The Presentation Of Childhood In Adult Literature Essay Example for Free

The Presentation Of Childhood In Adult Literature Essay The childs inability to interpret the adult world is often central to the presentation of childhood in adult literature. Compare the presentation of childhood in Spies and Atonement, considering to what extent you feel this comment is applicable to these texts. As is frequently the case with novels written for adults with children as the main protagonists, the presentation of childhood emphasises the innocence of those at a young and often tender age. When the real world is like a dream, everyday activities are play and adults are a separate species with baffling social conventions, a child will often try to understand grown up aspects of life, but will make genuine misunderstandings instead. Many writers look back on their youth with fondness and use these misunderstandings for either comic intent, such as in Frayns Spies, or for life-altering tragedy in McEwans Atonement. In these two novels, as well as the prominence of childhood and memories being recalled as an adult, there is also the historical context to be considered in how this affects the presentation of childhood. Both novels are set during the Second World War. Life in Britain in the 1930s and 40s was an era of transition for society, during which the rise of the urban working class had led to significant changes in politics. Because of the war and the sudden absence of huge amounts of the populations men, families as units were changing more women were working at the same time as being mothers. However, the class system still held a firm grip on society, with every individual aware of their own status. It dictated what they would achieve or become, if anything, in life. This is shown in Spies as Stephen feels inferior to his friend Keith. He is aware he comes from a less well off milieu and goes to a different school. In Atonement Robbie Turner suffers all his life from the discrimination that comes with being working class and the son of the Tallises cleaning lady. In Spies, the character of Stephen is portrayed sympathetically, but not always sentimentally, by his older self. Humour is used frequently to invite the reader to laugh at Stephens inadequacies or false conclusions. But with the distance created by the maturity of the narrator, Stephens childhood troubles and traumas can be viewed with a sense of perspective. In the first paragraph of the novel, the narrator says, Im a child again and everythings before me all the frightening, half understood promise of life. Stephen is constantly fearful and held back by his crippling inability to be brave. He has a fight or flight mentality, twinned with a habit of avoidance. This is demonstrated by his childish habit of physically shutting his eyes when in a dangerous or tense situation, vainly trying to escape. Another aspect of his extreme anxiety is his terror of germs everything about them (the children in the Lanes) is plainly laden with germs and his understandable fear of Mr Hayward. The narrator relates Stephens feelings honestly and does not hold back embarrassing details his being teased by his classmates, or his crawling into his parents bed after a nightmare. As a child passing into adolescence, there develops an emerging sexuality with the influence of Barbara and awareness of his own mortality and vulnerability, but he still has irrational thoughts and feelings that as an adult he does not find so all-consuming any more: The imagination ages, like everything else. The intensity fades. You dont get as afraid as you used to Chapter 11, p232. Barbaras character symbolised by her blue bobble purse, both intrigues and unsettles Stephen. This is shown in Chapter 5 when she intrudes into the hideout in the bushes, smiling her big mocking smile, making herself entirely at home. p96. Stephen is outraged by her very presence and goes off on a ranting description Theres something girlishly self-satisfied about the bobbliness of the leather and the shininess of the popper that offends me almost as much as her intrusion. Unable to process his real feelings, he blames objects for his bad moods. He rejects anything feminine, which is a classic trait for young boys unable to understand girlhood. The naivety of childhood is captured in Spies because there are so many misunderstandings on Stephen and Keiths part about what is really going on in the Close and who is potentially a spy. The narrator frequently asks rhetorical questions about how much the child knew, and whether he should have noticed any inconsistencies in the stories he actively believed at the time. Atonement is similar to Spies in that it has a child protagonist, the precocious and intelligent Briony, but she is in contrast to the introverted and paranoid Stephen. Both Briony and Stephen make assumptions about the adults around them. The narrative structure of Atonement is different to Spies in that it has the added post-modern twist of a narrator who takes a writers liberty to change what really happened. While Spies concerns only one small world of Stephen, Brionys older self writes about the wider world, with the part two concerning Robbie in occupied France. It could be said that while Atonement is a grand panorama, Spies is a claustrophobic, brooding miniature (Geraldine Brooks, Slate.com.). However, it is difficult to completely agree with this view in light of Spies. As it is still primarily concerned with documenting life during the war, the definition of the wider world become looser and all points of view, whether from an overseas soldier or a sheltered child, could be considered valid and important. Childhood in Atonement is centred on the one crucial misunderstanding that Briony makes, and that causes tragedy to reverberate in the ruined lives of Cecilia and Robbie. Because of her inability to understand that Robbies interest in Cecilia is perfectly normal as an adult, she then has a fantasy that he is a sex maniac due to the shocking letter, and she is not capable of seeing her older sister as a willing participant in the library. As events in the house snowball and she interprets cousin Lolas silence for confirmation of her suspicions of Robbie, she is more than happy to be useful and give the statement to the police that condemns him. Later in her life she realises her mistake and gains humility, trying to atone for what she had done. But Briony is perhaps not the only one to be blamed, for in Cecilias letter to Robbie in part two her perspective shifts culpability from Brionys mischief more to the inattentive, uninsightful adults: They chose to believe the evidence of a silly, hysterical little girl. In fact, they encouraged her by giving her no room to turn back. She was a young thirteen, I know. Also significant in the presentation of childhood in Atonement is the gulf between the adults and the children. On pondering her interruption of the library, Briony realises that Robbie must hate her. She describes it as another entry, another first: to be hated by an adultChildren hated generously, capriciously. It hardly mattered. But to be the object of adult hatred was an initiation into a solemn new world. It was promotion. Briony longs to be more grown up and thinks that she has knowledge of the adult world. But her excited girlishness and tendency to over exaggerate prevents her from ever being convincing. Briony teeters at the brink of adolescence, just as Lola longed to throw off the last restrains of childhood. In reading Atonement we see the child of 1935 the scene of the crime through the eyes and pen of the adult of the 1999 coda. At the beginning of chapter 13 it says with the insight and irony of the adult, Within half an hour Briony would commit her crime. The novel includes aspects of the coming of age genre, or Bildungsroman. The story of Brionys individual growth and development takes place in the context of wartime and the certain kind of romanticism that often comes with stories of WW2 childhood (the mixture of awareness and innocence, with the innocence being corrupted by the war and devastation going on around them). If the childs inability to interpret the adults around them is central to the presentation of childhood in adult novels, then it is realistic to say that both Spies and Atonement use the full resources of an adult mentality remembering her/himself. They are both adult narrative voices reflecting atmosphere of innocence oppressed by knowledge. Stephen and Briony are too young to process the adult world, so they have their own interpretations, and these lead to consequences that affect the outcome of the stories. Bibliography Spies, Michael Frayn, 2002 Faber and Faber Atonement, Ian McEwan, 2002 Vintage Spies York Notes Advanced by Anne Rooney, 2007 Atonement- Text Guide by Robert Swan, Philip Allan Updates 2006 Brionys Stand Against Oblivion: Ian McEwans Atonement by Brian Finney, 2002 http://www.csulb.edu/~bhfinney/mcewan.html

The Role of Social Class and Society Essay -- Literary Analysis

Since the beginning of time, social class and race have been paramount in society. Back in the time of caveman, roles and traditions were passed down based on gender. The man was responsible for protection and collecting food while women were responsible for cooking and keeping house. That belief has traversed time and slowly changes with each era. But throughout history, men and women have lived with preconceived notions of their duties to their families. These notions have been passed down generations and have affected how people live within their society. In the novel â€Å"Like Water for Chocolate†, social class is revered in the story of the De la Garza family. As we see through the personal journey of Tita, the main character, these distinctions are evident. Set in the time of the Mexican Revolutionary War, the De la Garza family consisted of Mama Elena and her three daughters. â€Å"The most significant, life-changing activities women carried out in the Revolution at the outset were related to their families† (Monk). The oldest daughter was Rosaura, followed by Gertrudis and then the youngest, Tita. Tita’s father had died shortly after Tita’s birth. They lived on a self-serving farm where all members were expected to help. Each female had chores that were to be completed without complaint. Even though the fictional story revolves around recipes, other gender based ideals are revealed. â€Å"These activities were no longer carried out inside four walls, causing family survival to become essential† (Monk). The first tradition mentioned in â€Å"Like Water for Chocolate† was the role of the youngest daughter as pertains to her future. These women were not allowed to marry. Their duty in their life was to care for the mother as ... ...mentsin 1776." Map of General Washington's Battle Engagements in 1776. Web. 21 Apr. 2012. . Guidotti-Hernà ¡ndez, Nicole M. "National Appropriations: Yaqui Autonomu, The Centennial Of The Mexican Revolution And The Bicentennial Of The Mexican Nation." Latin Americanist 55.1 (2011): 69-92. Academic Search Complete. Web. 18 Apr. 2012. "In the Garden of Eden | Pathways." Pathways. Web. 14 Apr. 2012. . Monk, Heather Dashner. "Notes On Mexican Women Then And Now Reflections On A Revolution." Against The Current 25.4 (2010): 20-24. Academic Search Complete. Web. 14 Apr. 2012 "Nibbles - Family Stress." University of Illinois Extension-Urban Programs Resource Network. Web. 3 Apr. 2012. . The Role of Social Class and Society Essay -- Literary Analysis Since the beginning of time, social class and race have been paramount in society. Back in the time of caveman, roles and traditions were passed down based on gender. The man was responsible for protection and collecting food while women were responsible for cooking and keeping house. That belief has traversed time and slowly changes with each era. But throughout history, men and women have lived with preconceived notions of their duties to their families. These notions have been passed down generations and have affected how people live within their society. In the novel â€Å"Like Water for Chocolate†, social class is revered in the story of the De la Garza family. As we see through the personal journey of Tita, the main character, these distinctions are evident. Set in the time of the Mexican Revolutionary War, the De la Garza family consisted of Mama Elena and her three daughters. â€Å"The most significant, life-changing activities women carried out in the Revolution at the outset were related to their families† (Monk). The oldest daughter was Rosaura, followed by Gertrudis and then the youngest, Tita. Tita’s father had died shortly after Tita’s birth. They lived on a self-serving farm where all members were expected to help. Each female had chores that were to be completed without complaint. Even though the fictional story revolves around recipes, other gender based ideals are revealed. â€Å"These activities were no longer carried out inside four walls, causing family survival to become essential† (Monk). The first tradition mentioned in â€Å"Like Water for Chocolate† was the role of the youngest daughter as pertains to her future. These women were not allowed to marry. Their duty in their life was to care for the mother as ... ...mentsin 1776." Map of General Washington's Battle Engagements in 1776. Web. 21 Apr. 2012. . Guidotti-Hernà ¡ndez, Nicole M. "National Appropriations: Yaqui Autonomu, The Centennial Of The Mexican Revolution And The Bicentennial Of The Mexican Nation." Latin Americanist 55.1 (2011): 69-92. Academic Search Complete. Web. 18 Apr. 2012. "In the Garden of Eden | Pathways." Pathways. Web. 14 Apr. 2012. . Monk, Heather Dashner. "Notes On Mexican Women Then And Now Reflections On A Revolution." Against The Current 25.4 (2010): 20-24. Academic Search Complete. Web. 14 Apr. 2012 "Nibbles - Family Stress." University of Illinois Extension-Urban Programs Resource Network. Web. 3 Apr. 2012. .

A Narrative Report on the Mass Training for Grade Essay

The K-12 Curriculum for the Grade 3 teachers was indeed a very successful one. The training was started with smiling faces shown by each participant. This is a manifestation that the Grade 3 teachers are willing and ever ready to embrace the mission tasked by God; and that is to implement fully the K-12 Curriculum with your minds, hearts, and souls. The Mass Training for GRADE 3 teachers on the Basic Education Curriculum started on May 18, 2014 in the afternoon. Delegates from the different schools in the Division of Tuguegarao City were made to register before the start of the sessions. After which, an opening program was started with a prayer led by Mrs. Juliet B. Alan, Master Teacher 1, followed by the singing of the national anthem with Mrs. Liezel Santos, Master Teacher 1, conducting. An opening program started the one-week long training. see more:narrative report on homeroom pta meeting Dr. Benito Alipio, the Asst. Schools Division Superintendent of the division gave his opening remarks and he emphasized that a twenty -first century teachers must learn, unlearn and relearn the skills needed to produce a twenty-first century learners who are equipped with 21st century skills such as information media and technology skills, learning an innovation skills, communication skills and life career skills. Dr. Gilbert N. Tong, the Schools Division Superintendent, CESO VI, gave also his inspirational message. He really inspired us, teachers, to do our share in developing a 21st century learners who are developed with adequate knowledge and skills that readily translate into performance. Dr. Rommel Costales, the Education Program Supervisor in Filipino, discussed about the K to 12 Curriculum. He introduced the Secretary’s message on K to 12 Updates and he further emphasized on some important issues regarding the curriculum. Mrs. Vilma Darisan, Principal II, of Tagga-Dadda Elementary Schools, was the last speaker and she talked about the â€Å"Assessment†. She discussed comprehensively her topic. We ended the Day 0 full of enthusiasm. Day 1 started with a simple program led by Northeast District. It was started with a prayer then followed by the singing of the national anthem. The delegates in every district introduced themselves with their own creative way of presentation that made the session enjoyable. Dr. Janette M. Dulin, Principal IV of Linao Elementary Schools, lectured on the â€Å"Grade Three Learners.† She gave us informative lecture which made us clearer understanding on the characteristics of grade III 21st. century learners. The participants performed different activities during her lecture. After her lecture, she sub-divided the whole group into 2. Each group went on their respective assignments. Class A started their session on â€Å"Leveling of Expectations† done by Mrs. Lou Marie Miguel, Principal II of Larion Alto. She gave emphasis on the expected attitudes that each participants must possess. On the other group, Class B, was led by Mrs. Liezel Santos and disused the same topic. Mrs. Juliet B. Alan, Master Teacher I of Annafunan Elementary School, lectured comprehensively about the Araling Panlipunan subject. The participants actively participated on the different activities during her session with them. Mrs. Eleanor Cacacho and Mrs. Zenaida Rivamora, EPS I in Science and Social Studies, with Dr. Rommel Costales, EPS II in Filipino witnessed her lecture. Mrs. Lou Marie Miguel, Principal II of Larion Alto, lectured the Science subject. She really gave us a substantial lecture. Mrs. Analyn Quilang, Principal II of Pengue Ruyu, tackled on the â€Å"Edukasyon sa Pagpapakatao.† She delivered also her lecture with enthusiasm. On Day 2, Class A had their MTB with Dr. Janette Dulin as the first speaker while on Class B, Mrs. Catalon, lectured on Music. Both speakers delivered their topic energetically and substantially. On the same day, Mrs. Evangeline Palejo, tackled about the English subject in Class A while Mrs. Analyn Quilang lectured on ESP in Class B with the presence of Dr. Norma Guillermo, Chief Education Program Supervisor in Elementary Division. Dr. Guillermo felt happy with the positive feedbacks she received on the performances of the trainers as well as the participants. Day 3 (May 21, 2014), the session was chaired by the participants of the West District. Same preliminary activities were made to start the day’s session. The first lecturer was Dr. Janette Dulin. She continued her topic regarding the MTB in Class A intelligently as manifested with the active participation of the trainees. On the same time,  Mrs. Vilma Darisan presented her topic in Math. She discussed her topic enthusiastically in Class B. The trainees listened and focused themselves intently during her discussion. After which, Mrs. Catalon, and Mrs Vilma Darisan lectured on Music and Mathematics in Class A and b respectively. With their expertise in presenting their subjects, they and the trainees enjoyed together their sessions. Liezel Trumata, the trainer in Health, then followed by Mrs. Juliet Alan who tackled about the Araling Panlipunan in Class B also discussed their topics intelligently. On the fourth day ( May 22, 2014), the first lecturers are Mrs. Liezel Trumata and Mr. J. Attaban who taught Health and P.E. respectively in Class A and B. Luckily, Mrs. Santos, was observed by Dr. Venturada Durian and Mr. Gayagoy both DepEd officials in the division while Mrs. Evangeline Palejo discussed her topic in English in Class B. Demonstration teaching was done right after the last trainers had done their lectures and it was done in the afternoon and continued on the fifth day. The following demonstration teachers were; Mrs. Emily Guiquing, MTB, Mrs. Emma Calimag, Math, Mrs. Norolaine Cabalos, Araling Panlipunan, Mrs. Salvacion Cabalza, Science, and Mrs. Jane Carino, P. E. All the demonstration teachers performed well and showed their own creative way in teaching their subject matters. The pupils were responsive and actively participated in the different activities tasked by the teachers. After the demo-teaching, a critiquing was made to the teachers with their respective trainers. The training was completed when Dr. Rommel Costales, Education Supervisor II in Filipino, the last lecturer, presented his topic about the ‘Commitment Building.’ He elaborated further his topic by asking the trainees to note down four key words about their leanings on the k to 12 Curriculum with the use of a paper airplane. Everyone enjoyed much the activity. He further strengthened the leanings of the participants through a video clips about a teacher-learner relationships which touched the hearts of each participants. As we went through day by day with this training, we were enriched and enlightened with the new insights and concepts that were needed to achieve the Goal of the K-12 Curriculum and that is to become the 21st Century teachers producing multitude 21st Century learners – the hope of the future generation that could help our department, the Department of Education, be the topmost agency in our country and make  our country progressive, globally competitive and at par with other countries. The training ended with a simple closing program but with full baggage of learning on the part of the trainees as well as the trainers .

Problems Caused by Dyslexia Essay - 2567 Words

Introduction: My father is dyslexic and as a child was labelled stupid and disruptive by most of his classmates. As a result he had an unhappy time at school and consequently he ended up abandoning school at the age of sixteen, as he was made to feel incapable of learning literacy. His parents did not encourage and support him much either. From the way he reads, writes and spells I assume that my father has a level of literacy of age 10. He is able to decipher words in reading but has problems with decoding and comprehending all of them especially long, new, words. He knows how to write but more often than not he has problems with spelling. When I was young I used to sympathise with him as he is an intelligent, wonderful person†¦show more content†¦In my opinion the most accurate definition I found was that offered in 1994 by the International Dyslexic Association: Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single-word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single-word decoding are often unexpected in relation to age or other cognitive abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by a variable difficulty with different forms of language, including, in addition to a problem with reading, a conspicuous problem with acquiring proficiency in writing and spelling. I believe that this definition, found in Snowling, M.J. (2000) pp.24-25, brings to light some very important points. In my opinion dyslexia needs to be considered independently of other learning difficulties that exist, even if in most cases it co-occurs with other disorders. In fact the International Dyslexic Association defines dyslexia as one of the various kinds of learning difficulties that exist. The second important point cited in this definition is that dyslexic students have severe problems with phonological awareness. Dyslexic studentsShow MoreRelatedEssay Research Article Critique1359 Words   |  6 Pages04/25/2012 Abstract Causes of dyslexia or reading disabilities have been hotly debated by researchers and educators. Knowledge regarding the causes of reading disabilities is important as they define the strategies that will used to help students with dyslexia learn. Dyslexia is caused by differences in the information processing patterns of learning disability students. Language and phonological skills have been found to be the main cause of reading problems. This paper presents a critique andRead MoreThe Roles of Genetics and Nurture on People with Dyslexia1487 Words   |  6 PagesThe Roles of Genetics and Nurture on People with Dyslexia Dyslexia is a lifelong struggle with constant challenges with reading and speaking. 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