behavior grows increasingly savage. When Simon tries to shatter this illusion, he is killed. Indeed, much of the boys motivation for their behavior stems from irrational fears and imaginary monsters. When those imaginary elements change or disappear, the structure of their newly-formed society disappears, too. Order vs. Chaos. The tension between order and chaos is ever-present in Lord of the Flies. The characters of Ralph and Jack represent opposing sides of this spectrum, with Ralph establishing orderly authority and Jack encouraging chaotic violence. The boys behave in an orderly fashion at first, but when they lose faith in the possibility of being rescued, they quickly descend into chaos. The story suggests that the morality of the adult world is similarly tenuous: we are governed by a criminal justice system and spiritual codes, but if those factors were removed, our society would quickly collapse into chaos, too. Literary Style Lord of the Flies alternates between a straightforward style, employed when the boys converse with each other, and a lyrical style used to describe the island and surrounding nature. Golding also utilizes allegory: every character represents a concept or idea larger than himself. As a result, the characters actions cannot be viewed as entirely voluntary. Each boy behaves as Golding sees the larger world: Ralph attempts to exercise authority even when he has no clear plan, Piggy insists on rules and rationality, Jack follows his impulses and primitive urges, and Simon loses himself in thought and seeks enlightenment. About the Author William Golding, born in England in 1911, is considered one of the most important writers of the 20th century. In addition to fiction, Golding wrote poetry, plays, and non-fiction essays. He received the Nobel Prize in Literature in 1983. His first novel, Lord of the Flies, established him as a major literary voice. Lord of the Flies continues to be adapted and referenced by other writers to this day. His writing frequently raised questions about morality and human nature, of which he had a decidedly cynical view.

No topic Essay Example | Topics and Well Written Essays - 500 words - 2

No topic - Essay Example America wants their citizens to be proud of their heritage, but not if it means not being a proud American first. The United States promotes this ideal through the census. Race and nationality are an integral part of the census. Questions like are you African American, Caucasian, Latino, or Native American make up the American census. Even though this is an effort to track races, it serves as a means to conquer and divide the diverse cultures living in the United States. The body of law is so big that even few immigration officers understand it fully, so it is almost impossible to apply without running afoul of some technicality. As a result, too many applicants have to file repeatedly, wasting everyones time and energy. Furthermore, decisions made by harried, overworked consular officers may be capricious yet are not subject to review. If simpler, more effective laws were put into place, it would not only be easier on the immigrants, but the United States as well. The current system allows terrorists, like the 9/11 ones, to not only enter the United States, but to train and carry out their missions against the United States. However, poor immigrants, which have no lawyer, are deported for not properly filling out work visas. The whole system does not need to be overhauled, but thrown out. Only then can the United States begin to get immigration right. Misconceptions about immigrants, legal and illegal, need to also be addressed. The biggest myth is immigrants take jobs from Americans. This is only one of many myths about different cultures that cause division between Americans and other cultures. The sad fact is all Americans, save for the Native Americans are or descended from immigrants. Wucker (2006, 223) explains about how the myths impact immigration: We rely on on a false mythology that makes us see new immigrants as far more different from earlier generations than they really

Trading in prophet Mohammed age Essay Example | Topics and Well Written Essays - 750 words

Trading in prophet Mohammed age - Essay Example Mecca was not an oasis city so there was no significant agricultural trade going on. Foodstuffs and other agricultural products are imported from other places, some in Arabia and some from Syria. The trade has been depicted excellently by Muhammad’s life. Early in his career, he has dabbled in trade himself and was particularly good at it. The story is particularly enlightening. Muhammad found himself employed by a wealthy merchant, Khadija who eventually proposed marriage after a fruitful business relationship. Muhammad’s stint as a manager of Khadija’s caravan, earned for him a reputation as hard-working, modest and trustworthy, with many people calling him, al-Amin (the Trustworthy) as a result. (Jackson 2006, p. 3) Muhammad’s experience demonstrated the fact that people, with the right attitude and character could easily thrive in trading and enjoy financial success. After Muhammad and Khadija got married, they were said to have became business partner s and have continued trading successfully. Muhammad, though born to minor nobility, was actually poor because he was orphaned at a very early age. His rise and accumulation of wealth was not entirely out of divine intervention nor an isolated case. There were ample opportunities in trading and many citizens have enriched themselves by taking advantage of them, including women like Muhammad’s wife. ... For a trader, this is an excellent opportunity. The pilgrims needed food, shelter, clothing, among other necessities and luxuries. Organized caravans would carry these kinds of goods from other trading centers like Yemen, Syria and as far as India and Africa. These latter two locations were excellent sources of luxury goods that are quite in demand in Mecca – slaves, ivory, spices. Then, there were the so-called pilgrim fairs, wherein traders sold goods to pilgrims and visitors. Crone (2004) wrote that Mecca became a major market as scholars occasionally mentioned Hudhalis, Kinanis and others selling camels, sheep, slaves and numerous other commodities while Umayya was said to have sold imports on the lower part of the city. (p. 179) In addition, trade has also brought foreign merchants to Arabia as Byzantine and Jewish traders were said to have travelled to Mecca actively selling their wares. The religion variable is further reinforced by the fact that many pilgrim stations i n Arabia had experienced drastic commercial transformations as well. Crone has sufficiently explained this, citing the financial success of cities like Mina, Ukaz, Arafa, Majanna and Dhul-Majaz. (p. 175) In addition, the religious cult that emerged has drawn people from all over that by the latter part of the sixth century, Mecca became a major shrine in Arabia and perhaps the Middle East. Commercial activity flourished further because the cult created a peaceful and stable community that was very conducive to business. Mecca became an important haram in which violence and bloodshed are prohibited. (Donner 2010, p. 35) Traders can come and practice actively without the fear of being molested

Globalisation of Markets Essay Example | Topics and Well Written Essays - 2750 words

Globalisation of Markets - Essay Example Globalisation of Markets Levitt’s research relies on secondary data, observation and statistical evidence pertaining to the globalisation of markets via technological innovation and the emergence of global products. He does not define his research strategy, nor does he clearly specify his data sources. This, however, does not detract from the value of his study as what emerges is a highly valuable and well-articulated explanation of an emergent market phenomenon. Levitt concludes that the world has become flat and that corporate entities must tailor their marketing strategies for greater consistency with this new reality. As he contends, the flattening of the world/globalisation, has led to the evolution of the global consumer, with the implication being that consumer preferences are no longer determined by geography and culture. In addition, emergent technologies have transformed economic realities in such a way that national borders are increasingly porous, thereby facilitating the transnational flow of goods and services. It is contingent upon companies to address the new reality, as accurately described and defined by Levitt, if they are to remain competitive within the parameters of a globalised economy while, at the same time, exploit the economic potentials of this reality. Levitt’s article, as may have been deduced from the preceding, emerges as a definitive introduction to globalisation and its impact on international business operations. Levitt provides a precise and concise definition and discussion of this new reality, alongside a prescript for business and marketing strategies therein.

Using Drama to Teach Literacy

Using Drama to Teach Literacy Abstract: The term ‘oracy’ meaning: ‘the ability to speak fluently and articulately and to understand and respond to what other people say’. was first used by Wilkinson in 1965 (Definition, Microsoft Encarta World English Dictionary). Since that time the fact that it is central to all aspects of the learning process and activities in which children engage in school has been increasingly recognised. The development of talking and listening skills is central to the reading process and to participation in all curricular areas. This term my focus was teaching oracy and literacy to year 4 children in an interactive and communicative environment created through the use of drama. By the end of the series of lessons I wanted children in year 4 to be able to identify social, moral and cultural issues in stories. Drama was employed as a tool to create roles showing how behaviour could be interpreted from different points of view. I shall present a discussion of the rationale behind the activities I have chosen, the ways in which the children engaged with them and the success of this approach to the teaching of oracy. I shall support my work with research evidence in the areas of talking and listening, the wider area of literacy, and research pertaining to effective teaching and learning generally. I will discuss what I found when I assessed the progress made by the children and the implication this has for my future role as a teacher by linking my work with the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Introduction: The acquisition of language, a complex process, is essential for effective communication throughout life. Creating opportunities for the development of oracy in the classroom is essential if children are to develop the ability to communicate. With research showing that children are increasingly spending time in solitary activities related to computers (MacGilchrist et al., 2006, p.12), thereby reducing opportunities for talking in the home, it is essential for schools to act as facilitators in the development of talking and listening. The National Literacy Strategy defines literacy thus: ‘Literacy unites the important skills of reading and writing. It also involves speaking and listening which, although they are not separately identified in the framework, are an essential part of it. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.’ (National Literacy Strategy: Framework for Teaching, p.3). The lack of reference to talking and listening as a separate area has been addressed in later recommendations with an acknowledgement that ‘language is an integral part of most learning and oral language in particular has a key role in classroom teaching and learning’ (DfES, 2003, p.3). The document is highly prescriptive in the means through which contexts for talk should be established. This paper will present work carried out with a year 4 class in respect of oracy taught through drama. I will evaluate the opportunities given to children for developing oracy and the ways in which children responded to the tasks. The role of talking and listening: For the past fifty years researchers have been making a clear case for the importance of talk in the learning process. The psychologists Vygotsky and Bruner have demonstrated the fundamental importance to cognitive processes and learning of speaking and listening (Lambirth, 2006, p.59). Talk is both a medium for teaching and learning and one of the materials from which a child constructs meaning (Edwards Mercer, 1987, p.20). I wanted the talking and listening activities to act as a medium for teaching and learning through the children’s interaction. My aim was that they would be teaching and learning from each other through their discussion group work. Their construction of meaning would come about as a result of their understanding of the text and the dilemmas faced by David (see appendix 2). Opportunities for developing talking and listening: Developing talking and listening skills is a complex process which must be carefully managed in the classroom. In all curricular areas oral skills should be constantly being developed through a range of activities and, like other areas of the curriculum, should be differentiated to allow for a range of abilities within the class (see appendix 2). Different subjects offer opportunities for different kinds of talk (DfES, 2003, p.4). It is therefore a very important feature of effective teaching to give children as many opportunities as possible to engage in a variety of types of talk. Children make sense of the world as they learn the communication skills to interact with others in their culture (Lambirth, 2006, p.62). Light and Glachan have shown that children working together and sharing their ideas orally can develop solutions to problems that they could not manage to solve independently (Light Glachan, 1985). Carnell and Lodge suggest that more school learning should be based on talk and dialogue between pupils as ‘it has the power to engage learners in learning conversations, keeps them open to new ideas and requires both honesty and trust (Carnell Lodge, 2002, p.15). Planning the activities: When planning the activities I sought to involve the following aspects: Modelling appropriate speaking and listening; Encouraging sensitive interaction; Ensuring goals are set with clear criteria for success; Planning opportunities for children to investigate, apply and reflect on language in use. (DfES, 2003, p.19) (see planning appendices 1 2). I chose to provide opportunities for talk in the context of drama, giving the children opportunities to engage with one another. Research has shown that children learn more effectively when given opportunities to share ideas. Grugeon points out that this is a skill, like others, and must be taught. ‘Children who are expected to work together in groups need to be taught how to talk to one another. They need talk skills which enable them to get the best out of their own thinking and that of all other members of the group (Grugeon et al., 2001, p.95). For this reason I modelled the activities for the children so that they would have a clear understanding of what they were required to do and how best to go about the tasks in hand (see appendix 2). Some of the children were tentative in respect of their engagement at the beginning of the exercise but the group work gave them opportunities to develop their confidence and self esteem. Developing appropriate talking and listening: It is important to be aware of the difference between incidental talk, in which children engage in the course of an activity, but is not directly related to the learning intentions, and talk which is a main focus of the activity. In my drama activities, I wanted children to be focused on their talk through appropriate activities which would engage them and hold their interest. When planning the activities I was aware of the need to engage pupils on the basis of their prior knowledge ‘To prompt learning , you’ve got to begin with the process of going from inside to outside. The first influence on new learning is not what teachers do pedagogically but the learning that is already inside their heads (Gagnon, 2001, p.51). It was with this in mind that I decided on David’s dilemma. I felt that the children would have sufficient previous knowledge of the ideas presented to be able to identify with the characters and the dilemmas faced by them (see appendix 2). Establishing Rules: In all conversations there are rules, for example, only one person talking at a time. Cordon suggests that ‘ children receive little help in understanding and appreciating the ground rules for group discussion’ (Cordon, 2000, p.86) an issue that I felt it was important to address through the establishment of guidance for the children. This is vital to the process so that all children have equal opportunities to participate in the talking and listening activities. Aims: My aims in the drama activities were: To encourage purposeful talk, the skills associated with which the children could later transfer to other areas of their learning. To develop children’s ability to work in a group. To enable children to develop the confidence and competence to present their work to a group of their peers. To develop children’s skills in forming opinions, responding to other children’s opinions and oral presentation skills. Drama as a tool for developing talking and listening: I chose to approach the teaching of speaking and listening through drama as it affords many opportunities for children to develop their speaking and listening skills. Drama helps children to understand their world more deeply and allows them an opportunity to find ways to explore and share that understanding (Wyse, 2001, p.213). Research about learning has shown that children learn most effectively when learning is meaningful to them. Learning happens in the process of coming to new understandings in relation to existing knowledge (MacGilchrist et al., 2006, p.52). For this reason I gave children the opportunity to create their own scenarios in acting out David’s dilemma. In the group activities I wanted the talk to be open-ended so that the children could question, disagree with, extend and qualify each other’s utterances (DfES, 2003, p.7). After their group activities children had the opportunity to share their ideas with the class, giving them important experiences in presenting their opinions and listening to the views of others. Children were actively engaged in tasks which gave validity to all of their ideas and opinions. When given opportunities, children are keen to engage with issues on text and challenge the conventions of the story (Baumfield Mroz, 2004, p.55). I wanted children to have experience of challenging the ideas they were faced with by developing their own responses to scenarios and the behaviour of characters. Links with reading: The development of effective talking and listening skills is vital to the reading process. Before their oral work, children were finding main ideas in the text to support their viewpoints (see appendix 1). Only after the children had established the supporting information they wished to use, were they in a position to verbalise their ideas. Reading and talking were also linked through the requirement that the children orally summarise the salient points in a written argument. Through a discussion of the ways in which authors are able to develop their ideas children can develop ways in which to present their own ideas to an audience. Effective questioning was essential to this part of the process to provide a framework for the development of the children’s ideas in the correct context. As children have more experience and gain more confidence in this type of activity they are able to act as effective peer questioners, a very useful aspect of pupil self-assessment. Through this process children can measure the success of their own learning. Baumfield and Mroz advocate the development of a community of inquiry to develop pupils’ critical analysis of text (Baumfield Mroz, 2004, p.58). Developing opportunities for talk: In the classroom a variety of types of talk occur throughout the day. The ways in which children interact with each other is very different to the way in which they interact with the teacher who does 70% of the talking in the course of a day (Baumfield Mroz, 2004, p.49). This clearly means that children are not being given sufficient opportunities to develop talking and listening skills critical to success in all other areas. To enhance the role of talk in shaping and developing learning requires a reduction in the teachers role as classroom controller and a shift towards an enabler of talk for thinking (Myhill, 2006, p.19). After the initial modelling and discussion, it was important for me to let the groups work, as far as possible, along the problem path independently. It was my intention to give children a variety of opportunities to engage in different types of talk. They had opportunities to talk in small groups when working on their scenarios and afterwards had opportunities to present their work to the whole class. Talking in groups: Working in groups has been shown to develop a sense of belonging in children, something which I regard as very important in the classroom. Osterman has pointed out that, ‘There is substantial evidence showing or suggesting that the sense of belonging influences achievement through its effects on engagement (Osterman, 2000, p.341). She goes on to say that children with a well developed sense of belonging in school tend to have more positive attitudes to school and each other. As shown in appendix 3 some of the children were lacking in confidence in the initial stages of the activities, something which I would seek to develop in children through more exposure to this type of activity. Resnick has pointed out that while the majority of learning in schools is individualistic in its nature, this is contrary to other aspects of life such as work and leisure activities which are much more social in the nature (Resnick, 1987). It is essential, therefore, that children develop the skills needed for group work so that they have ability to engage in participatory aspects of education. When planning the group activities for the children I was conscious of making sure that each child had a part to play in the development and presentation of each activity. Francis has pointed out that the majority of talking and listening activities involve the teacher doing most of that talking with the children interjecting at suitable gaps in the teacher discourse (Francis, 2002, p.29), something which I wanted to avoid by giving the children ownership of the activities. This would ensure that all children were engaged in the process and less likely to be passive. At the same time children had to be able to quietly listen to the views of others, thereby developing strategies for turn-taking. All the children engaged in the process very well. Assessment: Assessment for learning is a very important aspect of the teaching and learning process and from the point of view of my own professional development the ability to effectively assess pupil learning is a very important competence to have. As Dann has pointed out, ‘if assessment genuinely seeks to give some indication of pupils’ level of learning, pupils will need to understand and contribute to the process’ (Dann, 2002, p.2). In assessing the effectiveness of the activities it is important to assess the appropriateness of the children’s talk for the task. The children participated in the assessment process through their involvement in the plenary sessions. This was coupled with my observations of children’s success on the task (see appendix 3). All of the children achieved the objectives and reported that they enjoyed the activities. Children’s talk is a very good indicator of their understanding of a task. The fact that all the children exper ienced success with the tasks and were able to carry them out using appropriate language was demonstrative of their understanding of the characters and dilemmas with which they were faced. Talking and listening is very valuable to assess understanding particularly with children who have special educational needs and may have difficulty with written tasks. Myers has presented research carried out in primary schools which suggests that children who participate in group work enjoy the experience of working with others and find it very helpful in the learning process (Myers, 2001, cited in MacGilchrist et al., 2006, p.159). My evaluation of the drama activities leads me to agree with this, particularly in light of the comment made by one of the children ‘I wish we could always do drama with English’(see appendix 3). Children’s language, like most of their learning, responds to encouragement (Fontana, 1994, p.78). This is an important idea to bear in mind when giving the children feedback and it is important to praise their efforts at contributing. I would hope that this would encourage the children who were initially reluctant participants in their efforts in the future. What I have Learnt: I have developed a greater degree of understanding of the role of talking and listening in the curriculum as well as an understanding of how children progress in this area and what they should be expected to achieve. I hope to build on this in my future development and feel that I have made progress in terms of the standards laid out by the Training and Development Agency. Appendix 1: Literacy planning: Appendix 2: Lesson Observation Sheets: Appendix 3: Evaluation: Evaluation: Week 2 All groups were very engaged and enjoyed the task. They said that they wished they could always do drama with English. Possible action to be taken: More use of drama when teaching English. Assessments Child’s Name Objective achieved? Comments: Action: Andrei More able √ Very animated – leader of group Speaking ad listening skills Leo Middle Group √ Co-operative Robert Middle Group √ Tentative at first – more engaged with script Confidence building Oona Middle group √ Good directional skills Use of props (desk) Good team player Danielle More able √ Works well in her team. Alexandra SEN √ Tentative – very aware of being stared at. Confidence building References: Baumfield, V. Mroz, M. (2004) Investigating Pupils’ questions in the primary classroom in E.C. Wragg (Ed.)(2004) The RoutledgeFalmer Reader in Teaching and Learning. London:RoutledgeFalmer. Burns, C. Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 1, 35-49. Carnell, E. Lodge, C. (2002) Supporting Effective Learning. London: Paul Chapman Publishing. Cooper, P. McIntyre, D. (1996) Effective Teaching and Learning. Buckingham:Open University Press. Cordon, R. (2000) Literacy and Learning Through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press. Dann, R. (2002) Promoting Assessment as Learning. London: RoutledgeFalmer. Department for Education and Employment (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE. Department for Education and Employment (2003) Speaking, Listening and Learning Handbook. London: DfEE. Department for Education and Skills (2003) Speaking, Listening, Learning: Working with children in key stages 1 and 2. London: DfES. Edwards,D. Mercer, N. (1987) Common Knowledge. London: Metheun. Francis, P. (2002) Get on with your talk. Secondary English Magazine, 5, 4, 28-30. Gagnon, G.W. (2001) Designing for Learning. London: Paul Chapman Publishing. Grugeon, E., Hubbard, L., Smith, C. Dawes, L. (2001)(2nd edition) Teaching Speaking and Listening in the Primary School. London: David Fulton. Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, 17, 1, 59-71. Light, P. Glachan, M. (1985) Facilitation of individual problem-solving through peer group interaction. Journal of Educational Psychology, 5, 3-4. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education, 21, 1, 19-41. Osterman, K. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70, 3, 323-367. Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16, 9, 13-40. Training and Development Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Training and Development Agency for Schools. Thompson, P. (2006) Towards a sociocognitive model of progression in spoken English, Cambridge Journal of Education, 36, 2, 207-220. Vygotsky, L. (1972) Thought and Language. Cambridge, MA: MIT. Wyse, D. Jones, R. (2001) Teaching English Language and Literacy. London: RoutledgeFalmer.

How Thomas Hardy Presents Women in His Short Stories Essay -- essays r

How Hardy Presents Women in His Short Stories Thomas Hardy wrote about society in the mid 1800's and his tales have rural settings in the fictional name he gave to the South-West of England, Wessex. The short stories reflect this time and the author also demonstrates the class division in rural society - rich and poor - and the closeness of the communities. Almost everyone belonged to the 'labouring classes' and worked on the land. People of around 150 years ago were very superstitious and marriage was important. If a woman did not marry by a certain age she was thought of as a witch, or 'spinster'. Her only roles were to be faithful to her husband and to bear a son to become heir. The role of women was very different from today's society - it was world dominated and run by men. In the first of the three short stories, ?The Withered Arm?, Hardy writes of two women of different classes who are joined by one man. The first of the women is Rhoda Brook. She is a milking maid who is not within the milking circle. She is physically and metaphorically outside because she had an illegitimate son. Rhoda ?milked somewhat apart from the rest?. Having a child out of ?wedlock? was frowned upon, some people were publicly condemned in the 1800?s. She is the occasional subject of gossip and with being a single mum back then she would have been in a very difficult position. Hardy presents this well in his tales, as he shows Rhoda?s predicament. The father of Rhoda?s son, Farmer Lodge, was of a much higher status than herself. He would never have married a milk maid and does not face the same condemnation as Rhoda does. Rhoda?s previous lover, Farmer Lodge, is to marry a young woman as during a conversation between the mil... ... Milly is the most foolish of the girls as she believes every word Tony says to her, however this shows that she will do anything to gain a husband. In ?The Son?s Veto? Sophy is shown to be dominated by both her husband and her son. Decisions are mostly made for her giving Sophy little freedom in her own home. Her son denied her the opportunity to marry and be happy again as the man she was in love with was not a gentleman of class, which was all too embarrassing for him. Sophy is weak and feeble and dies a lonely and unhappy woman. In Thomas Hardy?s three short tales, the presentation of women is negative, however typical of the 1800?s. His stories show just how women lived in these times and how it was difficult. They received few opportunities and choices as most were made for them. Their main role in life was to be a good mother and a devoted wife.