LEE Kathryn IndivAssignment

Woven Fang came from an average family and was studying in one of the top independent girls' schools in Singapore. She seemed like an average 1 6-year- old girl going through normal teenage girl problems, or so everyone thought. This essay describes the experiences and problems faced by Woven in her final year of secondary school. To understand Hoovers case better, theoretical background and research will be applied to explain her experiences and problems. Finally, some strategies and solutions will be proposed as resolutions to the issues presented.Background – Woven's Story Woven's parents migrated from Taiwan to Singapore and raised their four children in Singapore. Her brother and two sisters were 12, 10 and 7 years Older than her respectively. Her father, Mr.. Fang, was a businessman and traveled for long periods of time due to work. When he was in Singapore, he did not meddle in the affairs of his children, leaving his wife to take care of all their needs. As the younges t of four children and also because of the age gap between Woven and her older siblings, she was given extra care and attention by her mother.She also turned out to be the brightest, making it onto top primary and secondary schools in Singapore. Compared to Woven, her older siblings were a letdown to Mrs.. Fang, as they did poorly in school. Faced with problems from her other children, Mrs.. Fang placed extremely high hopes on Woven, dictating most of Woven's life and making most of the decisions. In Sec 4, Woven started losing weight drastically. Despite the drastic weight loss, Mrs.. Fang refused to admit that there was anything wrong with her daughter. Finally, Woven was so thin that Mrs.. Fang had to bring her to a doctor for fear that her life was in jeopardy.She was admitted into the capital and diagnosed with anorexia nervous. Only during the numerous counseling sessions did Woven's problems surface. Woven admitted that she face problems in school. First, although Woven had b een consistently doing well in school, she felt pressurized by the competitive environment she was in, where good grades were emphasized. On top of that was the pressure she felt from her mother to do well in school, especially as her mother often lamented to her about her siblings' failures and cautioned her not to turn out like them. Second, her schoolmates were all particularly concerned about weight and size.Although she was of an average height of 1. Mm and an average weight of keg, her classmates teased her about being chubby looking. As a result, Woven began to doubt her intelligence as well as her appearance and eventually, she stopped eating. As her weight started to drop and she became thinner, Woven finally felt in control Of something in her life – her actions actually produced results and this egged her on to lose more weight until she ended up in hospital. With a better understanding of her problems, the doctors treated her for anorexia and sent her for counseli ng at the same time.After a couple of months in the hospital, she was allowed to go home when her weight increased slightly. However, this was not the end of her problems. Woven was forced to return to school where she would face her classmates again. She was worried about her appearance, grades and studies. Although the counselor suggested taking the rest of the year off from school and repeating Sec 4 again the next year, Mrs.. Fang refused as she felt it was very embarrassing. At that point in time, Mrs.. Fang still refused to admit that her daughter was going through a very serious problem in terms of mental and physical health.Back in school, Woven tried to catch up with her peers in her school work. However, she felt as if they were constantly staring at her. Although they did not say anything, she knew that they knew about her hospitalizing and about her eating disorder, making her feel all the more conscious about herself and her appearance. Unable to take the demands of sch ool work and the ogling of her school mates, Woven returned to her old ways of not eating or vomiting what she ate. Although Woven is currently going through counseling her problems are far from being over.Analysis – Applying Theoretical Background / Empirical Research to Woven's Case According to Frontbenchers bacteriological theory of development, Woven's Microsystems would have very powerful environmental influences on her development. In Woven's case, it can even be said that her mother would perhaps have the greatest influence on Woven's personal development, as her mother would have spent the most amount of time with her since she was born (Gene and Chukka, 2010). Mr.. Fang's absence as a father figure in Woven's life was an uninvolved parenting style, thus making Mrs..Fang the most influential person in Woven's life. She had an authoritarian parenting Tyler as she often stressed for Woven to do well and often made decisions on her behalf in both school and home domains . As a result, Woven ended up worrying about pleasing her mother and felt like she had a lack of control over her own life (Gene and Chukka, 2010). Naught and Chicest (2002) believe that authoritarian parents are â€Å"rigid and unresponsive† and â€Å"in extreme cases their children have low self-esteem and use aggressive coping behaviors†. This was true in Woven's case. Mrs..Fang's parenting style also affected Woven's identity development, as suggested by Banding (1991). Parents are important figures in adolescents' identity development and poor communication between parents and adolescents lead to less positive identity development (Contracts, 2007). Marcia (1980) postulated a theory of identity formation, in which an individual can take on one of four identity commitments. Applying Marcia's concept of identity commitment to Woven, it is likely that Woven is a foreclosed individual, who has clear commitments which are internalized by her mother.Her commitments were not self-chosen and it is believed that no other alternatives were seriously considered (Mishmash, 2005). According to Kroger (1993), it was observed that identity-foreclosed adolescents â€Å"evidenced the highest levels of authoritarianism and socially stereotyped thinking, obedience to authority, external locus of control, and dependent relationships with significant others†. In line with this, Cote (2009) believes that adolescents are led to being identity-foreclosed by autocratic parents who control behavior without giving the adolescent a chance to express opinions. Therefore, it is likely that Mrs..Fangs authoritarian parenting style resulted in her being an identity-foreclosed individual. Erosion's theory of personality development proposed eight developmental Stages (Erikson, 1968, 1980). In his theory, an adolescent approaches identity formation (the fifth stage) ‘With a sense of self as an autonomous, active and competent agent in a relatively secure worldâ € , only if the earlier four stages have developed well (Mishmash, 2005). Woven may not have developed a sense of self as an autonomous agent as a child and thus was hindered by feelings of shame, self-doubt and inferiority in her adolescent years (Mishmash, 2005).Identity formation is such a challenging process that any robbers encountered in earlier development are likely to increase the chances of negative outcomes. Woven's parents are not the only ones to have a huge impact on her development. The people she meets every day in school are also part Of her Microsystems. As her peers and her teachers are involved in Woven's immediate settings, they have enormous influence over her development as an individual as well (Gene and Chukka, 2010).The influence of Woven's peers on her would come in three forms – attitudes and values, social development and emotional support (Ginsberg, Babes, & Spaniard, 2006; Rubin, Bouzoukis, & Parker, 2006). This explains why Woven was especia lly affected by her peers about both studies and weight issues. The standards maintained by her peers about these issues would become very important to her and thus Woven was likely to conform to her peer standards of achieving good grades and being thin.Through the influences of her peer group, her self-concept and self-esteem would be affected as well. There are many factors that can influence an adolescent female's self-esteem. The decline in self-esteem during adolescence may be due to physical hangers due to puberty, an increase in academic expectations and demands, and insufficient support by the school and parents (Contracts, 2009). These were all likely factors that influenced the decline in Woven's self-esteem over her secondary school years.A vicious cycle in which declining self-esteem affected her academic performance which then affected her academic self- concept which again influenced her self-esteem is likely to have occurred. As a result of her declining self-esteem, her grades took a downturn and she lost her self-worth as an individual, wanting to conform to norms set by her peers instead. It is probable that Woven's academic, social and physical self- concept interacted with her sense of identity, which then influenced her self- esteem negatively (Gene and Chukka, 2010).More support for this is provided by Harder (2006) who found that persistent low self-esteem usually leads to other more serious problems including low academic achievement, depression and eating disorders. It is evident from Woven's actions and behavior that she was going through a period of emotional turmoil. Some researchers might consider this normal because adolescence is often described as a time of emotional turmoil (Hall, 904). However, at the end Of the day, most adolescents do make it through these difficult and moody times to develop into competent adults.In spite of this, Woven has exhibited signs of emotional stress, through her anorexic behavior, falling grades, failing self-esteem and consciousness with how her peers view her as a person. As the onset of Woven's problems occurred in late adolescence, it can be inferred that it was environmental experiences that contributed to her emotional turmoil. Research suggests that emotional fluctuations in early adolescence are related to hormonal changes at that time, whereas in late adolescence, teenagers are more emotionally settled by then, displaying fewer worries and less moodiness (Hooper, 1980).As such, it is likely that the people around her affected Woven's emotional development. Emotional stress is usually the result of conflicts that adolescents have with their parents and these conflicts often happen because adolescents want to make independent choices which are usually not in line with what their parents have in mind for them (Child Development Reference). Interventions – Resolutions to Woven's Case The following strategies and interventions are believed to help Woven irately.A lthough there are many factors that contributed and led to Woven's current problems, the main cause of her problems seems to be her mother. This is because her mother would have had the most influence over Woven's development from a child and into her adolescent years. Therefore, tackling Mrs.. Fangs parenting style and the mother-daughter relationship is the foremost important issue. A successful intervention on this relationship will also affect Woven's formation of her own identity and self-esteem positively.With this as a base to build on, it will be easier to tackle the issues about Woven's peers and how she views herself as a result of her relationship with them. It is suggested that competent adolescent development is most likely to occur when adolescents have parents who carry out the following actions (Contracts, 2007). For Woven's case, Mrs.. Fang should avoid the tendency to be too controlling and allow Woven to make her own decisions about school and what she wants to do . Instead of trying to control Woven's life, Mrs..Fang should monitor her development and try to understand Woven's cognitive and constitutional development. She should also show more constructive says of dealing with problems and conflict because studies have shown that reprimanding only serves to increase the parent-child gap. In addition, both parent and child should come together to discuss ways to help Woven (Contracts, 2007). Woven's parents are also advised to take on a democratic instead of autocratic role. They would encourage Woven to participate in family decision making, thus fostering identity-achievement in her.This would be the most desirable outcome for Woven's self-identity as Kroger (1993) observed that â€Å"identity-achievement individuals showed the highest levels of go development, moral reasoning, internal locus of control, self-certainty and self-esteem, performance under stress on a concept attainment task, and intimacy in interpersonal relationships† (Mishmash, 2005). In line with the study conducted by Campbell, Adams, & Dobson (1 984), healthy identity formation of an individual is developed by family relationships that are both individuated and connected.A family atmosphere which promotes individuality and connectedness is lacking in Woven's life. She needs to have her own individuality, where she can have her own point of IEEE and develop her own communication pattern to express herself. At the same time, her family environment should promote connectedness, where emotional affection among family members is promoted. This suggests that Woven should be allowed to develop her own point of view, while her parents work on building the relationships within the family.A combination of connectedness and individuality in the parent-adolescent relationship forms the base from which Woven can explore her widening social world (Campbell, Adams, & Dobson, 1984). To further support the reasons why Woven's parents have to change their ren ting style, it is believed that the â€Å"fit† between â€Å"parents' style Of interaction and the interactive style and needs of the child† forms the foundation to a healthy emotional development of the child (Child Development Reference). Therefore, it is apparent that parents do play a vital role in their children's emotional development.To salvage the relationship they have with their daughter and to prevent Woven from sinking further in her own problems, it is highly recommended that both Mr.. And Mrs.. Fang undergo counseling to understand how their actions as parents have a great impact on their daughter. Both parents and Woven should also attend parent and child counseling sessions where the counselor is able to take on a mediator role and help to bridge the gap between them. Although Woven's parents are accountable for the bulk of her problems, the school environment she was in was very unhealthy as well.School-wide programmer which focus on self-image and sel f-esteem ought to be implemented to educate Woven and her peers on such issues. It is also necessary to educate them on the perils of eating disorders which could have damaging and dangerous consequences on their lives, as it affects their hysterical and mental health. In conclusion, Woven went through a difficult and trying period growing up, which led to some impairment in her development as an adolescent, especially in the identity and emotional development aspects.This was largely caused by the context of her development, which includes her immediate family members, in particular, her mother, as well as her peers and school environment. However, appropriate interventions and strategies could assist Woven in fixing some of these problems. The proposed interventions and strategies would not solve Woven's problems overnight but it is imperative hat they are implemented to kick-start Woven's road to recovery. (2495 words) References Banding, D. (1 991 The influence of parenting styl e on adolescent competence and substance use.

The Flaws of the Creature a Critique on Walker Percy Essay

In his essay, The Loss of the Creature, Walker Percy claims that there are two types of students: privileged and unprivileged knowers. However, Percy labels his readers by what he feels is appropriate. According to David Bartholomae and Anthony Petrosky in the introduction to Ways of Reading, it is up to us, the readers, to determine what Percy might mean when he uses key terms and phrases in his essay. Bartholomae and Petrosky believe that The meaning is forged from reading the essay, to be sure, but it is determined by your account of what Percy might mean when he talks about ‘symbolic packages or a ‘loss of sovereignty (8). Yet Percy only believes in his ideas because of his elitist point of view and feels as though he†¦show more content†¦Isnt this the most logical answer? All humans have different points of view and ways of looking at certain things. I choose to believe what I want from Percys argument. For example, I am intrigued about his idea of privil eged and unprivileged knowers but I feel that it is neither a valid nor reasonable idea. It seems as though Percy is implying that he is an expert or privileged knower while also implying that we are the students or unprivileged knower. Supposedly, Percy is not convinced that those who might be the unprivileged knowers learn best from such experts. So is Percy saying that he himself is not in a position of to teach and share knowledge? I feel as though this is a flaw in Percys essay because it does not strengthen his argument against students having a sovereign experience. This is one of the several weak-points in his essay. Another weak-point derives from Percys idea of rating the authenticity of an experience by giving it a value P. He then states, it would be nearer the truth to say that if the place is seen by a million sightseers, a single sightseer does not receive value P but a millionth part of value P (Percy 469). This idea is another problematic point in his argume nt because Percy is unable to feel what one feels. If we were to measure the emotions felt whenShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pages174 Generating Alternatives 176 Evaluating Alternatives 176 Implementing the Solution 177 Limitations of the Analytical Problem-Solving Model 178 Impediments to Creative Problem Solving 178 Multiple Approaches to Creativity 179 Conceptual Blocks 183 Percy Spencer’s Magnetron 185 Spence Silver’s Glue 185 The Four Types of Conceptual Blocks 185 Review of Conceptual Blocks 194 Conceptual Blockbusting 194 Stages in Creative Thought 194 Methods for Improving Problem Definition 195 Ways to Generate More Alternatives

Environmental Determinism Definition

Throughout the study of geography, there have been some different approaches to explaining the development of the worlds societies and cultures. One that received much prominence in geographic history but has declined in recent decades of academic study is environmental determinism. Environmental Determinism Environmental determinism is the belief that the environment, most notably its physical factors such as landforms and climate, determines the patterns of human culture and societal development. Environmental determinists believe that ecological, climatic, and geographical factors alone are responsible for human cultures and individual decisions. Also, social conditions have virtually no impact on cultural development. The main argument of environmental determinism states that an areas physical characteristics like climate have a substantial impact on the psychological outlook of its inhabitants. These different outlooks then spread throughout a population and help define the overall behavior and culture of a society. For instance, it was said that areas in the tropics were less developed than higher latitudes because the continuously warm weather there made it easier to survive and thus, people living there did not work as hard to ensure their survival. Another example of environmental determinism would be the theory that island nations have unique cultural traits solely because of their isolation from continental societies. Environmental Determinism and Early Geography Although environmental determinism is a relatively recent approach to formal geographic study, its origins go back to ancient times. Climatic factors, for example, were used by Strabo, Plato, and Aristotle to explain why the Greeks were so much more developed in the early ages than societies in hotter and colder climates. Additionally, Aristotle came up with his climate classification system to explain why people were limited to settlement in certain areas of the globe.​​ Other early scholars also used environmental determinism to explain not only the culture of a society but the reasons behind the physical characteristics of a societys people. Al-Jahiz, a writer from East Africa, for instance, cited environmental factors as the origin of different skin colors. He believed that the darker skin of many Africans and various birds, mammals, and insects was a direct result of the prevalence of black basalt rocks on the Arabian Peninsula. Ibn Khaldun, an Arab sociologist, and scholar was officially known as one of the first environmental determinists. He lived from 1332 to 1406, during which time he wrote a complete world history and explained that the hot climate of Sub-Saharan Africa caused dark human skin.​ Environmental Determinism and Modern Geography Environmental determinism rose to its most prominent stage in modern geography beginning in the late 19th Century when it was revived by the German geographer Friedrich RÃ ¤tzel and became the central theory in the discipline. RÃ ¤tzels theory came about following Charles Darwins Origin of Species in 1859 and was heavily influenced by evolutionary biology and the impact a person’s environment has on their cultural evolution. Environmental determinism then became popular in the United States in the early 20th Century when RÃ ¤tzel’s student, Ellen Churchill Semple, a professor at Clark University in Worchester, Massachusetts, introduced the theory there. Like RÃ ¤tzel’s initial ideas, Semple’s were also influenced by evolutionary biology. Another one of RÃ ¤tzel’s students, Ellsworth Huntington, also worked on expanding the theory around the same time as Semple. Huntingtons work though, led to a subset of environmental determinism, called climatic determinism in the early 1900s. His theory stated that the economic development in a country could be predicted based on its distance from the equator. He said temperate climates with short growing seasons stimulate achievement, economic growth, and efficiency. The ease of growing things in the tropics, on the other hand, hindered their advancement. The Decline of Environmental Determinism Despite its success in the early 1900s, environmental determinism’s popularity began to decline in the 1920s as its claims were often found to be wrong. Also, critics claimed it was racist and perpetuated imperialism. Carl Sauer, for instance, began his critiques in 1924 and said that environmental determinism led to premature generalizations about an area’s culture and did not allow for results based on direct observation or other research. As a result of his and others criticisms, geographers developed the theory of environmental possibilism to explain cultural development. Environmental possibilism was set forth by the French geographer Paul Vidal de la Blanche and stated that the environment sets limitations for cultural development, but it does not wholly define culture. Culture is instead defined by the opportunities and decisions that humans make in response to dealing with such limitations. By the 1950s, environmental determinism was almost entirely replaced in geography by environmental possibilism, effectively ending its prominence as the central theory in the discipline. Regardless of its decline, however, environmental determinism was an important component of geographic history as it initially represented an attempt by early geographers to explain the patterns they saw developing across the globe.

The Effects Of Parental Bipolar Disorder On The...

The Effects of Parental Bipolar Disorder on the Development of Children According to a study conducted by Diler et al. (2011), the children of parents with bipolar disorder are the most at risk for developing bipolar disorder and other psychiatric mood disorders. Parents and caregivers with bipolar disorder represent a unique factor that may alter healthy emotional and behavioral development of children. As bipolar disorder is a neurological disorder that causes drastic shifts in mood, abrupt changes in energy that directly affects the ability to consistently execute day to day tasks (Chung et al., 2007), children raised in this highly unstable environment are especially at risk for cognitive and behavioral issues. This research will examine studies in which parental bipolar disorder is examined and the effects of parental mental illness on family dynamics and its impact on developing children. Additionally, the research will examine how early detection and monitoring can mitigate t he risks for bipolar disorder in children and how treatment can prevent the onset of adult bipolar disorder. Characteristics and Diagnosis of Bipolar Disorder The Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision, American Psychiatric Association, 2000), characterizes bipolar disorder as a cyclical illness in which patients â€Å"swing† between opposite poles of behavior from manic hyperactivity to extreme states of depression. The types of mania associated withShow MoreRelatedAnalysis Of The Movie Silver Linings Playbook 1614 Words   |  7 Pagesmedication because he does not like the side effects, including a â€Å"foggy† mind. It is during this session that Pat discusses his father also has issues with rage, describing an incident in which his father got kicked out of a football stadium for beating up Eagles fans; Pat refers to his father as the â€Å"explosion guy†. 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The human conscience is neither innate from birth or entirelyRead MoreDifferences in Childhood Mental Health Throughout the World3061 Words   |  13 Pagespsychopathology is the study of behavioural health and adaptation in a context of development (Masten, 2006). The study indicates when behaviour diverts from normal and goes wrong and is also aimed at providing a clear understanding of developmental disorder s and mental health problems in childhood and adolescence putting into consideration, differences that exist in developmental stages as they concern various countries. For instance, Children in Norway start to go to school at the age of 7 while in England, at

Climate Essay Research Paper ClimateClimate has profound free essay sample

Climate Essay, Research Paper Climate Climate has profound effects on us, and the universe in which we live. In bend we as worlds, and many other planetary factors contribute to our clime. Almost everything in our lives somehow impacts or is impacted by clime. We as worlds can impact everything, from the nutrient we eat to the air we breathe, including clime. This is through the change of the Earth? s surface and the debut of pollutants and chemicals such as C dioxide into the ambiance. The simple but harmful act of clear-cutting can besides hold a elusive but of import function in clime. Corner? s and life workss absorb the C dioxide and gases found in our ambiance, which cut down the sum of solar radiation making Earth. This consequence is most apparent in big metropoliss where pollution is prevailing, or the rain forests where clear film editing is rampant. Our atmosphere is like a nursery. The oceans and land multitudes absorb heat from the Sun and emit it easy, maintaining our clime comparatively warm. The farther ( or higher ) we move off from the Earth, the ice chest it gets. Since we are truly traveling off from the beginning of the heat, the Earth. The ambiance? s ability to retain heat is known as the nursery consequence. Without this simple factor in clime we would be populating with -18? C clime. Therefore, extinguishing many species who would be unable to last in that cold a temperature. Cities such as La Paz, Bolivia stay cold all twelvemonth long due to their high heights, excepting the fact that they are comparatively close to the equator. The ambiance besides moderates the difference in temperature between twenty-four hours and dark, so we don? t get extremes of hot and cold. This is peculiarly critical to the Arctic and Antarctic circles, which experience really long yearss in summer and every bit long darks in winter. The distance North or South from the equator, or latitude, drastically affects us and our clime. Regions further north or South of the equator receive less direct sunshine than parts nearer the equator. At more distant locations, the Sun? s rays hit the Earth at an angle, doing the beams to be dispersed. Latitude besides affects the place of the Sun in the sky. The sum of sunshine that reaches the Earth? s surface besides depends on the Earth? s joust. Seasonal conditions alterations, and alterations in twenty-four hours length are straight related to the Earth? s joust every bit good. Portoviejo, Ecuador, 1? South of the equator receives really direct sunshine doing it to hold a warmer clime than topographic points such as Kaujuitoq, Canada 75? North of the equator. Oceans are extremely efficient storers of heat. They transport warm or cool H2O around the Earth and have a great influence on the clime of land multitudes. These currents are chiefly caused by predominating air currents. The air currents from the hard-hitting systems in the mid-latitudes drive the ocean currents that circulate in a counterclockwise way in the Southern Hemisphere and clockwise in the North. The warming effects of the Gulf Stream greatly moderate the clime of western Europe, whic H would otherwise be much more terrible. Two quickly traveling tube-like watercourses of air in each hemisphere, known as jet watercourses, work their ways through the upper parts of the troposphere. They are like ocean currents, except in our upper ambiance. Jet watercourses are caused by strong temperature and force per unit area alterations in this portion of the ambiance. The polar jet watercourse enables the warm tropic air to remain in the tropic country? s and the cold north-polar country to remain in north-polar country? s. When the Sun radiates it? s energy onto the Earth, the land is warmed faster than the H2O. When these currents displacement they move the cool H2O air onto the land, maintaining the yearss ice chest. At dark, when the Sun has set, the H2O holds the Sun? s heat longer than the land, switching warm air currents onto the land, maintaining the darks heater. These air currents are called prevalent air currents and are of import to equilibrate the twenty-four hours and dark temperatures of coastal countries. Oceans and lakes besides balance the seasonal temperatures of an country. They allow marine countries to remain ice chest in the summer and milder in the winter. Most coastal countries show these marks including Vancouver Island, Canada and Cape Cod, Massachusetts. An air mass is a organic structure of air in which temperature and humidness remain changeless. They can run in size from a few stat mis across to 1000s of square stat mis in country. The general circulation of the ambiance moves air multitudes around. A cold forepart occurs when a mass of cold air thrusts into a warm air mass. The warm air rises and signifiers cumuliform clouds doing a sudden alteration in local conditions. Warm foreparts signifier when warm air drives over the top of a mass of cold air, ensuing in stratiform clouds, and minor conditions alterations. These air multitudes are common in mid-high latitudes and are about lasting in countries near the equator. When air travels over a land mass, several procedures can happen. If the air was heated by contact with heater land, convection might get down, this could bring forth clouds and rain. The air may lose wet if mixes with air that has a lower comparative humidness. Or Orographic Precipitation may happen. This is when rain is forced down on the windward side of mountains. The lifting air cools, and when the vapor condenses clouds signifier. Following, rain falls before it makes it over the mountains. Once on the leeward side of the mountains the falling air, which is now warming, picks up wet. This is besides known as a Rain-Shadow consequence. The Coast Range in between us and Vancouver acts as the mountains explained supra. This explains Vancouver? s big sum of rainfall and Oliver? s deficiency of it. From people populating in the Equatorial Rain forests, to the Inuit of the far north we are all affected by clime. Even though we can non command it we do impact it. Simply through our twenty-four hours to twenty-four hours lifestyles we, ourselves add to the altering clime. The fumes from our vehicles to the fume from our fire topographic points, decimation of the universes woods to the usage of our hair sprays, all contribute. Although, the Earth and it? s atmosphere still have the upper force in commanding our clime.

L feedback free essay sample

You need a riet overview tor each poem you use that addresses the question and You will find it difficult to discuss structure unless you use longer quotes. Quote and discuss techniques. Embed short quotes, indent longer ones. Floating quotes show you can select appropriate support but you cant get any marks for A02, unless you discuss effect/ connotations etc. Make sure your quotes are relevant and support your points. To show a grasp of implied meaning you have to show you understand what the words/ techniques suggest/ what impression they give. Make sure you write about structural choices. You need to show you can comment on how the author has arranged their work. Points on structure could include: Poetry How does the poem begin and end? What happens in the middle? What happens in each stanza/ section? Does the poet use enjambement? Why? Does the poet use end-stopped lines? Why? Comment on punctuation effects to slow the pace, emphasise words, show uncertainty/ emotions. We will write a custom essay sample on L feedback or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Is there a rhyme scheme? Is it regular? Are there full/ half rhymes? Can you comment on interesting metrical effects? Novel How does the story begin and end? What happens in the middle? What are the turning points? Titles of Books Whats Just happened/ about to happen? How does an event relate to the rest of the plot? Flashback sequences and the now of the novel. Foreshadowing Play What happens in the beginning, middle, end? Time frame? Imaginary sequences? Turning points? Act 1, Act 2, Requiem significance? Form the authors have made conscious choices about which form of literature to use to promote their message. Harrisons choice of 16 line sonnets and quatrains (v) are interesting, as are Waughs use of novel form and flashback, and Millers combination of realist and expressionist techniques. You could acknowledge / comment on these choices in your intro, and maybe evaluate/ comment on their effectiveness in your conclusion? Flag up connections by using signpost phrases such as similarly, whereas, also , in contrast etc. (For example, all the writers use symbolism to explore aspects of their societies, Harrison and Waugh both use symbolic settings whereas Miller gives his protagonist a symbolic Job. tc) You will achieve higher bands if you can specifically compare the texts, how they use a particular technique eg imagery, metaphor can be useful, their approach to themes, use of characters, different contexts and priorities. Include some comparison/ contrast at the end of each topic section.