Symbolism and Motifs in the Great Gatsby Essay Example for Free

Symbolism and Motifs in the Great Gatsby Essay In chapter one, we are introduced to Nick Carraway, who describes himself as non- judgemental and tolerant. Throughout the book Nick is the non-reliable narrator . He is an observant third party throughout the book and gives the readers a close-up and exclusive angle on the story. This can often come across as a very bias point of view from Nick. In chapter one, ‘’the green light’’ is introduced, this is probably one of the most important symbols in The Great Gatsby. Green is the colour of hope and it first appears when Gatsby stares across the bay towards a green light at the end of a dock. In chapter two, one of the key symbols used in the book is ‘’this is a valley of ashes- a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens where ashes take like forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of ash-grey men, who move dimly and already crumbling through the powdery air’’ (pg 26). I think the ‘’valley of ashes’’ represents something that is dark and lifeless, with the fire ashes representing death and destruction, possibly foreshadowing bad things that are to happen. I also think that the phrase ‘’transcendent effort’’ has a meaning of own fault, and that it didn’t take much effort for them to get in the situation instigated to happen in this second chapter, and that all the factors of the lifestyle they are living such as the glamour and the money and the parties is the result of a careless and vulnerable way of the living in the 1920s. Colour is also used here to emphasise destruction and darkness with the gray surrounding around them indicating the hopelessness of their situation. But above the grey land and the spasms of bleak dust which drift endlessly over it, you perceive, after a moment, the eyes of Doctor T. J. Eckleburg. The eyes of Doctor T. J. Eckleburg are blue and gigantic- their retinas are one yard high. They look out of no face but, instead, from a pair of enormous yellow spectacles which pass over a nonexistent nose†¦But his eyes, dimmed a little by many paintless days under sun and rain, brood on over the solemn dumping ground. ’’(pg26) I think this passage is intended by Fitzgerald to come across as the eyes of God looking over the world. This could also link to Nick who is throughout the book the observant third party of the entire goings on. He is the only person in the book who knows what is fully going on in the book, yet i don’t think he understands the motives and reasons that have driven each of characters decisions. ‘The eyes of Doctor T. J. Eckleburg are blue and gigantic’ This also represents the idea of god watching over them. The blue colour is also used to show Corruption of spirit in the wasteland is also symbolized by the colour blue, which represents the destruction of reality. I Think the ‘Valley of ashes’ and ‘eyes of Doctor T.  J Eckleburg are linked strongly both be influenced by the idea of god watching what is going on. Another meaning for blue is fantasy. Gatbys blue gardens and his house let people escpae from reality. Gatsbys parties were always filled with dreams and illusions. Colours are used greatly throughout to symbolise all sorts of different things. White is used a lot suggesting purity, innocence and honesty. Nick considers himself to be one of the only truthful and honest people he knows and when he attends one of Gatsby’s parties for the first time, dresses in a white flannel suit. Fitzgerald suggests through the point of view of Nick that other characters wear white yet inside they are rotten and immoral. In Chapter three, Nick Carraway is at one of Gatsby’s parties and finds the drunken Owl Eyes in Gatsby’s huge libraries full of books. This shows that Owl eyes finds substance within Gatsby, simply because he has real books and in 1920s many people had book covers in which they kept different things. I think this means that there is more to Gatsby than it first seems and this also appeals to Nick who then i think becomes curious and slightly suspicious of Gatsby’s character. The eyes also seems to repeat the motif of the eyes of Dr. T. J. Eckleburg.. At this particular party, â€Å"the bar is in full swing, and floating rounds of cocktails permeate the garden. † Champagne is â€Å"served in glasses bigger than finger bowls. † I think that this links to excessiveness which is a very repetitive motif in the first 3 chapters, with characters, such as daisy for example, acting way over the top and putting on a show . Still, although the bar is crowded, â€Å"Gatsby was not there. † The fact that he does not drink sets him apart from guests like Owl Eyes who boasts of having been drunk â€Å"for about a week now. Prohibition, the law of the land, is ignored. This represents and symbolises the carelessness of the generation who attend Gatsby’s parties. Overall, the first three chapters I invite the reader for think about what is going to happen, there are many clues and hints given throughout by foreshadowing. I think Fitzgerald is clever to use Nick as an observant third party as well as an un-reliable narrator as I think it allows the reader to create their own points of view on what is going and what the characters currently introduced are like as well as take nicks bias accounts of events into perspective as well. The symbolism used in the first three chapters adds depth to the story making it not only about a story but creating a purpose to all the little details Fitzgerald has added to make characters, such as Gatsby for example, more mysterious as well as the story line. Colours play a huge part in the first three chapters and are very relevant to the storyline and colours change throughout the book like the characters change also.

The Self-confidence of Jane in Charlotte Brontes Jane Eyre Essay

In the Webster's online dictionary, self-confidence is defined as confidence in oneself and in one's powers and abilities. A famous quote by Jim Loehr says, "With confidence, you can reach truly amazing heights; Without confidence, even the simplest accomplishments are beyond your grasp." Confidence in yourself does not come without effort. One must believe in themselves, and not let someone change their beliefs. In the novel Jane Eyre by Charlotte Bronte, Jane shows self-confidence throughout the novel, by possessing a sense of self-worth, dignity, and a trust in God. At the beginning of the novel while Jane is living under her aunt, Mrs. Reed, she is treated disrespectfully and cruelly. She accuses Jane of being deceitful and a troublesome girl in front of Mr. Brocklehurst, the master of Lowood School. Jane is so hurt by this accusation that she cannot stop herself from defending her well being, and she stands up to her aunt. She knows she is being treated disrespectful and has much more self-worth than ...

Analysis of Social Movements in the Egyptian Revolution

The Egyptian Revolution can undoubtedly be considered one of the significant events of the 2011. However, even after three months since the 18-day revolution, people are still unable to determine whether or not this revolution will bring about positive amends to Egyptian society. Having said that, the Egyptian Revolution has shown to be a convenience to many sociologists, as it offers a promising case study on social movements. Throughout this three-month revolution aftermath, it has become clear that the January 25th Revolution has brought about symptoms of virtually all sorts of social movements. In the typical sociological perspective, social movements are collective efforts to bring about social or political change. Characteristics of a social movement include it being goal-oriented, having a unified ideology, and having an organized, sometimes bureaucratic, system. Social movements can be characterized by the type of change they promote. There are six major types of social movements: expressive social movements, progressive social movements, resistant social movements, reformative social movements, revolutionary social movements, and utopian social movements. Expressive social movements attempt to change individuals, rather then directly trying to change institutions or laws. Evangelical groups and Alcoholic Anonymous groups offer examples. Members of such movements believe that because institutions are people-created, they can only be changed by changes in people. Progressive social movements attempt to improve society by making positive changes in institutions and organizations. The Labor Movement and Civil Rights Movement exemplify progressive social movements. Resistance movements, rather than advocating change, seek to hold it back and keep the status quo. For instance, an example of this type of movement is the anti-gun control movement. Reformative social movements attempt to make a major change to some aspect of society or politics in general. For instance, efforts to end the death penalty, or efforts to apply gun control in a society are considered reformative social movements. Revolutionary social movements advocate a radical shift in the fundamental structure or practice of a society. Such types of social movements tend to involve violence. Almost all revolutionary social movements arise when a specific segment of the population is strongly oppressed or generally dissatisfied with the society they inhabit. Examples of revolutionary social movements include the American Revolution, the French Revolution, and the Bolshevik Revolution. The last type of social movement is the utopian social movement. Such movements seek to create an ideal social environment from an image of a perfect society. They tend to reject violence as a method to gain its goal. Examples of such revolutions include Gandhi’s Peaceful Revolution and the counterculture movement in the United States in the 1960s and 1970s. First and foremost, the Egyptian Revolution, according to its name, can obviously be categorized under a revolutionary social movement. During the 18-day uprising, people, people assembled in the now distinguished, Tahrir Square, for a simple, yet drastic agenda. They called for the resignation of the President as well as his staff, substantial amendments to the constitution, and a promise for a democratic nation that grants its people their human rights. The protestors remained devoted to their aims until they eventually had them fulfilled. The fact the protestors’ agenda was realized makes the January 25th incident a revolution and not a revolt. Furthermore, unlike in reformative social movements, participants of the Egyptian Revolution called for drastic change in the ruling system. Reformative social movements tend attempt to gain rights and protection for some segment of society without changing other aspects. The Egyptian Revolution brought forth a change to the whole system. Furthermore, among the participants of the Egyptian Revolution, there were undoubtedly protestors that exemplified the symptoms of a utopian social movement. Evidently, many of the protestors zestfully chanted â€Å"Selmeya! Selmeya! † (Arabic roughly meaning, â€Å"Remain peaceful! †). Despite the eventual violence and chaos that emerged in streets all around Egypt, there is sufficient evidence to prove that many protestors did in fact call for non-violent demonstration. After the resignation of President Hosni Mubarak, symptoms of other social movements began appearing. For instance, having had their nationalist spirit replenished, many citizens took part in expressive social movements to better themselves and abide more strictly to their moral codes. Such campaigns can easily be observed by watching the television, as there have been many advertisements urging Egyptians to take better care of their nation. Additionally, progressive movements sporadically appeared after the resignation of the 83 year-old President. After the ouster of the President, minority groups in the population, such as the Copts, began calling for better treatment by the government. Also, groups that were previously subjugated by the government, specifically Islamist groups, began appealing for the Islamic amendments they asked for before. Such groups eventually came up with more stringent demands, that their progressive movements became reformative movements. For instance, the Copts who protested at the State’s ‘Maspiro’ building initially called for better conduct towards Coptic Christians in Egypt, however they eventually began calling for the change in the article of the constitution that states that Egyptian law is mostly derived from Islamic ‘Sharia’a’ Law. Ultimately, it is without a shadow of a doubt that the Egyptian January 25th revolution brought about the trend of desiring change. Hence, Egypt is commonly seeing all sorts of social movements nowadays. Having said that, although the change-urging groups in Egypt all claim to have the good of the country as their top priority, it must be acknowledged that a large number of these groups of conflicting ideologies. On top of that, many participants of these social movements derive their ideologies from religion, and thus this makes the matter delicate. Throughout the past few months, Egypt has seen a number of incidents involving sectarian strife. Such incidents gave a warning signal to what this revolution may very well lead to. The question to ask now is will Egypt remain â€Å"2eed wahda† (Arabic for â€Å"one hand†) as they fervently chanted during the 18-day uprising, or will contradictions in ideologies and demands for change lead to a theological strife within Egypt.

My Philosophy and Theory about English Teaching Essay

My Philosophy and Theory about English Teaching Teaching is a performance, a journey, and a battle. It is political, it is taxing, and its rewards are often not reaped until years later. A classroom requires quick thinking and reactions, and the modern teacher must succeed in lives of teenagers that are becoming increasingly more tenuous and complicated. All of these items factor into why everything a successful teacher does must have the firm backing of his or her own teaching philosophy and theory. When I stand in front of my first English class and begin my effort at teaching, the farthest things from my mind will be the academic battles between the proponents of whole language and phonics. I will not be thinking about whether†¦show more content†¦Students can learn a number of things in the English classroom - current events, multiculturalism, self-reflection and discovery, analysis, communication, technology - and my goal and teaching philosophy is to stretch these bounds of the English classroom so that students are getting a true and limitless learning experience. What I perceive as the nearly infinite flexibility of Language Arts as a subject matter is a main reason I am entering the field. Through the study of literature and the development of ones self as a writer, students can learn an amazing amount of things about themselves as well as the world around them. I look forward to giving students a well-rounded understanding of what a firm grasp of English - and all its tributaries -- can accomplish for them. In reflecting on my philosophy as an English teacher, it is probably useful to divide the prospective goals, or outcomes, of my classroom into two parts. One of these is a more concrete area of philosophy - to meet the requirements of my position. This includes meeting the standards of the curriculum in the state of Michigan and within my school district, meeting the standards of standardized tests like the MEAP, and preparing my students for their next English class, future employment, or college. I believe these are the bare minimum for any English classroom. Meeting curricular standards will be a primary focusShow MoreRelatedESL Program Application Essay1049 Words   |  5 PagesI hold a doctoral of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology from the Ohio State University (OSU). Moreover, I have experience in teaching EFL and ESL learners English and in administration. I am confident that my academic and experiential exposure will enable me to contribute to your Language Institute in terms of enhancing ESL students’ academic English competence and knowledgeRead MoreEssay For Purpose1007 Words   |  5 Pagesof Continuing Education Instructor, English as a Second Language, in the San Diego Community College District (SDCCD). I hold a doctor of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology from the Ohi o State University (OSU). Moreover, I have experience in teaching EFL and ESL learners English. I am confident that my educational background and teaching experience enable me to make contributionsRead MoreLetter Sample Essay1188 Words   |  5 Pages I am writing to express my interest in the full-time position of ESL and TESL Teaching Assistant Professor in the Department of Linguistics. I am currently a doctoral candidate at Ohio State University (OSU) in Columbus with a specialization in Foreign, Second, and Multilingual Language Education (within the TESOL program) and an additional interdisciplinary specialization in Educational Technology. I completed my dissertation oral defend in June and will officially graduate in this early AugustRead MoreMy Personal Philosophy Of Education1476 Words   |  6 PagesPersonal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educated and they were great leaders in the educational field. This shaped my personalityRead MoreVisiting Assistant Professor Of Teaching English1296 Words   |  6 Pagesof Visiting Assistant Professor of Teaching English as a Second/Foreign Language in the Language, Literacy, and Leadership Department at Webster University. I hold a doctor of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology. Moreover, I have experience in teaching EFL and ESL learners English. I am confident that my educational background and teaching experience enable me to make contributionsRead MoreApplica tion Letter Application Essay933 Words   |  4 PagesCommunity College (CCC). I hold a doctoral of philosophy degree in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology. Moreover, I have experience in teaching diverse learners English in EFL and ESL settings. I am confident that my academic and experiential exposure enable me to contribute to the ESL program at CCC in terms of enhancing ESL students’ English competence and knowledge of the Western academicRead MoreTeacher Interview Report1470 Words   |  6 PagesActually, this is my second time to do teacher interview. Last time, I went to Shi Pai Junior High School to interview a teacher and asked something about the class management. From the interview, I’ve learned a lot from the teacher and her belief of teaching Chinese. Though to certain degree, this time the report is quite similar to the last report that I†™ve done. However, this time, by the demand of teacher Alice and the class objective, my target interviewee must be an â€Å"English† teacher. At firstRead MoreMy Educational Philosophy : My Philosophy Of Education719 Words   |  3 Pagesshaped their philosophies of teaching. In a world filled with beautiful places to wander to, experiencing new cultures and languages has become a love and passion of mine. Combined with my devotion to the education field and my personal life experiences, a desire to teach in the TESOL career field was one that came quite easily. My mother was once a student who had her own language barriers with needs that were unable to be met in the 1970s. With parents who did not speak English, my mother struggledRead MoreEssay Application Letter862 Words   |  4 Pages I am writing to apply for the position of ESL/English Instructor in the Department of English at the College of Western Idaho. I hold a doctoral of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology from the Ohio State University (OSU). Moreover, I have experience in teaching EFL and ESL learners English. I am confident that my academic and experiential exposure enable me to make contributionsRead MoreTeaching Philosopy: How to Mark a Book by Mortimer Adler853 Words   |  4 Pagescollege English, they need to understand there is an intimate relationship between reading and writing. One skill reinforces the other. Competent readers make competent writers. The challenge is universal: How do we transition students from high school to college English? I would like to say I have the answer, but the answer changes with each class and every semester. There isn’t one set model, and I understand that my model will constantly evolve and reflect my student’s needs. I create my own reader