Charles Dickens engender sympathy Essay Example for Free

Charles Dickens engender sympathy Essay How does Charles Dickens engender sympathy for his protagonist Pip in this extract from Great Expectations? In this essay on Great Expectations, I am going to explore how the experiences of the main character Pip, create sympathy from the reader for him and how Dickens has put this across. Charles Dickens has written a gripping novel, set in his time and he has created sympathy for Pip in many different ways throughout the text. A first example of this is when Pip visits Miss Havishams house and meets Estella. She called me boy so often and with a carelessness that was far from complimentary7, this shows that the way Estella spoke to Pip and that, instead of addressing him by his name, she just called him boy as if he was not worthy of his name, and he could sense that she did not really like him because of the way she said this, as indicated in the quote. This makes the reader feel sorry for Pip as Estella was very rude to him and unwelcoming, and nobody would really like to be in his position. So as well as being uncomfortable at the way Estella treats him, Pip also feels uncomfortable with his new surroundings as he has grown up with Joe and his Sister in poor, working class conditions at a Blacksmiths forge, whereas Satis House is very different. It is rich and grand but also scary for Pip. The first thing I noticed was that the passages were all dark, this shows that Pip must have been quite frightened because of the darkness, and he was in a strange place but it is even worse that it is the first thing he noticed about the house. Pip was frightened of his surroundings as they were gothic and dark and very different, but the fact that he did know anyone at all must have also been a challenging experience. At last we came to the door of a room and she said, Go in/ I answered more in shyness than politeness, After you miss. To this she returned: Dont be ridiculous boy; I am not going in. And scornfully walked away, and what was worse took the candle with her. This was very uncomfortable and I was half afraid/ This long quote, from the extract shows a lot, first of all that he was very shy and uncomfortable in everyway at where he was and that he didnt know anyone and he was also afraid. When he entered Miss Havishams room he was afraid again because of the very strange surroundings he entered into. No glimpse of daylight was to be seen in it! this shows that it was very unusual and he was quite frightened and also when he saw Miss Havisham, the strangest lady I have ever seen or shall ever see/ As well as being very strange, Pip also noticed that she was extremely rich, some bright jewels sparkled on her neck and her hands, and some other jewels lay sparkling on the table/ Pip was not used to seeing such finery or such unusual surroundings so all of this makes the reader feel very sympathetic towards him. Miss Havishams mental state could also be a coarse for concern as, since her fianci left her on their wedding day and broke her heart she went a bit mad and stopped all of the clocks in the house and, by never touching anything in her room she tried literally to stop time at the prosiest second her heart was broken. Her watch had stopped at twenty minutes to nine and she says to Pip What do I touch? Your heart. Broken! This experience must have been very frightening and unsettling for a young naive boy who was not used to being in the presence of such an eccentric and slightly mad old lady. Not just the fact that Miss Havisham was strange and so were her surroundings she also spoke to Pip and ordered him in a very strange and suspicious/manner. I sometimes have sick fancies and I have a sick fancy that I want to see some play. There, there! Play, play, play! This order seems rather strange for an old woman to have a fancy to see a young boy play but also the repetitive way in which she commands him to Play, play, play! She says this three times and Pip does not really know what to do so he therefore feels very awkward. After the harsh words from Estella and meeting Miss Havisham, Pip starts to feel the realisation of his low social status. This boy, why he is a common labouring boy, these words from Estella hurt Pip deeply but he did not show his true emotions until he was alone. As I cried, I kicked the wall and took a hard twist at my hair; so bitter where my feelings! Dickens has displayed this very well as you can also feel a connection with him, because it is written in first person narration I, so you feel like Pip is actually talking to you, and you could imagine if you were in Pips position you, yourself would feel very frightened and uncomfortable so you end up feeling sorry and sympathetic for him.

Symbolism in “The Rime of the Ancient Mariner” Essay -- Literary Analy

In 1798, Samuel Taylor Coleridge published his poem â€Å"The Rime of the Ancient Mariner†. Several editions followed this, the most notable being the 1815 version, which included a gloss. This poem has grown to become well known and debated, especially concerning the message that Coleridge was attempting to impart. The interpretation of the poem as a whole and of various characters, settings, and objects has been the subject of numerous essays, papers, books, and lectures. There are approximately four things that are major symbols in this work, along with the possibility that the structure itself is symbolic. In order to best determine what these things symbolize in â€Å"The Rime†, one must look at what Coleridge considered a symbol to be and then analyze the text accordingly. James McKusick accomplishes this first task deftly, intertwining Coleridge’s own writings into his essay and then elucidating upon them so that the reader may understand Coleridge’s views, which should then influence how the poem is interpreted. In this, own discovers that Coleridge felt that to be a symbol, the object in question must be humble and of everyday life, while â€Å"bear[ing] witness to the presence of the Eternal.† The process of creating a symbol was two-fold in that â€Å"poetic images emerge fully formed from the †¦ imagination, but they do not become symbols, laden with †¦ meaning, until they are appropriated and reconstituted by the awareness of a reader† (McKusick 223). Thus, the purpose of a symbol was to convey the Eternal. One other important f eature of Coleridge is that in creating a symbol, he often uses nature and its elements, as can be seen in â€Å"The Rime† (Bostetter 242, Perkins 433). Depending on the interpretation of the poem as whole w... ... the poem and possibly implicate that it is also the center of the universe as well (Dilworth). Interpretation of a literary work is often difficult to determine, but the author often leaves many hidden clues to help the reader along. Symbols are one of the primary features used by authors in this endeavor and Coleridge was no different in writing â€Å"The Rime of the Ancient Mariner†. Many other symbols besides the four major ones discussed exist, along with other literary characteristics possibly acting as symbols or simply assist in exposing the message the author wanted to divulge. Ultimately, the beauty of literature is the fact that each person may perceive it differently and not be incorrect, and through open-minded discussion people may share, create, and impart new pieces of wisdom, spread appreciation, and share the love of Christ as well. Symbolism in â€Å"The Rime of the Ancient Mariner† Essay -- Literary Analy In 1798, Samuel Taylor Coleridge published his poem â€Å"The Rime of the Ancient Mariner†. Several editions followed this, the most notable being the 1815 version, which included a gloss. This poem has grown to become well known and debated, especially concerning the message that Coleridge was attempting to impart. The interpretation of the poem as a whole and of various characters, settings, and objects has been the subject of numerous essays, papers, books, and lectures. There are approximately four things that are major symbols in this work, along with the possibility that the structure itself is symbolic. In order to best determine what these things symbolize in â€Å"The Rime†, one must look at what Coleridge considered a symbol to be and then analyze the text accordingly. James McKusick accomplishes this first task deftly, intertwining Coleridge’s own writings into his essay and then elucidating upon them so that the reader may understand Coleridge’s views, which should then influence how the poem is interpreted. In this, own discovers that Coleridge felt that to be a symbol, the object in question must be humble and of everyday life, while â€Å"bear[ing] witness to the presence of the Eternal.† The process of creating a symbol was two-fold in that â€Å"poetic images emerge fully formed from the †¦ imagination, but they do not become symbols, laden with †¦ meaning, until they are appropriated and reconstituted by the awareness of a reader† (McKusick 223). Thus, the purpose of a symbol was to convey the Eternal. One other important f eature of Coleridge is that in creating a symbol, he often uses nature and its elements, as can be seen in â€Å"The Rime† (Bostetter 242, Perkins 433). Depending on the interpretation of the poem as whole w... ... the poem and possibly implicate that it is also the center of the universe as well (Dilworth). Interpretation of a literary work is often difficult to determine, but the author often leaves many hidden clues to help the reader along. Symbols are one of the primary features used by authors in this endeavor and Coleridge was no different in writing â€Å"The Rime of the Ancient Mariner†. Many other symbols besides the four major ones discussed exist, along with other literary characteristics possibly acting as symbols or simply assist in exposing the message the author wanted to divulge. Ultimately, the beauty of literature is the fact that each person may perceive it differently and not be incorrect, and through open-minded discussion people may share, create, and impart new pieces of wisdom, spread appreciation, and share the love of Christ as well.

“No Sugar” by Jack Davis Essay

The stage drama No Sugar, by Jack Davis explores the bad treatment of minority groups and their responses to this treatment. The performance set in the 1930’s presents the Milimurra family who are the minority group fighting against the injustices inflicted on them by white authorities. No Sugar provides a voice for the aboriginal people, confronts European Australians with the past, restores Aboriginal culture and pride and explored the value of equality. All these ideas are used as a way to convey its message to the audience. It appears that the stage performance of No Sugar provides the Aboriginal people with the voice they have lived without for decades. The Milimurra family are used in the play to represent the voice of the Aboriginal people who stand up against white authority. Milly and Gran who refuse to give in without a fight, go to the Sergeant and confront him about the reasons why their rations have been cut, and push for him to provide them with blankets. Characters such as Topsy and Billy are representations of those Aborigines who did not fight for their rights. These characters bowed down to white authority, Billy who does not speak his own language, but broken English is happy to work for the white authorities tracking down members of his own race who escape their clutches. Milly’s response to the Sergeant when he tells her that her problem is she has three grown men budging off her, who are too lazy to work, is by asking him â€Å"Where they gonna get work?† she asks the Sergeant â€Å"Do you want em to work for nothing?† and Gran backs her up by saying â€Å"Their not slaves you know Chargent!† The staging is also used as an added technique to provide the aboriginal people with a voice, the white colonies are positioned on the outskirts of the stage and the Aborigines are given center stage, as a means to respond to their mistreatment in Australian society so many years ago. No Sugar also confronts the European Australians with the past, the truth about the treatment of Aborigines and the injustices committed against them. Mary Dargaru exposes the treatment of Aboriginal women to the audience, through her conversations with Joe and her fears of working for Mr. Neal at the hospital. She tells Joe that when Mr. Neal asks a girl to work at the hospital it means he wants that girl for himself. The audience also learns  through Mary that this is a common tragedy faced by Aboriginal girls at the time. After the birth of her child Mary is fearful that Matron will take her child away and provide it with the same fate as her friend Lillian’s baby, who was buried in the pine plantation. In order to escape these injustices Joe and Mary run away to Northam, when caught and returned to the Moore River Settlement, Mary responds by refusing to work at the hospital. Mary’s response gives her the desired outcome she wanted, but at a cost, Mr. Neal beats h er, but not before Mary tells him â€Å"Go to hell.† The stage performance restores the Aboriginal people with their pride and culture which were stolen from them so many years ago. Jimmy in Act one reveals the resentment the aboriginal people feel towards the whites. When Joe reads the newspaper article about the Australia Day celebration, Jimmy responds by saying â€Å"them bastards took our country and them blackfellas dancing for em bastards.† Later in the play the males of the Milimurra family engage in a Carobaree, this shows that they are not prepared to give in to the white authorities and allow them to take their culture and identity without a fight. The aboriginal people also use their own language throughout the play, indication to the audience their perseverance and determination not to give in. The stage performance of No Sugar greatly explores the value of equality, presenting a contrast to the ideal equal world, and conveying the injustices and inequalities faced by the aboriginal people. It shows how the unemployment allowance for aboriginals was 2 shillings, whilst everyone else received 6 shillings. Use of props is also an affective medium in portraying certain inequalities, for example the sign for the Aboriginal department reads â€Å"The department of fisheries, wildlife and Aborigines†, this department also has two separate entrances, one for Aboriginals and one for Europeans. The Aboriginal people are not even allowed to consume alcohol. Jimmy responds to these inequalities, by ignoring the signs and goes to talk to Neville when told to wait around the back he refuses to budge and waits until they give the train ticket he wants. Jimmy also chooses to ignore the alcohol restrictions. In doing so he is put on trial which arouses another injustice. His trial is not a fair one and the Justice of the Peace conveys  the attitude that he would rather be somewhere else. Jimmy does not stop, he responds to further injustices in the courtroom by talking out of turn and attempting to defend himself, he also turns up late to the trial showing that he is not intimidated by white authority. The stage performance of No Sugar presents the Aboriginal people as they were treated in the 1930’s they are presented as being an inferior race and this is an accurate representation of their treatment during this time period. The performance conveys the groups responses to their poor treatment and is used as a means to finally give these people their much deserved voice, confronting Australian with the horrible truth of the past, restoring culture and pride to the Aboriginal people and exploring the value of equality.

Family and Human Relationships in The Sound and Fury by...

Family and Human Relationships in The Sound and Fury by William Faulkner William Faulkners The Sound and the Fury is a novel about a family ties and relationships. Within the novel Faulkner examines family and human relationships and reactions. He presents a southern dysfunctional family, which believes that it has been plagued by problems. The basis for character, plot and title comes from an excerpt from Shakespeares Macbeth: Tomorrow, and tomorrow, and tomorrow Creeps in this petty pace from day to day To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Lifes but a walking shadow, a poor player, That struts and frets his hour upon the stage†¦show more content†¦This in return makes Benjys opinion of Caddy optimistic. He views her as security and decency. Jason and Caddys relationship is distant; the basis for their relationship is purely business and money. Jason and Caddys relationship is very different then that of her and her other two brothers. Quentin and Caddy are extremely close to one another, sometimes almost intimate. They are very similar to each other, except Quentin is a more tragic character then Caddy. Overall, Caddy and her relationships with her brothers are the focal point of The Sound and the Fury. The three brothers present several controversial opinions concerning their sister, Caddy. With all three of the brothers there are conflicting opinions that are presented within their stories. In the three perspectives of the brothers the final opinions of Caddy are overwhelmingly negative opinions. Faulkner allows each brother to tell his vie ws on life and different occurrences that affect him. Benjy is the first out of the three to do so. Benjys opinions of Caddy differ as time and the novel progress. Benjys sense, or lack there of, of time helps to explore the roots of his opinions of Caddy. His sense of time allows us to compare his opinion of Caddy as a child with his opinion of Caddy at that present moment. Within the family Benjy was viewed as a nuisance and a curse. The only person that would have anything to do with him whole-heartedlyShow MoreRelatedParadoxical Sense of Time in quot;the Sound and the Furyquot;,1290 Words   |  6 PagesIn speaking of stream of consciousness in The Sound and the Fury, one must take into account a few factors. Amongst them, confusion of chronology and dislocated time sequences are the most important. From Faulkners point of view, time, more than anything else, is the ordering principle of social relations that, according to its organic connection with social situation and individual consciousness, creates different levels of consciousness. 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