The Tragic Hero Essays - English-language Films, Death Of A Salesman

The Tragic Hero Man is here too little and too passive to play the tragic hero. In Death of a Salesman, Miller presents us with a new version of what we define as tragedy. If we look to the Greek plays such as Oedipus Rex, we are shown very fixed ideas of tragedy that involve a hero falling from high stature to the depths of depravity by the mistakes that he has made. Indeed, Aristotle termed tragedy as downfall that was not the fault of the hero. However, he produced his definitions based largely on The Theban Plays and so perhaps gives us reason to question these archaic prescriptive terms. Moreover, if we are to ascertain whether or not Willy Lowman is able to play the tragic hero, we must surmise how effectively Miller's writing conforms to our preconceptions of the tragedy genre. It would be luxurious to suppose that these preconceptions are changeable, for to give the above quote any credence, we are acknowledging the tragic hero as being one of many such figures that have made literary fame (or indeed infamy) before it. Miller has willingly spoken of his play as being tragic and calls on the reader and his critics to acknowledge it so. I believe that the common man is as apt a subject for tragedy in its highest sense as kings were. (1949 cited Weales 1967) This view forces us to question our initial interpretations of the tragic hero. Miller writes in a way that forces us to see each character as symbolic and not as individuals, and we may argue that this gives the story a certain myth. However, what seems more likely is that the characters have no individuality in areas such as what Willy sells or his name (Low-man), so that we perceive them in the same way they feel they are perceived by others. If we examine for one moment, the more confident and separate the character is from the American Dream, the more detail and information we learn of their lives. We know a great deal about the most far removed character, Biff, and know a little less about Happy; the other characters follow suit. Therefore, rather than attribute tragic status based on depth and lack of specificity, we must look to character stature for information. Indeed, we have often associated tragedy with someone who starts on a high level (and falls), however, we may suppose that the same is true of Willy Lowman. In many people's eyes, a hard-working common man, is the archetypal hero and indeed worthy of our respect. We are preconditioned, even outside of the American Dream, to believe that a few shillings for a honest days work is what makes an honourable man. However, how then are we defining honour? From the opening and indeed our initial perceptions of Willy, are that he is conscious of the world around him and enjoys all that is natural, ?it's so beautiful up there, Linda, the trees are so thick, and the sun is so warm. (9) However, this honourable character is then seen to disillusion the reader by his reluctance to conform to the reader's expectations of honourable behaviour. On the other hand, if we are not to blame Willy for his own nemesis, then he is not only honourable but his end is indeed tragic. The American Dream had (some argue still does have), the ability to give you everything; if you only stretched out, the world was within your reach. In the same breath that Willy speaks of being vital in New England (10), he exemplifies everyone's belief that they were someone and could be someone more if they wanted. There is little doubt that Willy buys into this ideology from the beginning of the play. Talking in slogans and adverts, Chevrolet, Linda, is the greatest car ever built, (26) Willy believes in what he is selling, albeit not a product but an ideology. Miller removes responsibility for this dream from Willy's shoulders, by depicting the country as ganging up against him in a conspiracy of apartment houses. Willy feigns his own escape from responsibility by speaking of the population as getting out of control. (12) It is of

Java Final Exam Study Guide Essays

Java Final Exam Study Guide Essays Java Final Exam Study Guide Essay Java Final Exam Study Guide Essay Final Exam Study Guide Chapters from 6 to 12 Sections that you need to know from the chapters Chapter 6 6. 1Event Controlled Loops Using while 6. 2General Form for while loops 6. 4Looping Techniques (not animation) 6. 5 Type-Safe Input Using Scanner 6. 6Constructing Loop Conditions 6. 7Testing Techniques for while 6. 8Event-Controlled Loops Using do/While 6. 10Count-Controlled Loops Using for 6. 11Nested Loops (And everything else I taught you about loops) Chapter 7 7. 1Defining a Class 7. 2Defining Instance Variables . 3Writing Class Methods 7. 4Writing Constructors 7. 5Writing Accessor Methods 7. 6Writing Mutator Methods 7. 8Writing Data Manipulation Methods (I have taught you how to write the Calculation Class – â€Å"black box† concept. Encapsulation, Polymorphism) 7. 9The Object Reference this 7. 10The toString and equals Methods (you need to know equalsIgnoreCase †¦. ) 7. 11Static class members Chapter 8 8. 1Declaring and Instantiating Arrays 8. 2Accessing Array Elements 8. 3Aggregate Array Operations (not anything from 8. 3. 4) 8. Using Array in classes Includes all what I have taught you that is not in the book on single dimensional arrays. (Array of objects) Chapter 9 9. 1Declaring and Instantiating Multidimensional Arrays 9. 2Accessing Multidimensional Array Elements Chapter 10 Everything I covered on the two PowerPoint presentations on this subject Chapter 11 11. 1Simple Exception Handling 11. 2The java. io package 11. 3Reading and Writing Text Files 11. 6Writing and Appending to Structured Text Files Chapter 12 All Sections except 12. 8, 12. 12, 12. 16, 12. 18

Field site task Essay Example | Topics and Well Written Essays - 3000 words

Field site task - Essay Example Studies of Society and Environment (SOSE) is an essential part of almost all the Tasmanian educational institutions has been designed and implemented at school level. It contains variety of disciplines in their vast fold including History and Geography in particular and Anthropology, Sociology, Political Science and Economics in general; all of them are required to be kept in view while making a learning plan as the part of classroom curriculum on the one hand and field side task on the other. The best teaching plan will be the one designed to meet the needs and interests of the particular students we are teaching. (McDonald, 2001:23) I have selected the Salmon Ponds in my plan as the area situated in Derwent Valley for my field side task. Since fieldwork is an essential part of my course in SOSE, so all the activities related to it must be well-knitted and properly planned according to the requirements and patterns designed and developed for this purpose. Before embarking upon the t opic, it would be advisable to introduce and discuss the historical and geographical significance of the area under study. Salmon Ponds is situated in the Derwent Valley, which is not only an important part of Tasmania, but also is a remarkable region containing gorgeous scenes of natural beauties and worthwhile charms. Due to its splendid landscapes, magnificent planes and pageant hills, the valley captures the attention of visitors from different parts of the world. Since Tasmania maintains a rich cultural heritage, ideal geographical location and traditional historical background, it is therefore the area provides a lot for studies and research work especially in the discipline of SOSE. It is estimated that Aborigines were the most primitive community of the region, which have been stated living in this area for the last 35,000 years. Tasmania is said to be linked with the mainland nearly ten