Category: Free Entertainment Essays Samples

Movie Extra Credit: Silver Linings Playbook

How do Pat & Tiffany help each other recover?

Pat, a bipolar male who was recently released from a mental institution and assaulted a person after witnessing his wife’s affair with the man in question. Tiffany is suffering from severe stress or anxiety issues after her husband’s death. The plotline begins with both characters being sporadic and reserved. Over time, however, the two develop an odd relationship in which they both seem to love and hate each other. Tiffany teaches Pat how to deal effectively with a stimulus to his bipolar reactions (a Stevie Wonder track played both during his marriage and in the cheating sequence), and also how to interact once again with the society despite the pseudo-isolation he is in. Tiffany learns how to love again through Pat despite her ex’s car accident death and frivolous sexual behavior. Pat, for instance, flies out of control after reading Ernest Hemingway’s book. He throws the book through a window. Pat’s rampage also occurs when, in the very early morning hours, he is searching for his wedding videos. Pat’s obsession with Nikki is shown throughout the entire story. Pat improves his life solely to get back together with her. Pat’s behavior changes after Tiffany finds out about his life. Pat dances with Tiffany to take his mind off of his problems, but he is still pursuing Nikki. Pat begins to feel more attracted towards Tiffany as the film progresses. Pat dances with Tiffany initially to deliver a letter to Nikki. But he soon realizes Tiffany’s purpose is to help him cope both with the loss and his condition. Pat starts to ignore Nikki’s importance and only dance and sleep. Pat’s maturity is shown when he confronts Nikki, and claims that his love for her is so strong that he will forgive her.

Tiffany’s interaction with Pat allows her to forget about her husband, Tommy. Tiffany felt deprived of sexual intimacy before Tommy’s passing. Tiffany had sex at work with 11 men after Tommy’s tragic death. Tiffany, after meeting Pat, realizes she doesn’t want nonstop sexual relations, but rather the kind of intimacy she has with Pat. Pat can be a comfort to Tiffany because both of them are considered mentally ill. Tiffany is also able to heal from Pat through dancing and resuming training.

The traditional therapy doesn’t help Tiffany and Pat, even though they have both likely had therapy to help them adjust and cope with their issues. The dancing they do helps them to recover, they are more sociable. Pat’s relationship with both his father and Tiffany improves. Tiffany says that Tiffany is the one who brought the Eagles good luck at the moment, rather than Pat. They are able to lead a comfortable life by focusing on their shared goal. In the final scene, they embrace, but neither is wearing their wedding bands.

Katy Perry in The One that got Away music video addresses both the male and female roles during a romantic relationship, as well as when a couple breaks up. The visuals tell two parallel stories. The first story is about a young couple who are elated, enthusiastic, and enamored of the love entity. Rumors suggest that the couple in this video was inspired by her relationship with Jonathan Lewis. The mood shifts after a few happy scenes to more negative ones. After a few blissful scenes, the mood of the video shifts to more negative interactions between the two.

Perry is able to portray her male characters and female ones as equals in a very few scenes. The young lovers are shown to be equally happy in the video segment where they dance and laugh with each other. They paint pictures of one another, too. She depicts them as individuals fighting the world. They are both united. Her characters, who are adventurous, bold, and silly, do not care about the opinions or thoughts of anyone. This is an excellent example of equality between men and women in a romantic relationship. It shows a balance of mutual respect, a common ground, and a sense of harmony between the two. Perry sends teens a strong message by showing them a picture of an active couple. This is how she prepares them for future relationships. She prefers to portray happiness and playful scenes, instead of erotica or violence in the home. She portrays this as if she were saying “this is what love is supposed to be like, and how it can bring joy when done properly.” This encourages young people to choose someone who is truly special when they are choosing a partner to spend the rest of their lives with.

Perry makes this show of impartiality even more impressive by bringing back the young lovers after they had argued. They were previously shown wearing gender-specific clothing: Perry in pink and her lover with a black jacket. But now, both are wearing the same ripped white tee. The change in clothing to reflect the severed relationship between the two effectively shows that gender does not matter when you are experiencing heartache or grief. Perry uses this image to show that, no matter what gender you are, everyone feels pain. You have to find ways to cope in difficult situations to keep your sanity and health. The women in the painting are not wearing clothes that are specific to gender or personality. Instead, their clothing is distressed, and they don’t wear clothing that is gender-specific.

Perry shows male and woman expressing different emotions. Perry shows that she and her boyfriend are both struggling to cope with the loss, but she portrays them in a stereotypical way. Perry shows her boyfriend driving away from home in his Mustang to let off steam after their argument. She is shown with black makeup and tear-stained eyes as she cries her frustration. It is a reference to the belief that men, being hard-bitten, tenacious and never showing any sign of weakness or tears, are perceived as more strong and tough, while women, on the other hand, are seen as sensitive and delicate. It is not only negative because it encourages boys to hide their feelings, but it also damages the positive message of gender equality.

In the immediate aftermath of this scene, a black Mustang driven by her lover was lashed from the edge of a steep cliff. He had swerved the car to avoid boulders. He was distracted by the pink veil, which belonged to her sweetheart and fell from his visor. This was a memento of the precious moments they shared together. Soon after, an older version is seen visiting the crash scene and remembering their lost love. The woman is once again dressed in gender-specific clothing: basic black pencils skirts, dark colored blouses and black pumps. Her colorful, vibrant feminine clothing before represented her happy personality and her bubbly relationship. Now, her clothes are bare and harsh. It symbolizes her broken spirits and constant lamentation following the loss of first love.

This could be taken in a negative way. It’s a sign that tells young girls to have a boyfriend because it brings out their personalities and inspires passion. It may be true, but it can also reinforce the belief that these goals are impossible to achieve or even lost without a partner. This belief discourages teenagers in developing the skills and habits needed to be an independent, ambitious, growing member. This belief encourages young people to find their value in their partner’s thoughts and actions, which can negatively impact their mental health and self-esteem.

The video speaks volumes in many ways about gender roles and stereotypes. This video uses a range of stereotypes to achieve different rhetorical goals. Perry uses her visual representation as a way to reach out to teens, delivering both positive messages and negative ones about gender through literary and rhetorical devices. Perry wants her music videos to be a way to communicate the meaning of the song. But she also uses them to send a message to teens about what genders should and shouldn’t mean. The viewer will be affected by the strong points of the video, regardless of what aspect they are focusing on. It depends entirely on how deep the viewer’s thinking is and what elements they are paying most attention to.

Teenagers today over-dramatize everything to gain the feeling of girl power. Teens will dramatize girl crises to gain girl power. Mean girls and Clueless are examples of films that reinforce the old view that girl power is only achieved after a teen girl’s girl crisis.

Mean Girls tells the story of Cady, an African teenager educated by her scientist father. Cady’s first two friends, Janis and Damian, help her to adjust to high school. She is then unwittingly accepted by a group dubbed the Plastics. They are Regina George, Karen Smith, and Gretchen Wieners. Cher, thinking of herself as matchmaker first convinces two professors to get together. She becomes more confident after her success. She gives a new pupil, Tai, a makeover. Cher is shocked when Tai becomes popular. She realizes her ex-stepbrother’s assessment of how clueless Cher was.

Mean girls use outdated views of ‘girlpower,’ which only occurs after a girl crisis’ in order to illustrate how high school girls who have a girl crisis become better and gain girlpower for themselves. Cady was an outsider and didn’t understand what was right or wrong. This led to Cady having a crisis when the secret book was leaked. Regina George was the one who found out about what Cady did. Cady kissed Regina’s former boyfriend after forcing Regina and Regina’s boyfriend to split up. Regina then leaked the information in her secret school book, which contained all of the girls’ names. She accused Cady or Gretchen as being behind it. After all the drama was over, she realised that her actions were not in line with who she really is and that it wasn’t the best way for her to gain power. She decided to go back to old habits. After she apologised, she gained more girl power.

Clueless is designed to make Cher seem likeable, as she does not think that she’s doing anything wrong and she believes she’s privileged, confident, and clueless. Cher’s thinking changed when she realized she was really clueless. Cher experienced a variety of crises. Cher, for instance, failed her driving tests, and Cher realised Elton had only been making her happy to make her happy. Cher also believed that she had said everything correctly, but she was mistaken. Cher was made to realise that she has no clue about anything.

There is no need to talk behind other people’s heads as in Mean Girls. After a major fight, girl power came after it was all sorted out. However, if there had been no talk behind others’ backs then there wouldn’t have been such a big fight.

Girls today are more likely to dramatize their own crises to gain power.

In movies such as Mean Girls and Clueless they reinforce the outdated notion that ‘girlpower comes only after a crisis’. Teen girls are known to overdramatize their life for the sake of gaining girl power.

We still face civil rights issues as Mexican Americans. Our world is filled with hate and disgust toward our minorities. In 2016, it was shocking to learn who the next president would be. Mexican Americans have been fighting for rights and standing up to what they believe in since 2016. Mexican Americans, who have always been fighting for equality, especially in the modern workplace, education system, and social circles, are now more aware of this.

In the late 1960s, the East Los Angeles California school system was the focus of the movie “Walkout”. During the 1960’s, Mexican Americans suffered horribly. Mexican Americans were viewed as poor, uneducated and second class citizens by many. We see in the film many situations and issues that Mexican American students or “Chicanos” had to deal with at their schools. Parents can trust their children to be educated and safe in schools, but this is not the case for Mexican Americans. The “Chicanos” felt mistreated every day, so decided to fight against it. The movie is based on the four characteristics that make Mexican American Art so powerful. The title of “Walkout”, refers back to the student walkouts from four East Los Angeles high school to make their voices heard. For this film to depict the real walkouts, it was necessary to reenact why the students were forced to walk out. In order to better explain the reasons, they use the fourth trait “Expose and Show Oppression”. The film shows how students were punished physically if they chose to speak Spanish in class instead of English. It was a bad thing that they were Mexican Americans because of their Spanish. They were bullied and shamed every day because they are Chicanos. Walkout also demonstrates how textbooks in schools are inaccurate and leave out all things Mexican Americans. These textbooks were so old-fashioned that they basically proved to Americans how little Mexican Americans matter. The students were not even able to learn about Chicanos at that time. Since they could speak, read and write in English, the libraries at their schools had very little in Spanish. Students were not allowed to use the bathrooms during certain hours. These examples expose the truth of the conditions Mexican Americans faced at school. Again, schools should be places of safety, not torture.

They were treated like animals when they threw objects at these students for standing up for what was right, fighting for injustices and equality. They never give in to the ridicule and abuse they receive, not even when their second walkout became violent. The walkouts are part of Mexican American History because they fought a long, hard battle.

The inequality Mexican Americans experienced will forever be etched in history. The third characteristic of the film is “Create racial and social pride”. Sal Castro is the teacher who motivates students at the start of the movie to improve the Mexican American graduating rate. He reads “I Am Joaquin”, which reflects on the hardships that Mexican Americans, Chicanos and other minorities have experienced throughout history.

The Chicano movement was made up of many important people. The powerful and inspiring words in the poem make you proud to be Mexican American. The third walkout is another scene which truly demonstrates Chicano strength. The police block the students’ exit from the school. The student’s parents, siblings, and grandparents are united as one in holding both the Mexican and American flags. This scene is very touching and shows how Mexican Americans are united.

Last but not least, demonstrating an oppositional way of thinking/questioning authority. This film is about how Mexican Americans’ lives are changing. The only way to do this is by standing up against the authorities and refusing to accept their authority. They held on even though they were constantly being attacked by the cops. They stood firm to prove their point. The principal of the school threatened to expel her if the student walked out. While the school wanted everyone to ignore the walkout, the students did not.

This is an important piece of history. The walkouts and the inequality that Mexican Americans had to face back then are not well known. Although racism and prejudice towards Mexican Americans still exist, the situation has changed.

Ayub Khand-Din’s autobiographical screenplay is the basis for ‘East Is East’. It tells of the life of a family of mixed-race Asians who live in a northern English town. The father of the family, Mr. Khan, wants to preserve Pakistani traditions, but his children do not want to follow them. For example, they don’t want to be married to another Pakistani family. The story shows how the family struggles to lead a normal British life while the father tries to instill Pakistani culture into his children. The story is dominated by themes of racial prejudice, the need for adolescents to be independent, and the difficulties that come with being stuck between two cultures. This analysis will be based on key elements of film, such as lighting, sound effects, camera and the mise enscene. The opening of a successful film should include the setting, the characters, and a little bit about them. It should also start to build the mood and atmosphere. The first camera shot should be used to set the scene.

Lighting can also be used to create atmosphere. The close-ups will give the audience a better understanding of their characters’ backgrounds and first impressions. Sometimes, a movie director will use their opening sequences to make the audience think that the film follows a specific theme or genre. But, they may contradict themselves later. The opening sequence in ‘East is East” begins with a map of the region where the film is set. It then shows the children of mixed race taking part in a Christian parade. Then, it shows successive close-ups on the faces of each child. It shows that there is some kind of relationship between them. They are later revealed to be siblings. This group’s comical actions indicate that the film will be a comedy. However, the fact that they are sneaking into back alleys in order to avoid their father shows the cultural clash that continues throughout the entire film. Lighting can create atmosphere. You can use a variety of lighting techniques to create ambiance. The contrast between light and dark areas is enhanced by using only back lights and key lights. The result is unnaturally illuminated characters and places. Low key lighting (LK) is what we call this unnatural lighting. By adding filler light (FL), it is possible to create a natural look for characters and environments. High key lighting (HK) is what this is. Depending on where the lights are placed, they can produce different effects. Underlighting occurs when the light source is located directly underneath the subject. This can cause distortions. Horror films often use this technique. Underlighting is the opposite. When uplighting the light source is above the subject. This can give a glamorous appearance by highlighting the features. Backlighting is the final option. When backlighting occurs, the light source is from behind your subject. If there is no light source, then the subject appears as a simple silhouette. The opening sequence was shot in the natural light of a location.

However, lighting enhancements were needed. This would have required the use of key lights as well backlights or Filler lighting. Natural lighting is high-key. The characters would be illuminated from all sides if they were outside. The audience will be able to discern that the event is outside. Because the lighting is dull, they will interpret the scene as being in Northern England at Easter. The film’s audience will be influenced by the lighting style chosen by the director. If the incorrect technique is used then the film will not have the desired suspense and effects. Sound is also a crucial part of a film. It can have a major impact on an audience. It can create tension that will prepare viewers for a future event or deceive them to believe something is coming when it really isn’t.

The audience can only believe in the world of film if the sounds are real. Films use two different types of sound. Diegetic and non diegetic sound are the two main categories of sound used in films. Both are essential to the success of a film. The audience can tell that diegetic sound is coming from their world.

A scene in which children are playing at a park may include other people talking, barking dogs, and the sound of toys being used. Non-diegetic audio is what the audience hears in the film. The soundtracks have been used with diegetic noises to enhance their effect and emotional response. The director can choose from a variety of soundtracks. One is a contrapuntal soundtrack, the other a parallel one. Both have different results. Contrapuntal is music that does not match the visuals. Music that is very calm may be used in a battle scene. This can produce a variety of emotions. The music should match the visuals. For example, a romantic scene could have passionate music that emphasizes the emotions of the characters. Continuity is key in a film. A film is not effective if it does not have a cohesive storyline. Sound bridges help to connect scenes. Sound bridges are used to help connect scenes. Sound bridges are the sounds that remain in a film. The music can be used as a soundbridge, continuing to play or fading out when the scene changes. Several of these methods are used in ‘East is East.’

Parallel music is a form of non-diegetic audio. It’s parallel because it is a vocalist singing about a marcheing band, and the audience watching the parade is also viewing the marching band. This shows that it is a celebration parade.

There are also several different types of diegetic noises, which range from people clapping, to marching, to dialogue. This creates more of a believable environment, which allows the audience to feel a part in the action. The non-diegetic background music fades out from the end scene of the parade to the boy in the house. The audience will be able to tell that the boy in the house was part of the parade. The sound can create tension in the film and produce other effects that would not be possible without it. Sound bridges complete the film and bring it together. Sound creates a world where the viewer can feel like they are a part of. The final feeling of a film depends on the overall sound. The camera can be used to influence the audience’s response. The angle of the camera can be used to direct the audience’s attention towards certain areas, and it can also suggest emotions.

In this case, the camera may be looking through the character’s eyes, and if it is rolling at a high angle, the character might feel dizzy because of their fear of heights. Early films had no camera that could move or change focus. The camera can be moved in a number of ways to direct the audience’s attention towards the central theme of a film. There are basically two types of camera shots. There are three types of camera shots: close-ups (or medium shots), long shots, and wide shots. Close-ups come in four different forms. There are four types of close-ups: extreme close-ups, large close-ups, close-ups, and medium-close-ups. Each has a different effect. The face is all that’s visible in extreme close-ups. The head of the subject is shown in a larger close-up. Close-ups include the face, head and some backgrounds.

The audience can see the face from the forehead to just below their shoulders in a medium-close up. There is one thing that all the three first close-ups have in Common, but the medium close-up doesn’t: they show a certain amount of intimacy. They all show the same expression. The expression ‘the eyes reveal the soul’ is often used. You can show the emotions in the eyes of your audience by showing their eyes up close. The camera zoom shot is just one of seven different types. The first three are concerned with the frame’s contents, while the next two groups of three focus on the angle. First, we have a two-shot. The two shots are usually close-ups of two people. Over-the-shoulder shots show the subject as if the camera was looking over someone else’s shoulder. There is also the interviewee’s shot. In this case, the subject is looking into space and speaking to themselves, while facing the interviewer. The last shot is the subject moving. The subject is walking in space. Camera angles can convey emotions and feelings. First, there is tilted frames. The camera has been twisted. Low angle shots involve the camera looking upwards from a lower position. It conveys authority and power. Finally, there’s the high-angle shot. This shot is taken from above, often with a crane. It can suggest weakness and frailty. Camera movement can help to keep our attention as viewers on the right image. You can achieve this by using six different camera movements. The effects are also different.

Panning shots are when the camera moves side to side from a fixed point. A tilting photo is similar to panning, except that the camera tilts in both directions from its fixed point. Crane shots are when a camera mounted on a telescoping crane is used. Tracking shots are when the camera moves along tracks laid out for this purpose and follows the action. The camera is moved diagonally, causing the image to be lopsided. This is often used to indicate that a character is sick or on drugs. The final shot is the hand-held one. The camera is held in a wobbly manner by the hand, as its name implies. The opening camera shot is an extremely long and high-angled crane shot that shows a row of terraced houses placed very close together. This establishes the setting and introduces a new area. The audience is shown that the community has a close bond, but they also get in each others way. After that, it switches to a wide shot at eye-level of the entire parade. The camera is stationary. This shot introduces audiences to the festivities. After a second cut, the icon of Jesus the Christ is shown on the cross. As the camera tilts down, it reveals an Asian mixed-race girl. Next, the camera switches to Mary the virgin cradling Jesus. The camera tilts down to show another member of the mixed race family. Then, the camera shows several close-ups on other children. These children are all smiling and seem happy to take part in this parade.

Next, we see a long shot showing the mother searching desperately for something. The camera then cuts to the father, who is isolated. This gives an impression that he’s separate and unique from everyone else. In the first sequence there is a shot that shows the children running in a dark alley so as to not be seen by their dad. This shows that the relationship between father and children is not easy. The way these characters run with the icons of religion suggests a sense of humor. The audience sees then the children running down the alley in parallel with the slow and respectful march down the main road. The camera, mounted on crane, is at a very high angle. This contrasts the marching with the running and suggests a comical theme. This two-shot shows the relationship of mother and father to the audience. The final image is a medium view of their youngest child in the home. The final shot shows the youngest son looking at their family photographs. This photo helps us connect with the other people that we saw on the parade. Camera use is crucial in manipulating audience responses. This is important for introducing us the themes, characters, and settings.

The French expression mise en scène means the contents of a scene. It can refer to actors, costumes, props and scenery. It’s also crucial in manipulating the viewer’s reactions. The terrace houses are seen in the opening sequences of “East is East”. They are more common in northern towns such as Salford. It is possible to tell the setting of the movie by the props. Props such as statues and parade regalia are used for this particular scene. These props make it easier for the viewer to follow the action. The director has chosen actors who are actually mixed-race Asian children. This gives the film a more realistic feel and creates an interesting world. These actors’ costumes help the audience to understand what time period ‘East Is East’ takes place in. Their clothing tells the audience that the film was set in 1970. The overall scene makes the film more believable.

It is easy for the audience to feel like they are familiar with a character’s lifestyle by simply looking at their clothing and location. The audience can make better decisions about how to feel about the character. The clothing of characters is chosen to emphasize the feelings. All in all, the mise enscene really brings the film to life. The opening scene of ‘East is East’ is an excellent example. It has a huge impact on the viewer. It introduced the characters, set the scene and gave us a glimpse of their personalities. Camera shots, lighting and sound, as well as the mise en scène, all contribute to a successful film opening. To my mind, there is no single element that can be solely credited with the success of a film’s first sequence. The film’s success depends on the collaboration of all involved.

The popularity of anime has spread around the globe. These Japanese cartoons were adopted by other countries. Many anime fans (otaku) take anime very seriously. They attend conventions around the country to create costumes that are exactly like their favorite characters. Many otaku are unaware of the history and origins of these cartoons, but their importance in shaping what is known as anime is undeniable.

Not all forms of animation are known. Others claim that anime originated with Japanese comics such as woodblock prints and Pictures on temples walls. The first Japanese animated movie to be shown in public, “Tekugukan”, was screened at the Kabukiza Theater. In 2005, the first known anime was found. It was made in 1907 and consisted of 50 frames. The majority of films from this period have not survived for long enough to survive and be preserved. This is primarily because they were sold after being shown in theatres to smaller theaters. They were then sold as individual frames or strips. The animation industry expanded in size and technology from 1900 to 1910, and many of the films made during this period have been saved. Shimokawa Oken, Kouchi Jan’ichi and Kitayama Seitaro were the three most well-known animators from this era. They had their own studios as well as apprentices. Shimokawa Oten drew caricatures for magazines and was an illustrator. Tenkatsu had hired him to draw cartoons. However, he only managed to finish five movies due his failing health. Kouchi Juni’ichi is credited with introducing technological innovations to Japanese cartoons. He began by studying watercolor, and was then hired as cartoonist. He made 15 films. Kitayama Seitaro, another cartoonist, worked first with chalkboard and was unsuccessful, then moved on to paper animation. The fact that these animators ran studios led to a new wave of animators being born. This helped the anime art grow as a collective. Seitaro had many students who became animators. Murato Yusuji was one of them.

From 1920 to 1940, the use of anime went beyond entertainment. In the 1920s first laws protecting youth were passed, and animators created educational cartoons. The government used animation to win the support of the public when World War II began. The government hired only a few cartoonists during WWII. All others were barred from the field.

After the war Japan concentrated on rebuilding and lifting the country out of its swamp. In Japan, the animation industry was not very successful during this period. Osamu Tezuka’s works in the 1960s brought it back to life. The next great milestone in Anime history is these works. Tezuka’s Tetsuwan Atomu debuted in 1963 during Japan’s economic crisis following the war. Tezuka had to be brave in publishing his story. But, ultimately, the anime was a success, as it gave people hope and unity, while also helping them to forget about the war. Osamu made more animes, like Hi No Tori, that helped to change the culture of Japan. He also shaped other countries.

While anime still had many years ahead of it, its presence in many different countries was well-established. Over the next few decades, anime would have a profound impact on the lives and careers of millions. It is now a way to bring people together from around the globe.

Wilfred Owen’s poem “Dulce et Decorum Est” describes the horrors experienced during World War I from soldiers’ eyes. Owen uses brutal imagery to show how soldiers came to be unaware of the horrors. This was done in protest at England’s glorifying of war. All imagery used by Owen is negatively connotated and, as such, it has impacted both the soldier and the reader. Wilfred Ow’s poem “Dulce et Decorum Est,” makes it clear war was not what England wanted it to be. Instead it was a terrible reality that nobody should have to confront.

Although war is often associated with negative emotions, some societies view it positively. In many cultures, fighting in wars for one’s nation is seen as an act of pride and honor. Owen’s poem’s title, “Dulce et Decorum Est”, refers back to the Latin phrase “Dulce et decorum était pro patriamori”. This means, “It would be sweet and appropriate to die for my country.” The poem is sarcastic, and Owen is actually arguing against it. He calls it “the Old Lie” He uses imagery that supports his argument. Owen uses graphic imagery throughout “Dulce et Decorum Est” to show the audience the surroundings of the soldiers. Owen’s intention was for the readers to be shocked and dismayed. Owen describes the gas-sprayed soldier as “hanging from the frothy lungs,” using harsh imagery to describe the war and the activities of the soldiers. He makes sure the reader is aware of this, as well as his bitterness. Owen encourages readers to be angry at the injustices being done to these young, innocent men.

Owen uses similes in order to bring out the realness of war. English society was clearly divided by classes at that time, with the upper classes being seen as more superior than the lower classes. Soldiers were considered heroes of the country and were therefore grouped with the top classes. They were “like old people living in sacks,” and they were not treated well (1). He also compares them with “hags”, (2) which is a reference to both lower-class and evil. Owen shows soldiers in this context instead of glorifying them as society views them. He removes war’s appeal and replaces with a disdain for the lower classes.

Owen’s poem contains some of the most absurd descriptions one can imagine for any situation. The poem is almost absurd in that some of the images seem impossible to understand. However, Owen seems to have intended this effect. The way Owen describes soldiers’ lives is so awful that the average reader will not be able to understand the descriptions. Owen paints the unsightly image of rotting flesh and dying with phrases like “obscene, incurable sores, innocent tongues” and others. This image is difficult to grasp for most people, as society is accustomed to filtering out images that are so harsh. Owen uses this horrific imagery to make the point that Owen’s description of the horrors faced by soldiers is absurd. His powerful imagery only makes Owen’s message stronger.

Owen also uses imagery to communicate his message by removing the senses from the soldiers in his poem. The soldiers are described throughout the text with words like “lame” (6, “blind”, (6) and “deaf” (7). These words signify that a sense isn’t working properly. Owen’s use of words like these throughout the poem further degrades the image Owen has created of a young, patriotic, and honorable man fighting for his country. This is how you convey that these boys are helpless, and their sense of belonging is being eroded with the war.

Owen shows young men disappearing in the first half. This is to demonstrate the psychological effects that war has on the second half. The second section is an officer’s explanation of how he feels every night haunted by the ghost of one of his fallen men. This section shows that even the ones who were not injured in combat have lost their senses. The gas was not fatal to this officer, but he has to live the horrors every night “before he lost his sight.” Their senses are no longer in control and they lose their ability to escape the battlefield.

This poem will not be forgotten, as Owen’s imagery is very unpleasant. When it is easy to understand and reads, the human mind can be at ease. The mind becomes disturbed by the imagery in Owen’s poem. Although Owen’s argument may be difficult to digest, it is a strong one that he uses to fight against the idea of war being sweet. People will think of Owen’s poem when they think about the Latin phrase “Dulceet decorum ist pro patriamori”. They will then think of Owen’s imagery instead and be terrified of the thought.

The opening line of Alfred Tennyson’s “The Lotos-Eaters” is where Odysseus calls for courage as he leads his men on their journey towards a mysterious and unnamed land. However, the nature and significance of this land remain unclear throughout the first three stanzas. Tennyson’s poetic technique allows him to portray the land in a way that is both beautiful and dangerous. Tennyson makes his scenic descriptions more than just a clever diction. His poetic language mimics and mirrors many of the intriguing effects and qualities that the land has, using inventive rhyme scheme and prosody. The poet and the hero are ultimately responsible for unravelling the mystery of the land named after the lotos-eaters. They reveal it not to be the serene sanctuary that it seems, but to be a distraction trap that threatens Odysseus with the melancholy and amnesia of unmoving times.

The land’s opening descriptor immediately draws attention because of its peculiarity and disconnect from reality. Tennyson shifts from describing human activity to natural activities here. Images that are normally filled with energy and frenetic motion seem to be imbued instead with a peculiar stillness. This is also evident in both the bizarrely inverted, enjambed construction and expression “fall and stop and fall”, which are interesting choices to reinforce the temporal nonlinearity found in the land where the Lotos-eaters.

Tennyson uses the Spenserian rhyme scheme for “The Lotos-Eaters”, which allows three rhymes to alternately appear within nine lines of one stanza. This particular choice has a consistency and regularity that is similar to the tranquil, still aura of his realm. Each stanza semantically links to the next. The streams from the first stanza flow down into the second, where they become central to the second descriptor (“Aland of streams!”). The “sunset” line in the third follows the original description of the mountains “sunset flush’d” in its preceding stanza. The enjambment is used to connect the stanzas. One sentence runs for five lines in each of the first and six in the final. Within each line, the same phrases or words are repeated.

While the repetition and abundance in rhyme patterns suggest that the text is predictable, Tennyson breaks up the flow with caesuras, incomplete rhymes and trochaic foot. Exclamation marks are used to punctuate two main descriptors: “Aland of streams!” and”Aland where all things always seem’d same!”. Colons and commas also separate descriptions later in a poem, creating pauses within the otherwise regular lines that make up iambic Pentameter. Even though the rhymes are mostly perfect, there are some examples where pairs of nearly identical words (e.g. “land”, “land”, in the first section, “adown” in verse three, and “down”, in verse four). These variations in rhyme scheme have an unsettling effect on the reader. It prevents the rhyme’s completion or closure and blocks any hopes of achieving faultless fulfillment.

As mere observers, human beings disappear into the background until they return in the last line. Tennyson’s first stanzas instead describe the land in detail. Tennyson reveals a sinister, seductive landscape. His painting strokes are reminiscent of sinuous temptations such as “slow dropping veils made of thinnest soil” or “charmed mystification”. Its complexity is evident in the poetic language that created it. This colorful land, of perennial snows and sunsets, proves to both be a linguistic as well as psychological obstacle.

John Irving’s A Prayer for Owen Meany shows how death can have a lasting impact on anyone. These influences are often associated with negative meanings, but death in this book has a more positive effect on the narrator. John is able to reconcile with Owen by his death and turn to the Christian faith. His death’s sacrificial side reveals his deepest beliefs.

Owen’s death was premeditated and meant to save John and Vietnamese children. Dick Jartvis, a mentally unstable teenager, entered the bathroom with John and Owen and threw an exploding bomb at John. John gives it to Owen, and Owen lifts Owen. Owen then throws a grenade against the window sill, making him a victim of the bathroom’s curse. Owen had “the dream”, which was a vision that he had of his death. He wrote in his diary, “I know when and how I will die” (He also knew this from a dream). I will be a hero.” John read this entry. He found it a little frightening that Owen was so certain of his convictions. John didn’t believe in God prior to reading the entry. Owen was a man based on faith. He did everything because he believed God would support him. John becomes more spiritually aware of Owen’s certainty and realizes God was the one who gave him the message. John comes to believe in God after realizing that life was fragile. He also realized God had given him the ability to destroy the grenade using a maneuver called “The Shot”. Owen comes up with a move. Owen will dribble a basket, then pass it on to Owen. Owen would then raise Owen to dunk his basketball. Owen and John practice this shot consistently until they can do it in less than three seconds. Owen says that faith takes practice to get the shot right. They practice until they are able to save everyone in the toilet. Owen’s ability predict the future and fate is what makes him a connection to God. Owen sees himself as God’s instrument, saving people in his place. John understands this connection as Owen gave his life to God. John now sees how Owen can complete the miracle.

John is able to see Owen’s sacrifice through his own eyes and it helps him reconsider his beliefs. John is a very rational and doubtful person who requires proof to believe any thing. This explains his doubts about God’s existence. As a teenager, he “became somewhat vague in his faith,” but that quickly changes. John must have real-life experience with the fragility in life to fully understand why miracles are not always explained, but God creates them. Owen said that “you can’t prove miracles” before, and John needed to experience it for himself. Owen said that miracles can only be proved by God. John believed Owen after Owen died. John’s realization contributes greatly to John’s character development. Before Owen’s sacrifice, he believed only in what was visible rather than having faith. He is now able to believe in facts rather than faith.

John’s spiritual evaluation of Owen’s sacrifice is evident in A Prayer for Owen Meany’s ending. John’s experience near death helps him to realize the fragility of life, and how God is capable of controlling it.

Purple Hibiscus depicts traditionalists as being marginalized by their beliefs and the impact of Western Colonization. The three characters Papa-Nnukwu, Papa Eugene and Father Amadi, show this. Papa-Nnukwu can be found in the traditionalists section of NIgeria. Papa (Kambili’s son and father of Papa-Nnukwu), an extremely devoted Catholic, ended all relationships with his father. Papa Nnukwu has chosen to believe in Christianity, and his son refuses to associate with him. It is also the children who are responsible for the marginalization Papa Nnukwu. Kambili, Jaja and Jaja can only spend 15 minutes at their grandfather’s home. Papa Eugene has banned him from even walking in his house. He also refuses to allow him to visit his grandchildren. Purple Hibiscus is full of drama as Papa Nnukwu and Papa Eugene debate their belief system. Papa Nnukwu had no son to support him, but his daughter was there for him. Aunty Ifeoma was persistent in trying to help her brother stop the devaluing of her father. She explained that the religion her father chose did not worship God but that it was different. Jaja, Kambili and their grandfather slept in the same house as them. Papa Eugene shows his hatred for traditionalists when he pours boiling water on his children. Yes, Papa’. Papa Eugene’s experience of colonization’s aftermath can be seen in his own father and in others, with the idea that they need to learn from their “wrongdoings” and avoid the “Heathens” because it is considered to be religious transgression. One example is the case of an elderly man, who supposedly grew-up with Eugene, entering the compound after hearing Eugene was coming to town. Papa Eugene begins screaming in panic and asks “What’s Anikwenwa doing here?” Is there an idol worshipper in my house?” You must leave my home.” Papa Nnukuwu ordered two men drag Anikwenwa into the compound. Papa’s friend started yelling words at Papa with “Ifukwa, gi.” You’re like a fly that follows a corpse to the grave blindly. Eugene is clearly a colonial product. He blindly follows the ideology of White men and marginalizes his people. This is evident from the simile. Eugene also did the same thing with his people’s language. Instead of using it like a normal person, Eugene prefers to use it to indicate something bad is occurring, whether it be a sinful act or not. The narrator reveals this many times, as Papa refers to Igbo when something is wrong. Kambili is caught by Papa allowing Kambili and his family to eat from a bowl with cereal just minutes before Eucharist. He asks in Igbo: “Has he asked you all for errands for his? Is the devil constructing a tent in your house? Shortly after asking these questions chaos ensues and Papa starts hitting Mama Kambili and Mama. Papa isn’t a fan of the Igbo language and, as such, chooses English to be the “language God speaks” or the civilized manner of speaking. We are told as readers when Papa recognizes that English has been chosen by the holy people. “Papa enjoyed it when the villagers tried to speak English with him. He thought it was very sensible. When he was in white religious groups like Sister Margaret and Father Benedict, he “Changed” his accent to sound British. These are just two examples of evidence that Papa Eugene was a Catholicism-and-traditionalist believer. Papa Eugene’s main opponent is Father Amadi, a priest that combines Igbo traditions and Catholicism. He believes religion and faith are more complicated than they seem. Father Amadi has a strong influence of Catholiscism. He is however open to the traditions of his home country. Amadi isn’t a wild force like Papa. Kambili played a crucial role in showing Papa Nnukuwu that his traditional beliefs weren’t as bad or different as Papa Eugene thought. The beliefs of traditionalists, as a group, are often disregarded. The conflict between traditionalist beliefs and colonial influence is a major problem for the group we are referring to (traditionalists). Papa-Nukwu is one of many Purple Hibiscus residents who are marginalized.