Many writers and scholars created writing that was filled with human emotions throughout the Early Modern Period. Their writings and plays let the audience and readers see and feel those emotions. Writers were able to portray these emotions in a way that was more appealing to their audiences. Particularly, the Early Modern Period was an era when the mind and behavior of people was being controlled. The arts, poetry and writing were used to teach people how to recognize and understand emotions. The most common emotions written about during this period were love and death. This paper will explore the relationship between them and how they played an integral part in Early Modern literature. Both of these emotions were major components of writing in this period. I want to show a connection between them and explain how each emotion was represented in writing. As an example, I will use Shakespeare’s Romeo & Juliet play to illustrate the meaning of death and love in this time period.

There are many powerful emotions in the human soul, but love is the most important. The Early Modern Period was full of love, a volatile emotion. Many historical writers and playwrights took advantage of this emotion. This is the same theme that was used in the play Romeo and Juliet. Love is clearly the central theme of the play. The play is filled with love, which dominates all other emotions and turns violent throughout. The play begins with the assertion that there are two households. They are both equally deserving of dignity. – A couple of star-crossed lovebirds take their life. (Shakespeare Romeo & Juliet, 1-5 Prologue). The play starts by establishing that there is an unspoken love between two households. Their bond is so strong that death is their only option. The play is full of love. This emotion is never static, it is constantly moving, and is fueled by the characters. In the beginning of the play, Romeo talks to Benvolio about Rosaline’s love. Romeo exclaims “Alas,” his love for Rosaline is masked by Benvolio. He reportedly brings up two cliches concerning love during Shakespeare’s time. These cliches were “love’s blindness” and “love’s always finding a way.” We as the audience will also see that Rosaline’s affection for Romeo isn’t matured, or nearly as emotional, as Romeo’s. The play shows that Romeo’s love for Juliet is more alive and meaningful through his words. Romeo and Juliet meet when it is clear that Romeo is not the only one who is attracted to Juliet. She rants that “my only love sprung out of my only hatred!” Too soon to be known and too late to be understood! It is a prodigious brithof love to me, that I must love an enemy.” (Shakespeare 152-155, Act 1). Juliet is shocked to learn the worst news about her love: she has fallen for a man who is her sworn enemy and the only man she can marry. Both are still enemies, and she may have fallen in love with him even though they were not allowed to be married or live together. The play’s language, word choice, and other details point out that there will be no separation of two things forever, even if they love each other. Juliet’s plea for her love brings up an important theme throughout the play: things happen too soon. Juliet exclaims that she’s met Romeo too young and has not been able to see him since. The play ends with Romeo and Juliet falling in love, continuing the theme of events occurring too early. Romeo ends up killing himself just minutes before Juliet goes to sleep. They could have been together forever if time had been with them. Romeo and Juliet was one example of love that transcends all other forces. Romeo and Juliet’s love is powerful and stronger than all other forces, making it a force to be revered as Godlike. Romeo sneaks into Juliets Capulet house’s walled Garden. Romeo says, “With love’s light wings, did i o’erperch this walls,” (Shakespeare.71-72, Act 2). Juliet is puzzled as to how Romeo managed it. He states that his love for Juliet has given him no limits and that nothing, not walls, will be able stop him. He was given the ability to fly “light wings” because of his love. This allows him to overcome the walls. The weight of love is evident throughout the play. Romeo, Juliet and other characters are used to demonstrate the power of love as Shakespeare portrayed it. As it seemed to pull the audience in, love was a common theme among Shakespeare and other playwrights. Love wasn’t the only common theme of this period. Romeo, Juliet and Death were also popular themes. This is because love and death are so intertwined. The story begins with love being declared and then a near death. It is stated that “A star-crossed couple take their lives. – Doth with the death of their parents’ strife, the fearful passage of the death-marked their love.” (Shakespeare, 6-8, Prologue). Romeo and Juliet, who are inseparable by their love for each other, are both also plagued with an uncontrollable death. The prologue says that their deaths will end the parents’ strife. Their death will bring an ironic end to the household loyalty that was keeping them apart. Shakespeare, like many other writers of this period, uses death throughout the play to help him move along. These deaths lead to problems for the lovers. Both of them are aware of the premonition of their inevitable death. Mercutio ends up dying by Tybalt. Romeo tells Mercutio, “A plague in both your homes!” They have made me worms’ flesh.” (Shakespeare. 111-112, Act 3.) In Mercutio’s final moments, he curses both houses. This in effect creates a roadblock that will prevent the star-crossed lovers from coming together. Romeo, angered by Mercutio’s murder, beat Tybalt to death and was banished from the kingdom. Romeo and Juliet suffer further problems because of this banishment. We, as the audience, reach the end of this play. It is the death of both of their lovers. Romeo, who believes Juliet’s fair Verona is dead, returns to the stage and declares that dying is better than losing his love. Juliet wakes to discover Romeo is dead. Stricken by her grief, Juliet grabs Romeo’s dagger. O, happy dagger. This is your sheath. There rust, I’ll die.” (Shakespeare. Act 174-175, Act 4-4) Love and death were, as fate would have us believe, intertwined in this story. No matter how strong the love between these lovers was, death took control and brought them to their tragic end. Romeo und Juliet is more than a love story. Shakespeare’s common themes of love, death and hope are all evident in the play. It’s no surprise that Romeo and Juliet is still a beloved play. And it will continue to be one of the most popular plays in the world for many years. The play does a fantastic job of showing how love and death play a significant role in the lives and daily life of Romeo & Juliet.

“Note to Sixth Grade Self” is a story about a narrator who gains strength and confidence over the course. Patricia and Cara, two popular school girls, bully the narrator. They make the whole school hate the narrator, and she has to fight for her rights. She is continually in a vulnerable place and no one will assist her. This gives her confidence and allows her to rise up. The harsh reality of reality is that she will not be helped by anyone, especially when popular girls turn on her. She realizes that her fragile state won’t last forever and that she will be mentally stronger.

Patricia and Cara have been putting down her narrator for quite some time, but nearly nobody will stand up to her. Eric, a boy who appeared to sympathize with her, refused to publicly support the narrator until the end. Eric gifted her a dress and apologised for it. Eric shows empathy for the narrator by buying her a gift and connecting with her. He doesn’t want to be judged by his surroundings. Eric understands Eric’s viewpoint and he apologizes. The narrator is now aware that Eric has chosen not to publicly associate with him. Either she will be strong and stand up for her self or let the mean girls harm her more. The narrator decides she will be strong and resist bullies in her future. This seemed like a nice gesture, but it was actually a nasty prank. Nearly twenty minutes later, the narrator arrives at the mall and waits for Patricia or Cara. Soon, she discovers the truth of the situation and says that she is now in Uptown Square. Visit Maison Blanche… (84). The narrator realises that Patricia, Cara and her friend are not coming. She had been tricked. The narrator realizes that Patricia and Cara are not coming. She has tricked her. The narrator could have fallen apart and cried a few months ago. However, this time, she chooses to use the opportunity and make it a positive experience. She gained self-confidence, strength, and resilience as she didn’t break down as often as she might have in the past.

The story shows how the narrator transforms from being timid and submissive to becoming a strong, independent person. She is disappointed at the lack of support she receives, but refuses to be defeated. Instead, she starts to defend herself. She learns to be strong even when Patricia or Cara aren’t there. Instead of getting emotional and crying, the narrator is able to take advantage of the situation. As evidenced by her choices in dealing with Eric, Patricia, and Cara, there is some progress.

The novel Atonement, by Ian McEwan has many stylized and formal characteristics that can be seen in the critical reading. This excerpt uses intertextuality and literally allusions as well as foreshadowing. These techniques are used to demonstrate the importance for writers of critical analysis. McEwan employs intertextuality to enrich Robbie’s worldview and show readers how Robbie deals with his shifting feelings for Cecilia. McEwan refers a number of literary texts that describe Robbie’s view on politics, society and love. McEwan gives a glimpse into Robbie’s childhood and shows the variety of books scattered around his home. McEwan’s references to Gray’s Anatomy along with Robbie’s description in drawing the anatomical arm shows Robbie’s deep love for medicine. McEwan says that Robbie set himself the task “to draw and commit to memory all the bones of the leg”. “The cast for Twelfth Night on college lawn, himself as Malvolio. Cross-gartered” is an allusion to Shakespearean play Twelfth Night. Robbie’s depiction of Malvolio shows how he views love. Robbie sends Cecilia a graphic, uncharacteristic letter. It is a result of the inexplicable affection he has for Cecilia. McEwan allows readers to get a better understanding of Robbie’s past and gives them sympathy for his struggles and triumphs. McEwan discusses Robbie’s humble and honest upbringing alongside Cecilia’s and Briony’s, who were raised in wealth and comfort. Robbie accepts his place within society, and it’s almost comical that he doesn’t seem to mind. Robbie was proud of his upbringing and didn’t let it hinder him. McEwan shows Robbie’s open mind and strong will. He says that “He had his politics and his scientifically-based theories about class to protect him. And his rather forced self-assurance.” McEwan describes Robbie’s determination and independence, and allows readers to empathize with him.

McEwan uses foreshadowing to create symmetry and consolidate his themes in the novel’s chapters. McEwan introduces humiliation throughout the novel while Robbie contemplates Cecilia’s actions. He was humiliated. It was there, the undeniable truth. Humiliation. She desired it for him. He couldn’t afford her sweetness and she was far more than that. His future is now in the hands of Cecilia. Robbie only indulges in Cecilia’s acts because he hopes that Cecilia was acting from affection. However, he riskily surrenders to humiliation as he is wrongly charged with raping Lola. McEwan’s theme highlighting humiliation is reinforced further by Robbie’s acceptance to the wrong accusation. Robbie’s failed attempts to write Cecilia a letter are foreshadowing Briony and her multiple drafts. McEwan makes it possible for his readers to identify the themes within this chapter by using foreshadowing.

Analyzing the excerpt shows that literary techniques are crucial in ensuring audiences receive the right messages. A close reading of Ian McEwan’s novel Atonement shows that literary techniques like foreshadowing or allusions can be used to further develop characters and make it easier for the reader to sympathize with them.

Over many generations, American immigrants have had a common theme. They all want to live their American Dreams. The American Dream is what happens when this happens. One may initially think that a suburban white family is content with mediocrity. But, if one examines closely, it becomes clear that the American dream is about people from all walks and trying to live a happy life. Happiness can be found in the people and possessions that surround one. Technology and media have made it easy for people to expect a high quality life. While some people are willing to do anything to achieve their dreams, others feel they already live it. Many Americans desire the American Dream. However, it is not possible for many people. This is due to economic and social adversity many Americans have to overcome.

Jay Gatsby is a Fitzgerald character. He is an example of someone willing to sacrifice everything for their American Dream. Gatsby created a completely new persona and gave up his previous life in order to have a relationship with a girl. (Fitzgerald at 180). Even though Gatsby had overcome poverty to become a successful socialite and was considered the pinnacle for success, he couldn’t quite achieve his goal. Gatsby fits perfectly the American stereotype of someone who has high standards and dreams. Daisy Buchanan is another character from The Great Gatsby. Daisy is more concerned about money than happiness, unlike Gatsby. Daisy is wealthy and materialistic so she easily realizes her “dream”. (Fitzgerald at 164). Daisy and others like her raise the question of where to go after you have achieved wealth. Do you think your dream is simply to keep your wealth? People seek the American Dream because they want freedom and prosperity. One hopes that by simply coming to America, they will be able to achieve all their dreams. Many people believe they will find unlimited wealth when they arrive in America. But, many people are wrong. American immigrants are often from places where there is little. Many believe that material possessions will bring them happiness. One may be surprised to find that you can still work your whole life and end up where you started. People born into poverty are less likely to rise above their socioeconomic status. “I was raised on this mountain/ She is my home/ They took all that she had and now they’re gone/ But this mountain is my home, I’ll be my last breath” (Earle 63). One may believe that America offers unlimited opportunities, but in reality success can be measured by happiness and not money. It’s difficult to make it work if you have nothing.

The American Dream is viewed from a modern perspective. People today seek happiness in material possessions and less in meaningful human interaction. Happiness was once found within the little pleasures of daily living. Craig Dahl and Heather Bean, who were raised in simpler times, have valuable insight into the challenges people face in achieving their goals. Today, many people believe that American dreams are about having millions of dollar and being on Stars magazine’s front page. However, technology has allowed them to do a lot at once. It makes your dream more difficult.” (Dahl The notion of living comfortably in middle-class life is almost dead. Modern technology has made it possible to be content with one’s life. One can easily lose sight on the real value of a meaningful conversation when one is in constant contact with people. Everyone is constantly texting and updating their Facebook statuses. It’s easy to lose sight of the real value of having a conversation with someone. People are always connected to an electronic device, so they don’t have face-to–face conversations. Technology has become a way for people to find happiness and to value human interaction more than ever before. This has had a profound impact on the American Dream’s ability to be realized.

The American Dream is difficult to attain these days. While it’s easier than ever to realize your dreams today than 100, there are still significant social and economic hurdles that must be overcome. People travel to America in hopes of finding unlimited wealth and luck. Instead, they find that hard work is required and that opportunities are limited. Americans are taught that material possessions are the key to happiness, but the American Dream really is living comfortably in a middle-class life. The media and technology lead us to believe that we require a luxurious life with little interaction. Americans have unrealistically high expectations and feel that they won’t ever achieve the American Dream. However, they actually live it.

How long does it take for a child understand concepts such as poverty and social inequality? The youth seem to disregard the importance and value of education. The story shows the vulnerability of children who discover the untold truths. Toni Cade Bambara wrote The Lesson, a story about low-income children who learn a valuable lesson that can be applied to modern society. Miss Moore, who sets out to educate them, takes them to an unattainable toy store. Sylvia became more aware of herself and her social status within society as a result. This story focuses on social inequality, poverty and the importance education. Finally, it reveals how awareness can help you to become aware.

According to the New York Times article social inequality persists today. “Imagine for just a second what kind society it is where some people can spend money on toys, whereas it would cost to feed a family with six to seven children.” This illustrates the uneven distribution of income, especially for those with lower incomes. The higher the U.S. income, the greater the percentage of investment income. Americans who aren’t considered ultra-rich earn the most of their income from wages or salaries. This has been due to the tax preference for long-term capital growth. This highlights the problem of increasing social inequality in the United States. But the real question is: How can society solve it? Although the chances of change seem slim, awareness of the problem can help us to think differently about capitalism today. A state that is extremely poor. The human condition where one is unable to get or provide food, water, shelter, and other necessities of life, is called poverty. “Then she goes on to talk about how we are all poor and live among the slums. I’m not there.” This clearly shows that Sylvia does not know why her community is poor. This further shows her lack of knowledge about the situation in her community. “Poverty doesn’t affect all people equally. In 2018, Poverty USA was home to 10.6% and 12.9% respectively. Similar results were found for married couples. In 2018, the poverty rate was 4.7%. However, single-parent families without a wife had a 12.7% poverty rate and single-parent families without a husband had s 24.9%. In 2018, the rate of poverty for people with disabilities stood at 25.7%. It’s almost 4 million people with disabilities living in poverty. This is the American poverty rate. It is easy to believe that everything is going well in our society. Social media, such as Instagram, can hide the truth. Toni Cade Bambara’s story The lesson is a great example of how to bring up this topic. She clearly mentions that the children were born into poverty and come from low income families. It is important to not ignore poverty in our society today or make it seem less bad.

Young people seem to ignore the importance education and fail to see its importance in today’s economy. It is easy to say that many people today don’t believe education can be achieved through technology and social media. Many people believe they can make it big on Instagram and Facebook, but without first learning. Dosomething.org reports that every year, 1.2 million high school students leave the United States. “What type of work they do and what kind of lifestyle they lead?- We need to get involved. This question asks people to be aware of the things they can do to improve their chances of achieving happiness and democracy. Income increases with education. The average income of workers without a high school degree is lower than that of those with a high education diploma. According to smart asset, an article by Amelia Josephson. She holds degrees from Columbia University and Oxford and also writes on financial literacy topics. This shows that education is a key factor in obtaining better opportunities through general education and higher education. Miss Moore’s story is a great example of the American system that offers free education. But, it is up to the young people to understand its importance and why education is so important.

The final theme of “The Lesson”, which is the second, is called inner vulnerability. Inner vulnerability can be defined as being vulnerable to physical or emotional harm. “I kinda hang back. But I don’t feel scared. There’s nothing to fear in a toy store. But I feel funny, shame. But I must be ashamed. Sylvia portrays herself as intelligent, strong, and confident. But, this is not true. She expresses shame and fear about the new environment she lives in, which is a toy shop located in a wealthy community. Humans want to fit in and feel comfortable. However, it is possible to fear the opinions or feelings of others. To strengthen your emotional well-being, you must be aware of the signs and symptoms that can lead to vulnerability. It is not worth building barricades around the person you are trying to protect. Your true nature is hidden from others. This is why inner vulnerability can make it difficult for people to grow emotionally and to improve their surroundings. Sylvia was able to see her inner vulnerability as a way to learn from her environment and also give her a fresh perspective. She can do whatever she wants with the lessons she learned, but she is now more aware than ever.

What is it that a child takes to understand concepts such as social inequality and understanding poverty? Experience. Education is essential for understanding the inner vulnerabilities and social inequality. These themes are explored in The Lesson, a short story by Toni Cade Bambara. They make it easy to understand topics that may be difficult or uncomfortable for some people. It’s interesting to see how these themes are all connected and still relevant today.

Emily Dickinson’s poem “Because, I Couldn’t Stop For Death” tells the story of a woman looking back at her life before embarking on a carriage trip with death. Dickinson explores an imagined journey through the afterlife using symbolism, personification, and metaphor. It shows that death is not something that should be fear.

Death is personified as a friendly driver in a carriage. This helps change the perception. The speaker describes death in the first two lines of his poem, saying “Because it was impossible for me to stop for Death-// He kindly stopped and took my place–” (1-2). The poet begins the poem by immediately describing death in kind. This goes against the traditional notion of death. Because the use of “kindly” implies that death may not be as terrible or cruel as people believe, it is quite surprising. The speaker is now seen as a friendly man who has taken the speaker on a carriage-ride, not as someone to fear. You can see that Dickinson capitalized the term “death” as if it were the name of someone. This little detail enhances the personification and life-like quality of death. This quote shows us that death is inevitable and cannot be avoided. Although death seems uninvited and unanticipated, it is welcome. She accepts her fate and climbs on to the carriage. Then she realizes it is time to go. The speaker says that death is made humane when he tells us that he drove slowly — He didn’t hurry

I put it away.

My leisure and labor are my own.

His Civility—- (5 – 8)

Civility is another characteristic that Death mentions in the quote. Death shows kindness and respect to the speaker. He took the time to make sure she was taken care of. She gave up everything she had, including her work and hobbies, to be with him on this ride. This ride is all about him. It is obvious when the author switches to he from we in the first line. Halfway through, she realizes that she is only there for the ride and that he has the power. The time seems to pass slowly so the speaker can reminisce about her life before moving on. Death is not a final event in this poem. It is a person who takes us on to eternity.

The poem uses symbolism throughout to give it a deeper meaning. They both need each other to exist. The carriage is a significant symbol. She first mentions it when she states, “The carriage held but only Ourselves / and Immortality” (3-3). The most important symbol of the poem is the carriage ride. It represents the speaker moving on to death and leaving behind life. She is represented by Death and Immortality in the carriage. This character represents an unending spiritual journey. They travel through the landscape of her life and see each phase. The speaker’s home or grave is the final stop of the carriage ride. It signifies that she is now ready for the next phase of her life. She also demonstrates these symbols of harmony between death and life by saying this:

We got through the School, where children excelled

Recess — in The Ring

We were able to pass the Fields of Gazing Grain

The Setting Sun was passed –. (9 – 12)

The speaker is reflecting on her life and the significance of Dickinson’s description. A group of children is seen playing at recess in a circle, which the speaker believes represents childhood. The speaker could be recalling childhood memories. The symbol for the circle of life is the ring or circle they are in. The next step is to pass through fields of crops that represent adulthood, growth and maturity. Once they are mature, the crops are sold and grown again. Again, this symbol represents the cycle of life and how death and life are interconnected. The carriage then passes by a setting Sun, which represents the end. The sun sets, and the carriage turns into night. The speaker then ends her journey and goes to the grave. Like the two previous symbols, this symbol also represents the cycle of life, as the sun sets, rises, and it all happens again.

This poem’s personification and symbolism reveals that death is an inevitable part of life. The personification of death attempts to change people’s outdated perceptions about death. The poem employs symbolism to explore the harmony of life and death, and the dependence they have on each other. Dickinson wanted people to understand that life is precious and should be enjoyed. Once death arrives, we must leave everything behind.

William Shakespeare often used his literary works for social commentary. The conflict between man and woman is evident in A Midsummer Night’s Dream. There are three types of relationships shown: husband and wife, father and girl, and husband and wives. The man exerts his will on his lady. Shakespeare presented A Midsummer Night’s Dream from a different perspective, using a play within play to depict two endings to the same conflict between father and child, one happy, one sad. Shakespeare’s use Pyramus, Thisbe and other characters in A Midsummer Night’s Dream gave him the opportunity to make important statements regarding the drama genre at that time (Smith N. Pag.). Although A Midsummer Night’s Dream is among Shakespeare’s most whimsical works, he managed to weave together powerful statements about two different subjects in an extremely adroit way. Shakespeare used The play Pyramus and Thisbe in A Midsummer Night’s Dream as a comment on theater’s position during Shakespeare’s time. He also made a statement about the state of theater during Renaissance times. Theater was traditionally an institution of the Church. They offered mystery and miracle plays during holy days in order to educate the people about the history of the church. The state and church both opposed theater’s rise in popularity and began to publish other topics than church history. In response, they tried to control it by passing laws to keep actors and playwrights out of their hands. Queen Elizabeth (1558-1603) was a supporter and advocate of drama. In London, she was a patron and in 1559 she encouraged mayors to license plays. Pag.). It is known that Shakespeare wrote A Midsummer Night’s Dream for Queen Elizabeth’s wedding. Pag.). 1572 actors who were not associated with noblemen’s houses were deemed “rogues or vagabonds” in Wilson N. Pag.). Drama was seen as unethical and imprudent during the Protestant Reformation. Shakespeare used A Midsummer Night’s Dream to explain to the public that drama was entertainment and not real. This is widely believed to have been written around the 1590’s. Shakespeare’s play featured both actors Pyramus (the audience) and Thisbe (the actors). Shakespeare introduces Pyramus’s actors Thisbe in A Midsummer Night’s Dream. Shakespeare uses their dialogues to convey the importance drama to the common person, as well their fear ofcensorship. A group made up of tradesmen is introduced during Scene 2 of the First Act. These fellows are delighted to be invited to perform an interlude at Hippolyta’s wedding to Theseus. Shakespeare has made sure that this scene shows the sincerity of the tradesmen, as well as highlighting the consequences of censorship by using their conversation regarding the assignment roles. Bottom, the weaver and most outgoing member, offers to be the lion. He says the lion will “roar like it will do any men’s heart good” (DurbandAct II, Scene 2), to thequel the director Quince (a carpenter) replies that Bottom might play the lion more realistically than the other ladies, scaring them all. (DurbandAct II, Scene 2). The presentation is comical, but Shakespeare is speaking out about the reality of government-censorship and its serious consequences. The troupe gathers in the woods next night to rehearse and Shakespeare once again mocks the censorship. The actors agree to use prologues during their performances. They will explain to the public that this is fiction, they are acting in play-acting, there is no actual violence, or bloodshed, and they have to incorporate them. Shakespeare, Theseus, and his entourage share their thoughts about the prologues during the Pyramus-Thisbe performance. These conversations are used by Shakespeare to highlight the humor of the situation in the play. He also explains each step to the audience to make it clear that their performance and the whole genre of drama is intended to entertain, not frighten, or offend. Shakespeare’s humor is clearly evident in the performance of Pyramus/Thisbe, Act 5, Scene 1, A Midsummer Night’s Dream. Demetrius commented to Theseus, “Alion can speak, if so much asses can” Durband Act 5, Episode I. “,” which is Shakespeare’s view of the influence of government and church on theater. Shakespeare ends A Midsummer Night’s Dream by leaving Puck alone on stage. A soliloquy encourages the audience to consider the performance “….nothing more than a dream …” (Durband Act 5 Scene I.). This comment is quite interesting in its own right. It appears that Shakespeare feels the need apologize to his audience for the sarcasm he uses, but that he also needs to address the political pressures to abandon theater as an art. Shakespeare cleverly intertwined powerful statements about Shakespeare’s passion for the genre and its fragility within English society. Shakespeare was persecuted throughout his lifetime. King James (Child N. Pag. He was part of a small minority. Shakespeare’s remarks in Pyramus’s and Thisbe’s performances in A Midsummer Night’s Dream were a sign of his shrewdness. It was only a matter of time before the theatre in London, which he had seen, closed. Child, Harold. “Title of Source.”

Original: “How to Stay Awake Longer.”

Paraphrased: Strategies for Increasing Wakefulness. “The Elizabethan Theater.” The Drama To 1642, Part 2. G.P. based in New York Putnam’s Sons, 1907-1921. Vol. Vol. 6 of The Cambridge History of English Literature. 18 Vols. Ward & Trent, et al. Gen. Ed. New York: Bartleby.com was first published in 2000. November 17, 2003.

. Phillips, Brian. SparkNote: A Midsummer Night’s Dream. 2003. Sparknotes.com 17 Nov 2003

. Durband, Alan. Ed. A classic Shakespearian play, A Midsummer Night’s Dream, is now easier to understand with the Shakespeare Made Easy series. New York, Barron’s Educational Series. 1985.Smith J. N. A Midsummer Night’s Dream: A Classic Note. The first day of the year two thousand. Gradesaver.com. November 17, 2003.

. Wilson, J. Dover. “The Puritan Attack on the Stage.” Part 2 of The Drama to 1642. G.P. based in New York Putnam’s Sons, 1907-1921. Vol. 6 of The Cambridge History of English and American Literature. 18 Vols. Ward & Trent, et al. Gen. Ed. New York: Bartleby.com, 2000 was the original release date. November 17, 2003

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George Orwell’s “Shooting an Elephant,” an unfinished story, tells the story of a man who abandons his morals in order to succumb to social pressures. The Modernist Period was influential in the development of formal ideas and social thought. British Imperialism was very prevalent at this time. Orwell also had to deal with the current events and his own personal life experiences. Orwell presents the Modernist themes, including Imperialism, Racial Feuds and Isolation, using simple, direct sentences and a friendly tone. Orwell’s honest, first-person stream is a way for readers to see the Modernist Period’s racial tensions. It is based on Orwell’s experiences in India.

Orwell was born in 1903. Orwell died at the end British Imperialism’s height, a period of great conflict. Orwell was very affected by the atrocities committed by the British to their subjects, particularly India. Great Britain conquered India and held the territory for more two centuries. The British exploited Indian wealth for their own trade routes and to expand their influence. The British benefited from Imperialism, but not Indians. Indians were persecuted in India after Britain took control. This forced them to assimilate into European culture. Orwell was exposed to these injustices after he spent time as a policeman in a poor village in Burma. Orwell was “Keenly conscious of the inequalities associated with Imperialism” (Hopkinson 2), and he openly disapproved of the practice. His stories detail the horrors of Indian subjects. Orwell wrote his stories from personal experience. He was horrified by the British government and the evils that Imperialism brought about. Orwell served as an assistant district inspector of the Imperial Police Burma. This period saw much discrimination against the Indians. Only a few European men could rule over millions of Indians with force, creating a power imbalance. Orwell channeled the animosity he felt into his writing. “Imperiling myself in difficult circumstances and then writing with extraordinary insight about them” (Hopkinson). He does this to help the reader understand the inequalities of Imperialism. Orwell’s harsh criticisms of Imperialism along with his profound understanding of Indians’ suffering are thoughtful insights to the story.

“Shooting an Elephant”‘s plot and protagonist’s thoughts show how racial tensions can change a man’s beliefs and society expectations. The story shows the racial tensions between Burma’s British Imperialists. The European men dominate the villagers and make the protagonist feel powerful. “He must do what the ‘natives’ expect of me” (Orwell 6) to be the leader they want. A group of panicked villagers inform him that a wild animal has invaded their village and he must take action. The protagonist doesn’t initially intend to kill an elephant. This is demonstrated by him only using a small gun to protect himself. This alters swiftly. He sees the village and a trampled corpse. The crowd is watching the action of the protagonist as he chases down the elephant. The village pressures him into shooting the elephant even though he didn’t intend to do so. It takes the elephant over 30 minutes to die. The villagers watch in awe and scavenge elephant meat after it has passed.

The narrative is full of debates about the ethics of killing an elephant. The protagonist internal struggles with the guilt of having killed an elephant. The protagonist realizes that the elephant killed him and gave him legal rights to kill the elephant. The protagonist didn’t kill the elephant to save the village or because he felt it was right. Orwell 9: He says that he had done the right thing legally, but that he didn’t do it morally. To preserve his image as strong leader and protect himself, he killed an elephant.

Orwell uses first-person narration to show the protagonist’s inner struggle with the elephant. To provide honest and blunt accounts, the protagonist uses a stream-of-consciousness narration. He uses a didactic method to inform and discuss the horrors that British Imperialism has caused. He uses a “Honest use” of language to portray Orwell’s hatred for British Imperialism. Orwell gives the reader a peek into the mind of the protagonist through first person narration. The book also shows the protagonist’s transformation from a morally upright cop officer to an elephant-murderer with weak will. This story tells the storyteller’s inner thoughts and criticizes the cruel Imperialistic system.

Three Modernist themes are highlighted in “Shooting an Elephant”, namely Imperialism and racial feuds. The story is heavily influenced by Imperialism, which is portrayed negatively. Orwell reveals the immorality of Imperialism. The story reveals the hardships and loss that the villagers experience. The tensions between villagers and the protagonist is the second theme. A few Europeans have the power to rule over the many Indians of India because of British Imperialism in Burma, India. The villagers are angry at the protagonist and other Europeans living in their country because of this great imbalance. Orwell 1 describes a bitter, “Anti European feeling” among the villager towards the protagonist that impacted their relationship. The story’s third theme deals with isolation. The narrator becomes the sole European in the village and is one of very few white Indian men. Because the British control the Indians and have the country’s domain, the narrator is the man in power. He feels like he has to rise to meet India’s high expectations. The story’s three main themes are racial conflicts and isolation, as well as British Imperialism in India.

“Shooting an Elephant” depicts the social tensions created in Britain by Imperialism. To create the protagonist, Orwell used his experience as a Burma police officer to help him become more realistic and insightful. Orwell’s first-person narration allows him to accurately describe the emotions and thoughts of his narrator. The story shows the protagonist’s growth. He changes from a good-natured police officer to a weak-willed, conformist man. Orwell also criticizes British Imperialism and the Burmese treatment. Orwell exposes the exploitation of these people and the racist acts they have been subject to. George Orwell uses first-person narration to describe the thoughts, emotions, and experiences of the protagonist. A gun is the only way to defeat an elephant. Without guns, the British troops wouldn’t be able to match the Indian millions. The slow death inflicted on the elephant recalls the harsh period of British Imperialism and Indian slavery. Orwell illustrates the effects of Imperialism by using the seemingly simple story of a man killing an elephant.

“The View from Mrs. Thompson’s” describes the author’s experience in Bloomington, Illinois immediately after the attacks. The essay is heavily based on the author’s thoughts while watching the unfolding events at his neighbour’s house. It also contains descriptions of clips and insights into how people reacted to them. Wallace’s essay clearly illustrates that the term “view” can either refer to a view or a mindset.

Wallace initially focuses on the tragedy, but not the flag. Even though they are common in his neighborhood, uniting residents across classes and geographic lines, Wallace has yet to find one. He is concerned that the lack of a flag might be perceived as a negative statement about him. When he questions his neighbours about why they hang flags, the answer is fairly similar. It’s about pride, support, unity, and support. Even though he creates a fake flag with Magic Markers and paper, the essay focuses on the power of images and appearances in order to isolate and unite. This theme seems particularly pertinent given the recent racial profiling. However, at this time, it is not an issue. Wallace is sitting in Mrs. Thompson’s living area, watching the news. His description of this scene reminds me of an observation in the first paragraph: it seems like everyone’s watching the same traffic accident. This tragedy, despite their differing opinions and perspectives, is shared. Although footage of the North Tower falling was disturbing, it was still viewable. However, the clip of the North Tower collapsed was never shown again. Wallace tells viewers that Wallace and the others in the room look both scared and anxious as he plays the video. After a while, Wallace moves on to his next topic. While he and his neighbors were able to handle large-scale building destruction, the sight that people are jumping from them is too much. Perhaps it’s because people are naturally inclined to sympathize to those in peril.

Another way to define view is the diversity of opinions and perspectives that influenced the American public’s response to 9/11. These differences often stem from age as they greatly impact the understanding of the event. Wallace mentions Wallace as an example of a woman whose sons believed that the tragedy was only a movie at first, but then they discovered it was on every channel. This innocent thought caused them not to feel as angry or sad as many adults.

Wallace also talks about how geographical differences can affect people’s attitudes towards the tragedy. According to Wallace, people from the Midwest spend less time together and prefer to stay at home watching television, rather than going out to dinner. On the East Coast, people are more interested in meeting people face to face. This may lead to a greater sense of distance and detachedness in Bloomington. This makes New York’s tragedy appear more distant. Even though the television is off, they can still see the unfolding events but they are far less immediate and terrifying. New Yorkers wouldn’t have the privilege of such a distant view. Their altered skyline is more than a picture on a computer screen. It is something they feel and see.

Wallace then explores the difference between Bush’s cynicism as well as the prayer of the women present in his room. He silently criticizes Bush’s lack of speech and points out how the networks are presenting a manufactured response. He eventually mentions that it might be better to believe the views of Mrs. Thompson about the president, the images shown on TV and the power that prayer has, because that suggests that America would be greater than he thinks.