Enduring Love: An Analysis

Enduring Love: An Analysis Ian McEwan in the novel ‘Enduring Love depicts the theme of obsession in many diverse forms. McEwan uses different styles of language to portray the characters and their many types of â€Å"unhealthy obsessions†. By exploring the ways McEwan presents each character, we can clearly observe the extremely obvious obsessions, yet that is not the case, lying below the surface there are yet more delicate and subtle obsessions that each character exhibits. The most evident obsession in this work of fiction is Jed Parrys obsession with Joe Rose. As the reader, we find this most disturbing because of the intensity that it is presented to us within the novel. At the opening of the narrative, directly after the misfortune accident, Joe Rose proceeds down the hill to inspect John Logans body, closely followed by Jed Parry. McEwan utilizes his use of language with talented effect to get across Jed Parrys obsession with religious conviction and Parrys dialogue to show his zeal to pray. ‘I dont think you understand. You shouldnt you know, think of this as some kind of duty. Its like, your own needs are being answered? Its got nothing to do with me, really, Im just the messenger. Its a gift. In addition to the first, quote ‘ I mean, you dont have to believe in anything at all, just let yourself do it and I promise you, I promise Jeds reiteration within the sentence and the word ‘promiseshows Jed Parry pleading with Joe Rose an d expresses his heartfelt beliefs. There is also a ‘weirdness as Joe Rose makes the decision to tell Jed Parry the insensitive truth about his religion ‘Because, my friend, no ones listening. Theres no one up there. ‘Parrys head was cocked, and the most joyous of smiles was spreading across his face. This is a significant moment in the novel as we soon uncover, that the source of the story and Jeds obsession unfold after the fateful meeting following the tragic accident of John Logan. McEwan uses religious imagery to convey the embarrassment felt by Joe and passion of Jeds beliefs. ‘†¦, as I saw it, to deliver me from the radiating power of Jed Parrys love and pity. The use of the verb ‘deliver has staunch religious overtones and suggests deliverance in the same Christian sense of Jesus ‘delivered mankind. McEwan also makes use of the phrase ‘radiating power. This is for the most part an effective use of imagery as it conveys the idea of Jed Parry being the source of the obsession, which spreads out and has an effect on those around him. Jeds obsession with religion and his growing obsession surrounding Joe Rose are interlinked. Jeds strange behaviour towards Joe intensifies with his religious zeal. McEwan expresses this in their second meeting; we begin to understand Jeds reasoning and motivation for needing Joe to pray. ‘To bring you to God, through love. Youll fight this like mad because youre a long way from your own feeling? But I know that the Christ is within you. At some level you know it too. Thats why you fight it so hard with your education and reason and logic and this detached way you have of talking, as if youre not part of anything at all? You can pretend you dont know what Im talking about, perhaps because your want to hurt me and dominate me, but the fact is I come bearing gifts. The purpose is to bring you to the Christ that is in you and that is you. By placing importance on the word ‘purpose this shows Jeds intent and in due course the motivation behind his pursuit of Joe. In a strange twisted logic, Jed is using his faith as rationalization for his obsession. McEwan symbolizes Jeds necessitate for Joe through the quotation ‘He was watching my face with a kind of hunger, as desperation. ‘Hunger and ‘desperation give the reader a sense of the voracious passion that Jed feels for Joe.   McEwan also presents Jeds obsession through the letters that he sends to Joe. The letters act rather like a soliloquy in a theatre would and we are able to see the character of Jed without Joes perception as the narrator. The letters are perhaps the most disturbing part of the obsession as McEwan reveals Jeds raw emotion and obsession with Joe Rose. ‘Joe, Joe, Joe†¦.Ill confess, I covered five sheets of paper with your name. The use of repetition emphasises Joe as the subject of Jeds obsession and the action of writing his name over sheet of paper is a sign of immaturity. ‘Does it horrify that I can see through you so easily? A rhetorical question appeals directly to the reader as we see events through Joes eyes and reveal an insidious side to Jeds character.   Yet there could be deeper obsessions such as Clarissa with children or even Keats.

A Comparison And Contrast In Both As Worn By Hester And Dimmesdale :: essays research papers

A Comparison and Contrast In Both A's Worn By Hester and Dimmesdale The two A's worn in the novel by both Hester and Dimmesdale are dramatically different, yet they are born and made by the same identical sins. These letters are also differentiated by the infinitely changing emotional state and physical well being of the character, the towns views of morality and natural order, and the affecting environment. The two sins of most importance in the novel and that serve the greatest beneficiality in the appearance of the A's are--of course-- adultery and hypocrisy. The separation in the appearance of both of the A's begins with each characters own personal interpretation of the extremity of their sins. Where Hester's A is beautiful and artistically done ("fantastically embroidered and illuminated upon her bosom; pg.37) her interpretation of the extremity of her sins is one of self composure and nonchalantness. She views her sins solely as a "violation in the natural order" of the environment and therefore cannot even perceive her sin as being evil except through outside brainwashing. While Dimmesdale's personal interpretation as to the extremity of his own sins is a "violation of God's law," which is the law that he is totally dedicated to and supported by. Dimmesdale's interpretation of his sin is much more severe than Hester's, it is a breach and direct contradiction of his own self consciousness and physical existence. Therefore the appearance of his A, even though it is never directly described in the novel, must be raw, jagged, and brutally crooked (...a ghastly rapture; pg.95). Maybe Dimmesdale's self torture is so horrifying or inconceivable that it is either indescribable, (...too mighty to be expressed only by the eye of his figure; pg.95), or best left up to the reader's imagination. Unlike Hester, Dimmesdale, because of self interpretation, cannot in any way conceive his sins of being anything but evil. Although the appearance of the A's are proportional to the interpretation by each character; also the appearance of the A's is directly correlated between the consequences each character receives because of their sins, both Hester's and Dimmesdale's punishment is introduced through a new character and some sort of isolation. The new character's are a form of abstract contrasting where each new character is an extension of the sinner's "A" itself. Where as Chillingworth is a doubled extension of Dimmesdale's consciousness; Pearl is a contrast to Hester's creativity, patience, and composure. Dimmesdale's punishment through Chillingworth is one of mental bombardment and spiritual torture which supports the theory that Dimmesdale's A must be horrifically putrid and indescribable. Pearl's punishment towards

Challenges being faced as a beginning teacher

National Education ( NE ) was introduced to Singapore Schools in 1997 to develop national coherence, cultivate the inherent aptitude for endurance as a state and instil in our pupils, assurance in our state ‘s hereafter. It besides emphasises on cultivating a sense of belonging and emotional rootedness to Singapore. Many programmes such as Community Involvement Programme ( CIP ) and Learning Journeys were designed to assist schools accomplish such aims and the duty of put to deathing these programmes falls on the instructors. As a beginning instructor, freshly introduced into the profession, challenges are faced in the effort to implement such enterprises. In my sentiment, one major challenge that I would meet is planing activities that infuses a sense of relevance in our pupils – allowing them understand that national coherence is a consequence of the uninterrupted attempts of every Singaporean, and they are a portion of the equation. These pupils were born in the epoch of political and economical stableness, where bulk grew up in environments run intoing their demands and carry throughing most of their wants. Hence, they have the inclination to take their security and wellbeing for granted, doing them unable to grok the battles faced by Singapore in keeping the current success and stableness and the demand for NE. For illustration, most schools in Singapore commemorate nucleus event, Racial Harmony Day through the showcasing of the diversified cultural costumes and playing of cultural games to enable their pupils ‘ in-depth cultural cognition of their equals. Yet, a bulk of them treat the recollection of the twenty-four hours as an chance for an interesting concert and a half-day school, and few genuinely understanding the implicit in principle behind the activities, allow entirely instil a sense of relevance. Amidst the current racial harmonious atmosphere between different racial groups, pupils are unable to gestate the thought of racial public violences, its ‘ impact on Singapore and the importance of racial harmoniousness in a society. They view information relayed through these events as irrelevant and doubt the possibility of the return of such incidents in the current Singapore. It is of a common apprehension that the six NE messages would ever stay as words on paper unless instructors inculcate them into pupils in an piquant mode. Therefore, as a get downing instructor with no anterior experience in the ingraining of NE messages, I feel that the undertaking of planing engaging, merriment and relevant activities would be enormous, with myself holding unequal cognition of the activity thoughts that pupils are receptive to. Instilling a sense of relevance in pupils would be a immense challenge as it is non an easy undertaking to alter pupils ‘ deeply-rooted thought from â€Å" the duty of keeping national coherence autumn merely on the grownups and authorities † to the thought that â€Å" national coherence is the duty of everyone, including pupils † . Students should be taught that societal coherence occurs because each and everyone put in attempt and play our portion in lending to the wellbeing of the state. The issue is relevant to both grownups and pupils. From my personal observation, about all Singapore Schools repeat the same NE programmes for their pupils every twelvemonth, differing merely at the activities to be completed at single degrees. As such, pupils were bored of it, and older pupils particularly, expressed cynicism, and were unresponsive to the programmes. Hence, I feel that the 2nd challenge that I would confront as a get downing instructor in the effort to put to death the enterprises is eliciting pupils ‘ involvement in the engagement of NE-related activities. Unlike the traditional topics that we were taught to learn in the instruction institute, NE is non merely another topic where pupils learn by conventional instruction methods. In fact, pupils understand the constructs in NE better when the activities are prosecuting, merriment and capture their attending. Although pupils reflected that programmes designed by the school ‘s NE commission were everyday, get downing instructors, including myself, are unable to plan and implement new thoughts in topographic point of old 1s, with bing NE models in schools. On the contrary, I would be expected to follow the guidelines and present a similar NE lesson. As a get downing instructor with limited learning experience and teaching methods accomplishments, I would miss the ability in transform these guidelines into prosecuting and interesting lessons on par as that of the experient instructors. Most experient instructors are able to present interesting NE lessons, transforming the repetitive, dull lesson into prosecuting sharing lessons while staying by the guidelines. They reflected on their past instruction experiences, gathered feedback from old batches of pupils, and modified their instruction teaching method consequently to appeal to pupils ‘ involvement. Therefore, pupils ‘ involvements in NE activities are aroused and they participate actively in it. On the other manus, get downing instructors enter schoolrooms today with high outlooks of ourselves and of our pupils. Our learning method would be influenced by single background and assorted learning theories. However, the deficiency of experience in the instruction field would impact the quality of the lesson bringing as I would be unable to accommodate to pupils ‘ demands. In add-on, I would be given to avoid diverting from the model to plan newer, more exciting lessons as I fear for botching the ba lance between merriment and content. After all, the intent of the NE lesson would be defeated if there is more merriment than content. To reason, the aims of NE could be attained through appropriate programmes and it is therefore highly of import to instill a sense of relevance in our pupils and to elicit their involvement in NE activities. When faced with challenges in the effort to implement the policies, get downing instructors should detect, persevere and seek for aid to get the better of them. Through these challenges, we would turn to go better pedagogues and in bend, supply the greatest benefits to the pupils.

Vampires The Mystery Of Vampires - 970 Words

Vampires There have been stories in the magazines, newspapers and on television about people who claim to be vampires and are practicing the vampire culture. So the question here is, are these people who claim to be vampires truly vampires; and if so, are they a threat to the society? The purpose of this essay is to investigate and find out more about vampires, their origin, the different types, their beliefs and practices, and if they pose a safety threat. There are abundance of movies, books and stories about the existence of vampires, and still many people still think that they are a myth and that vampires never existed. To start, where do vampires come from? People have been educated through the media and books, that vampires are creatures created when a human being is bitten by another vampire and feeds on his or her blood. The movies, specify that one will not fully turn into a vampire unless he or she drinks blood. Many movies, even show them as bad for the society. Movies suc h as Blade, Dracula and Vampire Diary all show how human beings turn into vampires. According to Browning, â€Å"Vampires self-described nature begins to manifest around or after puberty† (4). A person who is a vampire does not discover it until he or she reaches adolescence age. Vampires have been known throughout existence and people actually believe that they do exist. Zboril mentioned in her article that, â€Å"The term vampire was not popularized until the early 18th century after an influx ofShow MoreRelatedThe Mystery Of The Vampire1583 Words   |  7 PagesThe vampire is the popular character in folklore from early civilization to modern life. The vampire appears in people mind with the passion of immortality, fear, love and mystery. People are attracted with vampire because the superstition of the vampire has done for centuries. Are they real? What are they? Where they come from? There are a few of thousand questions about the beliefs of vampire during many centuri es. 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