5 Administrations Key to Understanding Donald Trump

Essay on Narrative Style and Structure of James and the...

Narrative Style and Structure of James and the Giant Peach The books that Roald Dahl has written have very interesting narrative styles. In the story James and the Giant Peach, Dahl uses vivid imagination. He uses many imaginary situations but yet at the same time encompasses enough realistic situations that the reader can still relate to it. In James and the Giant Peach, it starts out introducing a boy named James Henry Trotter who lives with his loving mother and father. The narrator of the book tells us, the readers, that James and his familys dream is to sail to New York City and climb all the way to the top of the Empire State Building. This introduction makes us think that this story is realistic, because the†¦show more content†¦These bugs carry on many different human-like characteristics, which help make Dahls imaginative story seem somewhat realistic. All of these bugs talk to James about how they hate life on the hill and a bug eats away the stem of the peach and they go rolling down the hill. Throughout th e story the peach, with all of the characters inside, is on a dangerous adventure. After going through oceans and winds, the peach lands them on the top of the Empire State Building. The bugs help capture the evil aunts and they live happily together. This story is told in the third person point of view, which helps the reader understand the whole story and not just one characters side. If the story was told by just one characters point of view, the story could be similar but one would only see the view of that character. By Dahl using third person point of view, this allows the readers to see each characters views and thoughts of what is happening in the story. Also, throughout the book Dahl has the narrator asking many questions to make the reader imagine what is going to happen next. Usually the question comes toward the end of a page so the reader has to wonder or is caught in suspense until the page is flipped. This gives the reader a chance to use their imagination and guess what happens next. I believe this sort of writing helps Dahl pull hisShow MoreRelatedSymbolic Meaning of the Land in Gone with the Wind6993 Words   |  28 PagesReviewÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...4 2.1 Brief Introduction of Margaret Mitchell and Gone with the WindÂ…Â…Â…Â…Â…Â…Â…Â…Â…4 2.2 Previous Researches of Gone with the WindÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â….4 2.3 The Views about Sociology of NovelsÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…..5 Chapter 3 Narrative Analysis of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...7 3.1 Contextual Meaning of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…..7 3.2 Social Emotions of Novels of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…8 3.3 Social Function of Novels of the LandÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…...Â…..9 3.4 Living Circumstances

Academic Writing free essay sample

The odd is the heart and soul of the paper, and it must support the moral of the story. The conclusion is supposed to summarize the entire paper and paraphrase the thesis again, then illustrate the solution to the topic. The characteristics that best accomplish the general purpose Of academic writing are: deductive reasoning, argument and persuasion, exposition, description, and for it to be written in PAP format. In deductive reasoning the conclusion is presented chronologically. To do this easily the solution needs to be narrowed down to where only the conclusion is left as if it were the only Seibel answer.An example of deductive reasoning- Every day, leave for work in my car at eight oclock. Every day, the drive to work takes 45 minutes and I arrive to work on time. Therefore if leave for work at eight oclock today, I will be on time (Ashley Grossman). The writer gains knowledge through writing book reviews by learning how to ideally and effectively express and persuade their viewpoint. Although book reviews may be mistaken as similar to book reports, it is actually not identical.Book ports focus mainly on discussing the plot, characters and main ideas of the work, while book reviews give a sneak peek about the book and criticism on whether they enjoyed it or not (Welcome). Book reviews contain brief descriptions of key points and explanations about the strengths and weaknesses of the work. Nigerian warns writers about writing book reviews. Trust your judgment, use evidence, and write elegantly, but not snobbishly, she said (Nigerian). As a writer, it is important to write fair and include reasoning. Writing arrogantly as to critique another work demeans your character and intellect. Although it is important to state your own opinion and viewpoint in book reviews, you must also include facts and credible resources. Nigerian stressed that the most important thing to include in your book review is quotes, because they serve as evidence. Without them, you dont sound that credible (Nigerian). The last thing you want as a writer is for your audience to lose their trust in you. You write not only for the benefit of expressing yourself but also for the benefit of the audience.The audience wants the most cohesive yet trustworthy and evaluative book review to read. The processes of writing a book review is also vital, and even before that, you must prep information in order to write it. Before you began reading for your book review, you must ask yourself questions about the author, title, genre, cover, introduction, and table of contents. Not only put into mind the key points of the book, but also to the little details about your book. Who is this author, has he/she won any awards, are good questions to ask in providing background information about the author (Welcome).Note that book reviews are usually 500-700 words, and you should thoroughly investigate your book in order for your audience to understand and familiarize with it better (Welcome). The cover is also as important; be sure to utilize whether the cover of the book has caught your attention or provide you with any little details before reading the book. Although people shouldnt judge a book by its cover, in reality, most do. A cover is a mini-review of the book, so it is important to list it and make good observations. As for the table Of contents, how is the book arranged?By sections Or chapters? You never know if your audience may have questions like these, and thus further proves hat the ability to ask yourself questions is essential. Now time to discuss what you need to do as you read the book. While reading the book, make sure to mentally discuss the characters, themes, argument, key ideas, and quotes. Do you empathic with the characters? Did the author cover the subject/purpose/argument adequately? Dont feel obligated to answer each question as some questions may be more important than the other.This process will help provide you critical thinking before you actually begin writing. Its important in developing an argument about the work and also to help you write an organized and well-supported draft. Take notes; its similar to brainstorming. This will help you just in case you get writers block when writing your review. Once you are ready to write, the first thing to do when beginning a book review is to establish the background and remember your audience (Welcome). You must always keep in mind that your audience havent read the book yet, and thus doesnt have as much knowledge as you do about the book.Also dont include too much about the book. A good rule to follow is to limit your self only to a few chapters, and if its nonfiction, provide a basis of the authors argument. In a book review by Nanette Carnelians, a student at he University of Nebraska at Omaha, she explains why the purpose of her book was well-written and also a few minor mistakes that she has caught up. Here is an excerpt below: Aviation History delivers an entertaining account and perspective on international aviation history.This book is an excellent resource to students, educators, and aviation enthusiasts. In reviewing this book, the principal criteria included content, organization, and reference sources. While editing errors and organizational incongruities plague some of the latter chapters, many of the shortcomings of this first edition will likely be alleviated by later editions (Carnelians). Looking at her excerpt, you can see that at the beginning of her book review, she has provided a thorough, yet short explanation of her book.Upon her thesis, she has stated her position that although the book has errors and mistakes, it is a remarkable book that can be used by teachers, students and other organizations. Carnelians book review is a good sample to look at because she states her opinion with facts smoothly, making her review credible. She also makes sure to keep her audience at hand, by stating to whom the book will most likely be read by. After establishing the background, organize your review by leaving plenty of space to analyze, not just to inform.The purpose of your review is to make an argument, a point about whether or knotty liked the book. Remember commentary over summary (College). Choose a few points about the book to talk about and organize it by that. You can organize your paragraphs by themes, motives, other ides of the book. At the end of your book review, its useful to include the publisher and price for the audience (Welcome). In conclusion, book reviews are an essential and important part of academic writing. It is not only useful to the audience but also to your self.As quoted by Nigerian, They help make meaning of what people read or will read. They add to discussion within literature, which is vital. Merely reading books isnt enough. Thinking and writing about them is important (Nigerian). Book reviews challenges your skill to ask important and useful questions. The experience of writing book reviews will expand and enhance your insight on books and also take note of your audience. It gives you so many factors into consideration when writing a book review, therefore is a challenging experience in your education.

Music and Adolescence free essay sample

By looking at the extent of the music consumption in the lives of adolescents, it is readily apparent that USIA plays an important part in their lives (North, Harvested ONeill, 2000). Music holds the power to influence many aspects of adolescents lives, both positively and negatively. It can relax or energize the body, influence cognitive development, enhance self-healing, and foster both comfort and discomfort (Essence Berger, 2006). In this paper, we will kick at the effects that music can have on developing adolescent lives, socially, emotionally, and cognitively.There are many ways in which music plays an important role in the social development of adolescents. According to Johnston and Katz 1957), music has important outcomes for the their colonization, because music and peer affiliations provide adolescents with significant social opportunities and relationships. This preferred music of peers who are admired at this time, whether for sound or trivial reason, is likely to become the affiliating partys choice (as cited in Miranda Class, 2009). Simon Firth (1987) acknowledges teenage identify formation as one of the main social functions of their music (as cited in Campbell et al, 2007).Teens fill their lives with music, gather around it, talk about it, all in a spirit of sociability. High schools bear witness to many cliques who mark themselves by their music and provide a way for adolescents to identify with others, in their process of solidification (Descends 1987). Many books and articles have been written suggesting that sub-cultures form around different genres of pop-music. One factor that motivates adolescents to listen to music, are the benefits it brings with a sense of belonging With peers (North Harvested, 1999).Music can help diminish boundaries between those of different ethnic, or social backgrounds. (Campbell et al, 2007) One 13 year old said hat music gave her a sense of a having a place to belong, both inside and outside the walls of school. Once a group focuses on a particular style of music, its members benefit, as they have defined themselves as part of a cultural elite, and attain the emotional gratifications of belonging. (Gilligan Gang) page 60 of Social Physiology of Music Edited by Harvested North..One possible reason that adolescents might gravitate to particular styles of music, is as a means of helping them to define their own identities. A preference for a certain style Of music can carry a message to other adolescents, in regards to where they think they belong with their personal attitudes, characteristics and values. Studies show that adolescents use their music preferences as a way of telling others about themselves (North Harvested, 1999). Rock music is often a natural target of interest for adolescents, and one reason may be that it can open the exploration of emerging sexual thoughts and feelings.The beat and firm pulse associated with rock music is both safe and exciting and can create state of mind in which fantasy and ones own body join together (Terror, 2001 Teens listen to USIA that their friends listen to, form bonds or social groups with people they want to belong with, so musical preferences become a sense of belonging for both personal and group identity (Levities, 2006). Brown Klutz (2003) found that in adolescence, social identity and relationships undergo tremendous changes, as the teen shifts their relationship from parents to peers (as cited in Miranda Grandeur, 2011).There is a link between this transitional time an adolescent is going through of parental protection to independence, and their desire for seeking and joining a preference culture hat serves as a connection to their maturity (Gilligan Can). According to Larson Ekberg (1 995), music can form an important part of the adolescent emerging from the cocoon Of familial identity (as cited in Campbell et al 2007). This function of breaking away from parents, is found in some genres of music that include lyrics that express defiance of those who are perceived to control the lives of adolescents. Gilligan Garn). According to Bleach, Gilligan Weaver (1 991), some studies indicate that teens who listen to certain rebellious forms of music such as heavy metal or rap, may also be ore likely to engage in delinquent behaviors (as cited in North Harvested, 1999). In other instances, music has also been shown to promote family bonding and communication between adolescents and parents (Miranda Gaudier, 2010). Music can also play an important role in the emotional development Of adolescents. The power of music to evoke emotions is evident in advertisements, movies, and mothers.Music can affect adolescents emotionally at a level deeper than is possible with words alone (Terror, 2001 It is used to manipulate our emotions to deeper levels because the emotions e experience in response to music take part in the cortex; the heart of emotional processing (Levities, 2006). Music can evoke both relaxation or stimulation and can also open up channels of self-expression. For the teenager this can provide a m eans of coping with powerful emotions and fantasies during this critical period of development. For some adolescents it can create a feeling of safety, where they feel free to express feelings.It enables them to connect with, and share feelings of love, longing, anger, sadness, rage, grief, longing, as well as to experience both closeness and isolation. It can give shelter to the distressed and confused adolescent. This process of expressing emotions with music, can help the adolescent to transition from childhood gratification to work on changes and dreams connected with adolescence (Terror, 2001 Self-esteem is an important part of an adolescents development and the emotional support and social approval from others can influence a childs self esteem (Contract, MacKenzie-Rivers, Malison, Lung (201 1).Studies show that adolescents preferences of music reflected an attempt to match their own self concept, with perceptions of the people who typically listen to that style. Higher levels of self esteem were also noted to be associated with adolescents identifying themselves more s trongly with a particular musical sub culture (North Harvested, 1999). Studies have shown that music can be associated with mental health issues in adolescents. Certain genres of music have been reported to be related to risk of suicide, self harm, depression, drug and alcohol abuse, and recklessness (Eking, Topology, Topology, Subconscious, Broker, 2012). However, there is a bidirectional relationship between music preferences and mental health issues. While preference for certain types of music may be red flags for mental lath problems, it may also be true that preferring these music types reflects the real cause of the problems (Eking et al). For instance, there has been much controversy over the influence of heavy metal music and teenage suicide.A couple decades ago, two famous heavy metal bands were unsuccessfully sued by the parents of suicide victim adolescents, because their music was being played while the adolescents died. (Eking et al) Studies indicate that preference for heavy metal music among adolescents may be a red flag for increased suicidal vulnerability, but the results also confirm that he characteristics of adolescents play a more important role as risk factors to suicidal behaviors, than their musical preference (Shell Westfield,1999).In one study, heavy metal music listeners were found to have a significant increase in positive attitude after listening to the music they prefer (Eking et al, 2012). Other studies confirmed that, for the majority of teenagers, listening to all genres of music has a positive effect on mood (Shell Westfield,1999). Music techniques have also been shown to be an effective method of treating adolescent mental health issues, because an adolescents life is in many ways, entered around and heavily influenced by music (Davis, Hendricks, Robinson Bradley 1999).There are also many ways in which music plays an important role in the cognitive development of adolescents. According to Arent Larson (1 995), music has been found to provide adolescents with a medium which to construct, negotiate and modify aspects of their personal identity, offering them a range of strategies for knowing themselves and connecting with others (as cited in Campbell et al, 2007).It is in the adolescent years, that one begins to discover that there exists a world of different ideas, different ultras and different ideas (Levities, 2006). Students claimed that they were not only in trigued by, but also thought it was important to know music as a means of understanding other civilizations, musics role in history, or stories of composers and performers. Music was described as an asset to shaping the broader sense of themselves, and how they might use what they know to be successful in the world (Campbell et al, 2007). It has been shown that musical activity involves nearly every region of the brain that we know about Therefore, it should be no surprise that music might enhance seasoning, motor functions, computation, auditory discernment, and coordination in adolescents lives (Hellenic, 2010). Studies have shown that the brain that is engaged in music undergoes neurological changes, and the findings suggest that music stimulates complex cognitive processes (T haute, 2008).The adolescence brain is forming new connections at an explosive rate, and this applies to the music heard and performed; new music connects other parts of the brain to what we were listening to during this critical period (Levities, 2006). It is interesting to note that studies have been one in people with altimeters, and although their memory loss deteriorates, many of these elderly people can still remember the songs they heard when they were fourteen!It has been observed that the reason the brain remembers this, is that our t eenage years were filled with many new emotional components and our magical and neurotransmitters acted to tag these memories (Levities, 2006). According to Gigged et al (as cited in Hellenic, 2010), adolescence is a period of synaptic pruning that strengthens the connections that are used more frequently and eliminates the ones that are not; this is influenced by things in which the adolescent participates. Chemistry Holland claim that both musical and mathematical processing access those synapses.So, the individual who is practicing music is also strengthening the neural connections that control mathematical reasoning (as cited in Hellenic, 2010). Formal music instruction during ones middle school years, indicates additional educational benefits for achievement in other academic areas, particularly in mathematics. Adolescence psychogenesis might present a window of opportunity during middle school for music to create and strengthen enduring neural connections in those regions (Hellenic, 2010).Barr and Christensen have noted that learning to read music involves manipulating patterns and symbols, which are fundamental concepts in algebra. If music and mathematics utilize the same general cortical areas, then the practice of one should influence the other (as cited in Hellenic, 2010). That could explain why the music instruction seems to enhance achievement in other areas such as math. According to Moran (2004), music teachers also assert that studying music fosters creativity, diverse thin king, and problem-solving skills (as cited in Hellenic, 2010).