The Adventures of Huckleberry Finn can be consid Essay Example For Students

The Adventures of Huckleberry Finn can be consid Essay The Adventures of Huckleberry Finn can be considered a great novel because of its social criticism, its authenticity, its relation to God and the supernatural, and by the way it was written. Huck Finn can be considered a great novel because of its social criticism which is shown through satire. Satire is used to criticize something that the writer deems socially wrong. Mark Twain uses satire to criticize mans cruelty to man and religious hypocrisy. Twain criticizes mans cruelty to man mainly through the treatment of slavery throughout the novel. Twains criticism of religious hypocrisy is shown when Huck stays with the Grangerfords in chapter 17. In the chapter, the Grangerfords took their guns along to church, ready to continue the feud on the way to or from the religious sanctuary. We will write a custom essay on The Adventures of Huckleberry Finn can be consid specifically for you for only $16.38 $13.9/page Order now Another way Huck Finn can be considered a great novel is because of its authenticity. Many of the events in the story follow closely to events taking place during the time that Mark Twain wrote the novel. A good example of this is slave trade, that was a part of every day life in the Southern states, and, as in the novel, no one thought negatively about it. Another example is that feuding families, such as the Grangerford Shepherdson feud was not uncommon at the time. Another aspect that adds to the authenticity of the novel is the emphasis placed on superstitions. During the novel, we learn of some of the superstitions of the time. Some include looking at the moon over ones left shoulder, shaking a tablecloth after sundown, and handling snakeskin. This adds to the authenticity because small children and the uneducated would place great meaning on these superstitions. Huck Finn can also be considered a great novel because of its relation to God and the supernatural. During a large portion of the story, Huck is at odds on moral grounds with the only form of Christianity that he knows, which was taught to him by Miss Watson. He is debating whether or not to tell Miss Watson about Jim or take him to freedom. In addition to Christianity, there is also a river God that gives the story its form. The river is neither all good or all evil, but is mainly looked upon throughout the novel as divine. From the beginning of the novel until the end of it, the river controls the voyage of Huck and Jim. Its power is shown because the river would not let them land in Cairo which meant freedom for Jim. Also in the story, the river separates the two at the Grangerfords and then reunites them later in the company of the King and the Duke. Throughout the novel we are constantly reminded of its presence and its power. Furthermore, after each short social life on shore, Huck returns to the river with relief and thankfulness. Additionally, Huck Finn can be considered a great novel because of the way it was written. The Adventures of Huckleberry Finn is an episodic novel, meaning that there are strings of incidents along the way of Hucks travels. In the book, it is very easy to identify each episode, because throughout the novel he is going down the river, and each place he stops, starts a new incident. Even thought the novel is episodic, there is clear dramatic organization, meaning that from the beginning to the end, the suspense becomes more intense. Another factor making it a great novel is the way that Mark Twain writes. The story is very easy to read because of Twains ease and freedom in the use of the language. Moreover, he uses simple, direct, and fluent sentences, with the exception of Jims dialect.

Free Essays on Contradicting The Stereotypes Of Youths In South- Central, L.A.

Contradicting the Stereotypes of Youths In South-Central, Los Angeles The essay, â€Å"Jobs Illuminate What Riots Hid: Young Ideals†, by Sara Rimer, begins with a good-will gesture from Disney officials, offering young adults in South- Central the opportunity to work at the â€Å"happiest place on earth.† The Disney officials are surprised to find educated, ambitious, young black adults willing to make sacrifices to work for the Disney Corporation. The author establishes there is a negative stereotype connected to the young people who live in South-Central Los Angeles. He uses appeals to ethos and pathos to convince his readers- the young people living in South-Central are not all looters, drug dealers, and gang members. Rimer uses an appeal to ethos to build her credibility in the beginning of the essay to persuade the reader(s) that the youths in South-Central are not all depraved. Greg Albrecht, a spokesperson for the Disney Corporation, commented on how wonderful and outstanding the kids were, and their eagerness to work for Disneyland (Rimer, A1, A12). She has to make us believe that if the Disney Corporation is willing to hire these young adults, maybe the kids from South-Central really aren’t that bad. Using statistics helps build her argument also. The principal of Washington Preparatory, Marguerite LaMotte, one of South-Central public high schools, is quoted saying there are â€Å"118 graduating seniors planning on attending four-year colleges and 131graduating seniors going to two-year colleges (Rimer, A1, A12).† Rimer further states that â€Å"the world knows about the gang members; estimates put the number at 100,000 across Los Angeles County, and last year there were 771 gang-related homicides (A1, A12).† No one has tried to count the success stories of the young people trying to make a better life for themselves (Rimer, A1, A12). Giving statistics and using quotes by a spokesperson from an influential corporation like... Free Essays on Contradicting The Stereotypes Of Youths In South- Central, L.A. Free Essays on Contradicting The Stereotypes Of Youths In South- Central, L.A. Contradicting the Stereotypes of Youths In South-Central, Los Angeles The essay, â€Å"Jobs Illuminate What Riots Hid: Young Ideals†, by Sara Rimer, begins with a good-will gesture from Disney officials, offering young adults in South- Central the opportunity to work at the â€Å"happiest place on earth.† The Disney officials are surprised to find educated, ambitious, young black adults willing to make sacrifices to work for the Disney Corporation. The author establishes there is a negative stereotype connected to the young people who live in South-Central Los Angeles. He uses appeals to ethos and pathos to convince his readers- the young people living in South-Central are not all looters, drug dealers, and gang members. Rimer uses an appeal to ethos to build her credibility in the beginning of the essay to persuade the reader(s) that the youths in South-Central are not all depraved. Greg Albrecht, a spokesperson for the Disney Corporation, commented on how wonderful and outstanding the kids were, and their eagerness to work for Disneyland (Rimer, A1, A12). She has to make us believe that if the Disney Corporation is willing to hire these young adults, maybe the kids from South-Central really aren’t that bad. Using statistics helps build her argument also. The principal of Washington Preparatory, Marguerite LaMotte, one of South-Central public high schools, is quoted saying there are â€Å"118 graduating seniors planning on attending four-year colleges and 131graduating seniors going to two-year colleges (Rimer, A1, A12).† Rimer further states that â€Å"the world knows about the gang members; estimates put the number at 100,000 across Los Angeles County, and last year there were 771 gang-related homicides (A1, A12).† No one has tried to count the success stories of the young people trying to make a better life for themselves (Rimer, A1, A12). Giving statistics and using quotes by a spokesperson from an influential corporation like...

Practice of Teaching in Dyslexic Students Essay

Practice of Teaching in Dyslexic Students - Essay Example It is essential to comprehend that several learning problems come up if the teacher fails to recognise dyslexia at the right time and it makes the teaching inappropriate. Understanding dyslexia as a learning difficulty involves the perception that something is 'wrong' with the learner and here the teacher's focus shifts from celebrating the strengths to identifying weaknesses. Such a perception of the students with dyslexia emphasises the remediation by specialists. However, it is essential to implement resolution by knowledgeable class and subject teachers and supported by specialist help and intervention appropriate to the needs of the students. As dyslexia is a vital problem facing many students in the contemporary educational system, it is essential to have a clear-cut knowledge about this issue as well as the ways to deal with it. It is essential for the educators to make instructional adjustments in order to make the dyslexic students successful in an academic environment. ... In a reflective analysis of the social, emotional and behavioural aspects of dyslexia, it becomes evident that the role of a teacher who caters to the various needs of dyslexic students is essential for the effective teaching practice in the area. Evidences from significant researches on the topic suggest that if dyslexia is not very early identified, it can affect the person in a vicious manner and it can lead from learning to behaviour problems and from behaviour problems to increased learning disability. The specific difficulties associated with the dyslexic students stress the importance of effective measures by teachers in classroom environment. Thus, it is essential to maintain that dyslexia affects the skills of information processing in particular working memory if the student, along with phonological awareness, labelling, rapid naming and the speed of processing. It also results in the failure to develop language and literacy skills to the expected level which in turn limits the access to curriculum in school, continuing education, and employment. Therefore, the teacher has a fundamental role in dealing with the issues faced by the dyslexic students. In the UK, it is currently believed that the dyslexic students process information differently than other children. Thus, if the teacher takes this difference in processing information into account, these students can learn effectively, although perhaps more slowly in relation to literacy. Therefore, this paper makes a profound analysis of how the teacher can make the classroom dyslexia friendly and the lessons more accessible to the student. It also attempts to investigate how structured, multisensory teaching,