Celebrare How to Conjugate the Italian Verb, to Celebrate

Did Esther Trap Herself in The Bell Jar Essay - 1599 Words

The Bell Jar is an autobiography of a female sophomore. The girl-Esther, who is 19 years old, came from suburban area of Boston. As she had talent writing skills, she was invited to New York to serve as guest editor in a national fashion magazine office. In her one-month stay in New York, on one hand, Esther was cautious and conscientious to learn from an able and efficient female editor-Jay Cee, and she dreamt to follow Jay Cee’s successful step. On the other hand, she met various men and women in her colorful social life. These experiences reminded her of her life in women’s university, especially her relationship with her boyfriend- Buddy Willard. As the recollection often interweaved with reality, they brought Esther perplexity,†¦show more content†¦The setting of The Bell Jar was New York and Boston in 1953 summer, and we can see from the beginning of the novel that Esther’s value orientation was totally different from 1950s’ of American soci ety. Thousands of teenagers long for American dream because they hope to change their poor life by working hard. Esther succeeded in her study since she was young, and her talent as well as industriousness won her a lot of praise and scholarship. These made Esther, who was short of money, got various enviable chances-paid practical training in the New York famous magazine office was just one of her latest achievements. We can say that Esther’s life was absolutely the best interpretation of American dream. However, to Esther, she could not feel the significance of realization of American dream, and she could not react as what others expected, either. At that time, most American would deem her symbol of success of having one-month busy activities and various presents. However, Esther could not link her achievements on study to the successful image that the society set for women. In a word, Esther did not know what kind of women she should be. Before she went to have practical training in New York, she could not bear anything that obstruct the success on her career, and she even had hostility to the traditional female image which was highly praised at that time. Her hostility was shown on the discontent of her mother and Mrs. Willard-her boyfriend’s mother. TheseShow MoreRelatedSymbolism In The Bell Jar1548 Words   |  7 Pagesuses many literary devices to convey her purpose in The Bell Jar such as symbolism. The Bell Jar itself is used as symbolic representation of the emotional state Esther is in. The glass jar distorts her image of the world as she feels trapped under the glass. It represents mental illness , a confining jar that descends over her mind and doesn’t allow her to live and think freely. Symbols and images of life and death pervade The Bell Jar. Esther experiences psychological distress which is a motif inRead MoreThe Bell Jar Essay858 Words   |  4 PagesThe Bell Jar as a Controlling Image in The Bell Jar Sylvia Plaths The Bell Jar contains a constant reference to a bell jar that acts as a controlling image. The bell jar in the novel controls the novel in three ways. It acts as a symbol for the depression that Esther Greenwood, the central character, experiences. It also serves as a metaphor for her. Finally, it is the very illusion that drives her into depression. Esther Greenwood works for a fashion magazine in New York and lives a dreamRead MoreThe Bell Jar by Sylvia Plath1211 Words   |  5 PagesSylvia Plath Research Paper Title The Bell Jar place[s] [the] turbulent months[of an adolescent’s life] in[to] mature perspective (Hall, 30). In The Bell Jar, Sylvia Plath uses parallelism, stream of consciousness, the motif of renewal and rebirth, symbolism of the boundary-driven entrapped mentally ill, and auto-biographical details to epitomize the mental downfall of protagonist, Esther Greenwood. Plath also explores the idea of how grave these timeless and poignant issues can affect a fragileRead More Weaknesses of Esther and Plath Exposed in Sylvia Plaths The Bell Jar1174 Words   |  5 PagesWeaknesses of Esther and Plath Exposed in The Bell Jar   Ã‚  Ã‚  Ã‚   The glass of which a bell jar is constructed is thick and suffocating, intending to preserve its ornamental contents but instead traps in it stale air.   The thickness of the bell jar glass prevents the prisoner from clearly seeing through distortion.   Sylvia Plath writes with extreme conviction, as The Bell Jar is essentially her autobiography.   The fitting title symbolizes not only her suffocation and mental illness, but also theRead MoreThe Bell Jar Analysis750 Words   |  3 Pagescoming-of-age period can challenging and painful. For Esther Greenwood in â€Å"The Bell Jar† by Sylvia Plath, however, coming-of-age is literally life-threatening. As she notices the differences between herself and her friends and attempts to find meaning in her life, Esther regresses into madness, and then makes several unsuccessful attempts to end her life using various means. The source of Esther’s discontent, however, is never entirely clear. In, â€Å"The B ell Jar† by Sylvia Plath, the author expresses that Esther’sRead MoreCircumstances that Exacerbated Esthers Mental Illness1045 Words   |  5 PagesSylvia Plath is the author of the Bell Jar and was an American poet, novelist, and short-story writer (JRSM. June, 2003). The Bell Jar book was published in London a month before Plath’s death in January, 1963. The book was first published under the pseudonym Victoria Lucas, and then later published in Plath’s own name. Esther Greenwood is the main character in the Bell Jar. Esther suffered from mental illness and struggled against depressive environment and continuously aggravated madness thatRead MoreThe Bell Jar : Beyond The Title1889 Words   |  8 PagesThe Bell Jar: Beyond the Title Each day with depression is a war in one’s own mind, with every decision being a new battle to fight. Even getting out of bed can be an activity that takes up most of one’s energy when coping with this disorder. Depression is no novel mental illness-- between the multi-million dollar Cymbalta commercials and the movement to destigmatize mental illness as a whole, there are few who do not have at least a basic understanding of what the disorder entails for those thatRead MoreAnalysis Of The Opening Line Of The Bell Jar By Sylvia Plath2088 Words   |  9 PagesThe Girl in the Bell Jar It was a queer, sultry summer, the summer they electrocuted the Rosenbergs, and I didn t know what I was doing in New York (1; ch. 1), the opening line of The Bell Jar by Sylvia Plath, effectively sets the tone for both the life of Plath and the remainder of the novel. Plath s depression and cynical outlook on life fueled the creation of many of her poems and novels, and particularly The Bell Jar in its autobiographical fictional genre. In this way, Sylvia Plath isRead MoreThe Bell Jar, by Sylvia Path and Lucy, by Jamaica Kincaid1837 Words   |  8 Pagesabuse that they will or have encountered. In novels, The Bell Jar, by Sylvia Path and Lucy, by Jamaica Kincaid both young women have the similarity to rebel against the cult of true women hood but do it in many different ways. In the novel, The Bell Jar, by Sylvia Plath the protagonist is named Esther Greenwood. Through the book Esther wonders if she should marry and live a conventional domestic life, or attempt to satisfy her ambition. Esther is from Massachusetts who goes to New York as a collegeRead MoreThe, Loss Suffered By Holden Acts As A Contributing Factor For His Inner Turmoil And Mental Illness2376 Words   |  10 Pagesahead is death. Therefore, loss endured by both Holden and Esther leads to their eventual depression and isolation from society. Furthermore, depression and isolation of characters also stems from failure in the academic sector. Initially, Esther was making huge progress in terms of her talented writing skills and was offered a range of literary opportunities growing up. Philomena Guinea- a famous author- acted as the benefactor funding Esther s college scholarship. However, Esther’s success was short-lived

Campaign Rhetoric Free Essays

Composition Project 1: Campaign Rhetoric With one of its major focuses on both textual and visual rhetoric, English 102 invites you into an in-depth analysis of how text and image work together. In politics, product advertising, education, business, and many other contexts, we see words, pictures, and even sound coming together in campaigns to send messages to their audiences. Your increasingly sharp ability to analyze the rhetorical situations of such campaigns not only contributes to the strength of your communication, but it also helps to strengthen your ability to â€Å"read† and critique the world around you. We will write a custom essay sample on Campaign Rhetoric or any similar topic only for you Order Now This first project invites you to analyze, evaluate, and create an evidence-based argument about a campaign that interests you. Steps in the Process Like any authentic research project, you’ll begin with inquiry: What do I know? What don’t I know? You’ll use research to get to know some campaign(s) in the media around you: Web, TV, print, radio, mobile phone. Once you’ve done that research, you’ll 1. Choose a campaign: an anti-drug campaign for teens? A local Senator’s campaign for re-election? Starbucks’s line of seasonal coffee drinks? A university’s recruiting campaign? 2. Identify the rhetorical situation: the communicator, audience, message and purpose, context 3. Analyze its rhetorical strategies 4. Use this analysis to make an evaluative argument about this campaign Your Audience Your instructor and your peers are part of your audience. But the message you send with this analysis is likely to be of interest to audiences in and out of your field. Thus, it is up to you to decide who you want your audience to be, based on your purpose, message, and context. Form Depending on your audience, purpose, message, and context, this composition may take any one or a hybrid of textual forms: e. g. , an opinion piece, a letter, a memo, a report, a blog. Research and Evidence: Your composition will draw on at least one form of primary research (see Praxis 200-205). ), and at least one form of scholarly research. Additionally, you may feel welcome to draw on other sources (journals, newspapers or magazines, Web sites, images, popular culture) as your audience, purpose, and message require. How to cite Campaign Rhetoric, Papers

Comparing Different Ethnic Backgrounds †MyAssignmenthelp.com

Question: Discuss about the Comparing International Students From Three Very Different Ethnic Backgrounds What Most Influences? Answer: Aim of the Report The following literature review aims to compare the students belonging to the different ethnic backgrounds mainly from the Indian, Pakistani and the Vietnamese backgrounds and the factors that influence the decisions of the students regarding their choice of the course of study. Objectives of the Report The objective of the following literature review is to identify influences of the various factors on the following topics To select the proper educational destination as Australia To select the course to be studied in Australia To properly support the facts that is necessary to achieve the required success in the concerned field of the study To properly maintain the motivation that is required to gain success in the concerned field of knowledge and the reason for the maintenance of that motivation Industry Benefits The Australian education industry seems to be highly benefitting from the students who come in from the developing countries like India, Pakistan and Vietnam. There is noticed a huge increase in the revenue that is generated in the country due to the increase in the number of the students of foreign origin in the country. Australia has been turning into an education hub in the recent times with a number of students foreign to the land being interested in the courses of study that are being offered by the universities of Australia. The objective of this literature review is to study the main factors that influence the decisions of the students on the factors regarding the selection of the destination and the topic of the study for pursuing their education abroad. The literature review also sheds light on the support that is needed to achieve the needed success in the selected course of study and the maintenance of the motivation that is needed to achieve in the selected subject matter that is to be studied and the reasons that makes it necessary for the maintenance of that motivation. A considerable amount of studies has been conducted on the educational backgrounds of the students in Australia who have been pursuing their higher studies (Devlin, 2013). Smit (2012) argues that there has been a tendency to look down upon the earlier experiences in the field of education in a manner that demonstrates them to be in a deficit framework. According to Hawthorne (2014), India has been one of the one of the top ten countries which act as the sources of GSM in Australia. The number of Indian students that have migrated to Australia for educational purposes have been considerably high. According to the 2006 Census, there have been 49, 106 students of Indian origin who had migrated to the Australian shores for the purpose of education and employment. The Australian government had brought about changes in its programs that were related to the migration of the skilled personnel to Australia. A review revealed that the revenue generated by the enrolment of the foreign students helped the generation of the overall revenue of the country to grow up to $A18 billion every year. The Australian Government Education market has often described India as one of the major sources of the international students who have accounted for almost 11,684 students. The students of the Pakistani nationality account for 3762 student enrolments (Catterall, Aitchison and Rolls 2016). According to the report of the Australian embassy situated in Vietnam, Australia tops the list of the preferred country for pursuing the higher education among the Vietnamese population. Australia is known to provide a higher quality of education at all levels starting from the school level to the levels of higher education as well as the short term courses (Vietnam.embassy.gov.au 2017). It is often argued that the homogeneity of pedagogy and the curricula owe a lot to the contribution of the neoliberal discourses of managerialism, uniformity and accountability (Neoh 2017).It may also, however, be opined that the differences in the perceptions of the students who belong to various cultural backgrounds may help to bring about a curriculum that may be more inclusive, internationalized and differentiated (Song 2014). The international students are treated to be a part of the same homogeneous group who are differentiated on the basis of the language that they speak. The international students are also differentiated on the basis of their academic performance as compared to the students who converse in the western academic style of speaking of the English Language. According to Marginson (2015), the higher education institutions that are constrained financially depend heavily on the international student market to boost their financial viabilities. The students who are ad mitted to these colleges are likely to get acquainted with the aspects of the disciplinary and the academic cultures of the Occident (Floyd 2015; Benzie 2015). The students belonging to the other countries except Australia need to have more than just the knowledge of the linguistic barriers that exist between them and their native peers (Wingate and Tribble 2012). Zevallos (2012) argues that the Australian universities depend upon the international students, who are enrolled to the courses offered by the concerned universities, for their procurement of revenue but fail to address the special learning needs of these students. Thus these students find it difficult to secure a job for themselves in their respective fields of study after graduating from these educational institutions. According to Dao and Thorpe (2015), the major factors that influence the decisions of the students on the choice of the international universities include the services and the facilities that are offered by the concerned university, the programs offered, the information regarding the concerned institution that is available in both the online and the offline mode of information and other such factors. According to Pham and Tran (2015), the intercultural interaction between the students plays a very important role in the wellbeing and the learning of the international students in the country where the chosen educational institution is situated. According to De Wit (2015), it has been a recent trend among the Australian educational institutes to introduce the out of the sate fee structure for the international students on the campus. The international students who have been faring well in their academic careers are also being offered employment in the host country thereby resulting in a brain drain of the country to which the international students belong. The international students do evolve their identities based on the social network circles in which they do operate thereby helping them to improve the identity that they had inherited from their own culture (Pham and Saltmarsh 2013). References Title of the Article Author name Year Source of the reference with Page numbers Third space strategists: International students negotiating the transition from Pathway program to postgraduate coursework degree. Benzie, H. 2015 International Education Journal: Comparative Perspectives, 14(3), pp.17-31. Disconnected pedagogies: Experiences of international students in higher education. Catterall, J., Aitchison, C. and Rolls, N. 2016 Journal of Academic Language and Learning,10(2), pp.A70-A79. What factors influence Vietnamese students choice of university? Dao, M.T.N. and Thorpe, A. 2015 International Journal of Educational Management,29(5), pp.666-681. Recent trends and issues in international student mobility De Wit, H. 2015 International Higher Education, (59). Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Devlin, M. 2013 Studies in Higher Education,38(6), pp.939-949 Closing the gap: International student pathways, academic performance and academic acculturation. Floyd, C.B. 2015 Journal of Academic Language and Learning,9(2), pp.A1-A18. Indian students and the evolution of the study?migration pathway in Australia. Hawthorne, L. 2014 International Migration,52(2), pp.3-19. Is Australia overdependent on international students? Marginson, S. 2015 International Higher Education, (54). Neoliberal education? Comparing Character and Citizenship Education in Singapore and Civics and Citizenship Education in Australia. Neoh, J.Y. 2017 JSSE-Journal of Social Science Education,16(3). International students identities in a globalized world: Narratives from Vietnam. Pham, L. and Saltmarsh, D. 2013 .Journal of Research in International Education,12(2), pp.129-141. Understanding the symbolic capital of intercultural interactions: A case study of international students in Australia. Pham, L. and Tran, L. 2015 International Studies in Sociology of Education,25(3), pp.204-224. Towards a clearer understanding of student disadvantage in higher education: Problematising deficit thinking. Smit, R. 2012 Higher Education Research Development,31(3), pp.369-380. Changing social relations in higher education: the first year international student and the Chinese learner in Australia. Song, X. 2014 Universities in transition: Foregrounding social contexts of knowledge in the first year experience, pp.127-156. Study in Australia. [online] Vietnam.embassy.gov.au. Vietnam.embassy.gov.au 2017 Available at: https://vietnam.embassy.gov.au/hnoi/study.html [Accessed 29 Nov. 2017]. The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Wingate, U. and Tribble, C. 2012 Studies in Higher Education,37(4), pp.481-495. Context and outcomes of intercultural education amongst international students in Australia. Zevallos, Z. 2012 Intercultural Education,23(1), pp.41-49.