The novel Fahrenheit 451 Essay Example for Free

The novel Fahrenheit 451 Essay Have you ever had a mentor that changed the person you were, and the way you viewed life? The effects of such a mentor can be life-changing . We read about such a mentor in the novel Fahrenheit 451. In the novel, Ray Bradbury writes about Guy Montag and his life- changing journey. Montag begins in the novel as a conformist who doesn’t really think for himself but throughout the novel with the help of mentors he begins to think for himself and doesn’t just conform to society. The title, Finny’s Break, is revealing of not just the physical break that occurs, but also in a deeper sense it is symbolic of the friendship’s emotional and psychological break that transpires. This decision to jounce the limb has many disastrous repercussions which are unremitting upon Gene, his friends and the school itself. The first and probably most significant of the mentors is Clarisse. Clarisse is a free spirit, who claimed to be seventeen, but with her wisdom she spoke as a seventy year old woman. With her sweet, innocent charm, she opened Montag’s eyes to see his life for what it truly was. For instance, when Clarisse says â€Å"Did you look at the stretched-out billboard like I told you.† This illustrates Clarisse influence on Montag to actually analyze his surroundings. She was the first mentor to spark Montag’s curiosity to ask why. Clarisse showed Montag that individuality is important from tasting rain to having a deep conversation with family. Clarisse definitely brought Montag out of his old way and encouraged him to think. When Montag and Faber first met, Montag knew that he would make a huge impact on him one day. Faber taught Montag to take his ideas to a grander scale. For instance when Montag says â€Å"I thought if it turned out that book were worthwhile, we might get a press and print some extra copies†. Faber replies with â€Å"Now, if you suggest that we print extra books and Miller arrange to have them hidden in firemen’s house all over the country†(85). In addition, Faber explained the deeper meaning of books to Montag, â€Å"It’s not books you need, it’s some of the   things that once were in books†(82). Montag needed this wisdom to in order to understand   what he was fighting for. Beatty may not seem like much of a mentor to Montag, however he was, but the way he taught him was in a negative way that it pushed Montag to be bold. For example when Captain Beatty said â€Å"Go ahead now, you second-hand litterateur, pull the trigger.† in which Montag responded â€Å"we never burned right†¦ †(119). This shows how Beatty’s negative influence toward Montag helped him realize that he wasn’t burning the right things in his life. Instead of burning books they should have been burning the televisions and the ignorance that the society had. This push lead to Montag burning Beatty, which is the start of his vendetta. In Fahrenheit 451, Bradbury illustrates how a mentor can have a life changing impact. This I sometimes think drivers dont know what grass is, or flowers, because they never see them slowly. This novel illustrates the importance of mutual friendship and that the choices we make will often times follow us throughout our lives.

Socrates :: essays research papers

Socrates   Ã‚  Ã‚  Ã‚  Ã‚  Socrates was accused of many things in the Athens market. Socrates was accused of being a man who makes the worse argument into the stronger argument. A man who knows about the heavens and earth and therefore any one who believe this must not believe in the gods. Socrates was accused of being an atheist. Most of the people that followed him around his quest were inquisitive. Where as most adults would walk by Socrates with his â€Å"annoying question† the youth stopped to see what he had to say. The youth became his followers when he went out to ask questions that undermined society. Therefore, Socrates was accused of corrupting the youth. I do not believe that Socrates was guilty. For the fact that he was not responsible for the way, other people used what he said. Socrates is the seeker of self-knowledge. He poses the question, â€Å"how can I know about the world if I do not know who I’m†. Then the society says, â€Å"know thyself†. These two sayings sound alike but society has something else in mind, know thyself means that you must know your place in society. Socrates wanted people to find out who they were by themselves and not let society tell them who they were. You have to know how you think and act in certain situation to know yourself. Knowing yourself in a sense helps you in fact know the world. Socrates might have believed it takes time to know yourself rather than just saying you know who you are. Therefore, Socrates went out to find an answer to the question â€Å"What is X?† Socrates asks the question what is piety to man named Euthyphro. Socrates is looking for the universal meaning of what piety is. Euthyphro thought he knew the answer but no such answer was found for that question. Thus in many effo rts like these to find answers to similar question Socrates, began to be disliked by many. In this process, he was undermining society's laws of what was to be true. Socrates wanted people to unlearn what they were previously taught. In the process, he obtains many followers mostly the youth. One man be himself can not corrupt the youth. Socrates did not corrupt the youth. He was just a man searching for the answer to the question of who he was. People decided, of there own free will that they would come and listen to his conversation.

Film Girl interrupted Essay

Susanna Kaysen is the author of Girl Interrupted, her memoirs that explore a two-year period that she spent as a patient in a mental institution for young women. Split into three sections, mind versus brain, the clinical definition of a borderline personality disorder, and her diagnosis, her memoirs serve as an argument against her clinical diagnosis. In â€Å"Mind vs. Brain† we are given a layman’s introduction to psychology. Kaysen, through the use of various writing techniques, explains to the average reader what psychology is. Then, as a preface to her main argument, we are shown the different aspects of a borderline personality disorder and how one is diagnosed. Along with this scientific methodology, Kaysen infuses her own thoughts and opinions. And finally, she presents us with her argument where she explores her life as a young woman; how conformity and period sex roles landed her in a mental institution. She revisits her friends and the events that occurred over 20 years ago while she was a member of the institution. Through her exploration, we the reader get to know her better by understanding the views and beliefs of the times and her personal struggle against conformity. Battling the role of women in society, Kaysen exemplifies the classic protagonist. She tells her story to revisit a past that she has locked away, and to educate using her life and experiences as a novel example. By applying the literary techniques of definition, narrative, and figurative language, Kaysen employs a unique writing style, the fusion of these persuasive techniques, to lure the reader in and keep them wanting more. There is a wide variety of figurative language employed throughout this piece that is essential to the effectiveness of Kaysen’s writing. The most notable application of figurative language employed by Kaysen is seen in her introduction, the exploration of the mind and brain. â€Å"I’m you’re mind, you can’t parse me into dendrites and synapses† (269). And with this statement, Kaysen personifies the human mind. Having a living breathing personality, the reader is able to draw a picture of it and see in a brighter light what she is explaining. She expands on this, explaining the interaction in the brain being that of two interpreters, one reporter and one news analyst. She turns the mind into a collection of conversations instead of a ball of gray matter. While this concept of gray matter is tangible, our minds can grasp  the idea of constantly battling interpreters. She continues by providing the reader with a model of the conversation that occurs in the human mind. Interpreter One: There’s a tiger in the corner. Interpreter Two: No, that’s not a tiger – that’s a bureau. Interpreter One: It’s a tiger, it’s a tiger! Interpreter Two: Don’t be ridiculous. Let’s go look at it. (270) The dialogue acts as a short play that the reader can act out in his/her mind. By creating this metaphor, Kaysen is able to portray to the reader what many psychology textbooks often fail at doing; She explains how the mind works on a simple level. She then juxtaposes this healthy model with one that is afflicted by mental illness. Simply, the reader learns what separates a healthy mind from an ill one. This approach to modeling the brain is effective because she stretches out her initial thesis on the mind to span her discussion of the mind and brain. It is effective because she doesn’t begin her exploration by scaling the peaks of Everest. She traverses the foothills first, proceeds to hiking, and then begins her ascent of the mountain itself. Many scientific approaches to modeling the human mind begin at the top and evaluate its structure through soil composition, climate, biodiversity, and more. But, Kaysen starts at the roots and crawls slowly up through the branches, mak ing sure not to jump or skip over any necessary parts. Next, she deals with the role of psychoanalysts in the field. She compares their work to reporting on a country they have never visited. This conclusion to her initial thesis is quite effective in summing up the information she presented on the mind and brain. Basically, she explains that you can never really understand what is going on in the mind of a mental patient without being in their shoes and experiencing it for  yourself. â€Å"Psychoanalysts have been writing op-ed pieces about the workings of a country they’ve never traveled to,† (272) is how Kaysen puts it. One could interpret her metaphor as pointing out that they are hypocrites, but it is more accurately a suggestion she puts forth; you can’t understand mental illness fully without actually having been a member in its society. This is perhaps why Kaysen is able to describe the mind with such ease. The language and style employed by Susanna Kaysen in this literary work plays a profound role in conv incing the reader of her beliefs. Kaysen’s use of definition in this piece gives the reader insight to her life and has a profound impact on her argument. Perhaps the most important definition Kaysen applies throughout this paper is that of a borderline personality disorder. The purpose of this whole argument is to deconstruct the clinical definition by picking away at the invalid claims it cites, and proving her point; she was incorrectly diagnosed. Her whole argument teeters on the failure of the clinical definition to accurately classify a mental illness. Clinically, a borderline personality is classified by â€Å"a pervasive pattern of instability of self-image, interpersonal relationships, and mood† (272). She later argues against this claim of instability explaining that this is what defines teenagers. Teenagers, according to Kaysen, are uncertain of who they are and what their futures hold. She also explores the concept of an unhealthy self-image further, which is central to the clinical diagnosis. â€Å"I saw myself, quite correctly, as unfit for the educational and social system. But, [others] †¦ image of me was unstable, since it was out of kilter with reality.† (277) Reality, as Kaysen implies it, is adherence to the role of a young woman. She was different, plain and simple. Nowadays we classify different as good. We equate difference with individuality and everyone strives to be unique these days; we are all searching for that one thing that separates us from the rest of the crowd. Another aspect of the clinical definition is a chronic sense of emptiness and boredom. Kaysen comes clean and admits to this but not without providing a defense against it. She felt â€Å"desolation, despair, and depression,† (279) as a direct result of societal pressures, conformity, and being different. No one understood her and this only perpetuated more feelings of solitude and  isolation. This method of deconstruction is effective because it structures her argument. Her purpose is to provide a defense against this clinical definition. The reader, presented with a comprehensive and in-depth definition of the disorder, is able to juxtapose clinical theory with personal reality and see more clearly Kaysen’s point. This method is very effective in persuading the reader and is often employed in arguments to disprove a belief or position. It allows her to flow easily from science to personal experience and acts as a bond between the two, thereby making her writing a si ngular entity. Through the use of narratives, the reader comprehends Kaysen’s position and is able to explore her life in first person. In the third section, where Kaysen discusses her diagnosis and time at the hospital, we explore her life through a personal narrative. This section is quite important because it is where she begins to pull apart the clinical definition she cited in the previous section. We, the reader, get to see first hand what was going on in Kaysen’s mind as a teenager. She talks of her uncertainties, incapacities, wrist-banging, desolation and depression, self-image and much more. Her discussion of wrist-banging is one of the more memorable vignettes. She describes sitting on her butterfly chair in her room and participating in this extracurricular activity. We learn from her story that these activities were not a result of self-deprecation, but more a result of inner pain and isolation because she wasn’t like everyone else and people resented her for it. Having no one to relate to, and no one to confide in, she was left by herself to constantly question who and what she was. Being a teenager and not having the answers to society’s questions, she could not help but be led to such activities. This particular story is compelling because it arouses emotion in the reader and creates a sense of feeling and understanding for her and the trouble she has been put through. Some cynics would simply chalk this up to a deliberate emotional appeal of the author, but Kaysen has established that â€Å"all [she] can do is give the particulars: an annotated diagnosis,† (275) and leave the rest up to our interpretation. We can be assured that Kaysen’s intent in revealing this activity serves no more purpose than telling her story. She also explains her incapacities. She â€Å"was living a life based on [them],† (277) much like many other kids. We all are bogged down by what we can’t do. It depresses us and thwarts our progression. It wasn’t her incapacities that stopped her, it was those around her. She didn’t provide â€Å"any reasonable explanation for these refusals,† and perhaps that is why it drew so much attention. If she had told them why then maybe they could justify her feelings. But not doing so only perpetuated questions and suspicion. The reader can relate to this indecisiveness because we have all experienced a time in our lives when we just didn’t care about anything. The quintessential teenager is characterized by a chronic indecisiveness towards life. By exploring this aspect, Kaysen is able to draw the reader closer to her and makes this technique an effective strategy in her argument. Finally, in her narrative, she explores what clinicians call premature death and her own experience with Daisy’s death. She admits that she had thought of death, but â€Å"the idea of [it] worked on [her] like a purgative,† (279) and she always came to the final conclusion that it would only make things worse. Her ability to reason gives the reader more insight towards her diagnosis. She could reason between the two interpreters in her mind. She could separate illusion from reality and these abilities strongly emphasized her argument. The use of Kaysen’s narrative in this piece plays an integral role in convincing the reader and is effective in its purpose. Without such a persuasive strategy, Kaysen’s case would be poorly constructed, and lacking in support. While Kaysen’s unique writing format infuses new ideas into the reader’s mind, I do concede that there are several instances where these styles have limitations and even perpetuate a state of confusion in the reader. The main problem with Kaysen’s highly figurative language is that not everyone can follow or relate to it. This prevents those who cannot make a connection with her metaphors and analogies from understanding what she so eloquently writes about. This is a common barrier faced by writers: to simplify or elaborate. While simplifying opens your ideas to all readers, it stifles your exploration and sometimes prevents you from proving your point. Contrastingly, elaborating on your simple statements can lead to a jumble of  disjointed thoughts with no apparent connection. One must be wary. One must ride the thin border between the two and ultimately it is the decision of the writer which route is proper. While Kaysen teeters on the brink of both, in the end she comes through and accomplishes her purpose; to present a multitude of premises against her clinical diagnosis. Without elaborating in places, the reader would be left outside her mind unable to see her innermost thoughts and experiences. It is Susanna Kaysen’s ability to flirt along this border, above all others, that distinguishes her writing technique and makes it effective in supporting her argument. In light of this support, Kaysen is able to gain recognition from the reader. Perhaps most profound is the emotion that her writing induces, leaving the reader in a state of reflection and questioning, and a state of compassion for her and her tribulations. The most effective tool a writer has is the ability to bring about emotion in the reader. This can be considered a basic requirement of all art forms; to promote an emotion that pushes the subject to reflect on the story laid before them and their lives. All good art accomplishes this on some level and Girl Interrupted is no exception.

Comparing War in the Poems, Dulce et Decorum est and...

The two poems, Dulce et decorum est and Whos for the game? are both very different war poems. Although they were both written about the First World War, they both had different purposes. The poems have aspects in which they are similar, but they also have very big differences. One similarity between the two poems is that they both have titles which express positive feelings about war. However, the titles are both used in different ways; Whos for the game? is an extended metaphor, as it is repeated again during the poem, ‘Who’s for the game, the biggest that’s played†¦Ã¢â‚¬â„¢ Also it is comparing the war to a game, which is a euphemism as well as a metaphor. It is a euphemism because war is a very serious, dangerous matter; whereas a†¦show more content†¦Furthermore, Wilfred Owen goes on to show that there is none of the honour and respect for the soldiers that Jessie Pope talked about. ‘If in some smothering dreams you too could pace, Behind the wagon we flung him in, And watch the white eyes writing in his face, his hanging face, like a devil’s sick of sin†¦Ã¢â‚¬â„¢ This extract shows that when someone dies, or gets so injured they cannot keep on fighting, there is not a lot of respect given to them. The word ‘flung’ indicates this, illustrating the fact that they are not provided a lot of care; and that they are just one person in about 20,000,000 who will not survive the war. The tones of both poems are very different. Jessie Pope writes in a very conversational style and she uses rhyme and rhythm to make the poem sound more jovial and less serious. She uses a lot of euphemisms, to hide the disturbing truth from her readers. ‘Who wants a turn to himself in the show? And who wants a seat in the stand?’ ‘Who would much rather come back with a crutch†¦Ã¢â‚¬â„¢ In the first quote, Jessie Pope is referring to the war as a sport such as rugby where you would be doing something brave, because it is slightly dangerous. Also you would be playing for a team, so by trying hard and putting all of your effort into the game you would be helping your team to win. The second excerpt is acknowledging the fact that you may get injured, but not seriously, and people would admire you for getting injured for the good ofShow MoreRelatedComparing Jessie Owenss Whos for the Game and Wilfred Owens Dulce Est Decorum Est506 Words   |  3 PagesComparing Jessie Owenss Whos for the Game and Wilfred Owens Dulce Est Decorum Est In Jessie Popes Whos for the Game? the presentation of war is quite different to what you might expect. This poem is a recruiting poem with the aim of encouraging men to volunteer to join the forces. It was written at the beginning of the First World War and therefore the true disastrous effects of the war had not been experienced. Those left behind, women, children and exempt men, wereRead MoreWho s For The Game?1531 Words   |  7 Pages I will be comparing two very different poems; the propaganda and pro-establishment poem ‘Who’s for the game? written in 1916 by Jessie Pope which attempted to recruit men to the army by creating an unrealistic, glorified image of war and Dulce et decorum est written by Wilfred Owen in October 1917 which provides a horrific yet realistic insight into life as a solider. Within Who s for the game? , Pope uses various poetic devices to create a jovial, ebullient image of war. Pope rhetoricallyRead MoreDulce Et Decorum Est Comparison with Whos for the Game1550 Words   |  7 PagesComparing and Contrasting Poetry The poems I have chosen to compare in this essay are Wilfred Owens â€Å"Dulce Et Decorum Est† and Jessie Popes â€Å"Whos For The Game?†. The two poems I have chosen to compare are both about the first world war. Yet the two poems have very different opinions on the Great War. My first poem, Dulce et decorum, is against the war and the injustice of it all. It is narrated by one of the soldiers who is fighting in the Great War and having to face the horrors of war. OnRead More Wilfred Owens War Poetry Essay2776 Words   |  12 PagesWilfred Owens War Poetry If Wilfred Owens war poetry had one main aim, it would be to expose the old lie: that war is always a good and justified thing and that it is a good thing to die for ones country. Owen had experienced first hand the horrors and tragedies of the First World War, so he inevitably wanted to break open the false faà §ade and let the world know the truth. I am going to explore what I find to be three of his best poems and show how he achieved this aim. Owen wasRead MoreThe Tradition Of War Poetry Essay2221 Words   |  9 Pages The Tradition Of War Poetry By comparing and contrasting a selection of war poems consider the ways in which attitudes to war have been explored and expressed. When considering poetry written post 1900 concentrate on a selection of poems written by Wilfred Owen. Humans have turned to poetry in many different instances as a way of expressing them selves, using the best combination of words, in the best order to express exactly how they are feeling at that moment.