Comparing and Contrasting Essay Example for Free

Comparing and Contrasting Essay Comparing and Contrasting The man with the twisted lip with Front  There are many similarities and differences in both Front and Twisted lip, but the most apparent relation between the two stories is the keeping up appearances (or keeping down appearances in the case of Twisted lip) theme, meaning they are about someone or something trying to conceal the truth or simply the truth isnt so obvious in the case of Front, the other less prevailing similarities/differences will be analysed later on in the essay. The beginning of both stories differ quite strongly, Front begins with a narrator describing her experiences of seeing something that she would compare to as one of the seven wonders of the world and there some definite references to class Five streets down the comma after the word down brings emphasis towards it and sets the impression that the narrator feels (or later on in the story, felt) that she is in a sense not worthy, or in awe with her surroundings, as the story shows that she is quite concerned about class, and the economic standings of her and her family as this will be pointed out later on in the essay, and becomes quite obvious when reading the story. The Writer also gives the reader the impression that this girl thinks very highly of this place, and although she imagines it to be so far above the town she feels she is not good enough, I wanted to be forced to leave, the writer portrays the girl to be intimidated by this site she is seeing as it reads that she did not mention the crescent to anyone afterwards as if I had been trespassing, and needed to conceal the fact with all of these displays of almost worshipfulness and the fact that she thought back on it with great nostalgia the impression the writer has given the crescent would be hard to top. In Twisted lip however, a character (although not a very substantial one) is introduced as the first word in the story, with a short background on his dead brother and how he died of an opium addiction. This being quite pointless at first is quite a cunning trick the writer has introduced here, as for the next few paragraphs the reader thinks that this Isa Whitney is what the story is based on, the trick being the writer has made the story out to be something it is not, which is intentionally ironic as the story is based on a man trying to conceal the truth. A more close up view to Twisted Lips construction there a few references to class, like dregs of the docks and a vile alley, these let the reader understand Dr. Watsons train of thought and how he considers himself to be, within the very thick walls separating class at this time. When Watson reaches the opium den he refers to it like it was a tomb, a glimpse of bodies lying and using words like lacklustre, the writer sets a very dark, dreary place and referring to the smoke as gloom. Soon after Isa makes his way to the cab Sherlock Holmes inevitably makes an appearance, after a brief introduction Isa and his troubles have left the picture and Watson and Holmes take the limelight of the story. This point is quite a major difference as it shows the authors different style of writing compared to Front, as Front has quite a few characters and even less are properly introduced with past family history, whereas Twisted Lip portrays a much larger world to the reader and even though Isa Whitney is key to the irony and depth of Twisted Lip the reader wont realize that until approaching the end of the story, this just shows how similar and quite different the two stories I am comparing are. When the introduction in Twisted Lip is over and the complication of the story begins to unfold, it seems like another introduction to the actual story (or so it seems) and the previous little fiasco (that to an untrained eye could seem like the baseline of a story) was almost completely irrelevant to the complication of the main plot. This brings the reader to Watson and Holmes sitting in a cab heading to the home of the missing Neville St. Clair and as they travel Holmes tells Watson the story so far. Sherlock Holmes narrative lasts about fourteen paragraphs long, and describes the events passing and it becomes quite obvious that Holmes has been working on this case for some time. Holmes tells Watson what sounds like a murder inquiry and starts to explain the life of a successful man with a lot of money in the bank, no reason there-fore, to think that money troubles have been weighing upon his mind which facilitates the irony of Twisted Lip as it says later in the narration that the beggar that actually is Neville St. Boone put all his coins from begging that day into his coat to weigh it down. Another hint is when Holmes mentions the cripple looking a powerful and well nurtured man. The writer is obviously dropping these clues for a reason and an intelligent reader may pick up on these tell tale hints, but they are still very discreet and the impression of a murder story still sets the theme. The lack of references to class in Holmes narrative shows to the reader that Holmes is quite a different man to Watson, and that he doesnt really care about where he stands economically or anyone else, unless it has some relevance to his case for example; he has 220 standing to his credit. The writer portrays the villa and Nevilles wife to be definitely well off, using the mousseline de soie as a direct indication of the financial security of the missing mans wife and in doing so, adds to the eagerness later on of why Neville had became a beggar if he had all this wealth in the first place, but it is to the readers surprise that his begging money paid for the house as well, this gives the reader the motive to Nevilles begging addiction, the vast amount of money he could make. Showing the characters motives in stories give the characters depth, that is why this was an important point to make.

Gun-Control in Charlton Heston’s Is Freedom Lost on the Next Generation and Paul Craig Robert’s Unarmed and Unsafe :: Amendment Rights Essays Guns

Gun-Control in Charlton Heston’s Is Freedom Lost on the Next Generation and Paul Craig Robert’s Unarmed and Unsafe There are three ways to approach gun-control: first, it is the citizens’ constitutional right to own firearms; second, firearms kill - get rid of them; and third, to have no opinion and not deal with the issue. Whichever view people have on gun-control, they must first understand the facts and statistics of these issues. Charlton Heston’s â€Å"Is Freedom Lost on the Next Generation?† and Paul Craig Robert’s â€Å"Unarmed and Unsafe† both study the opposing side of gun-control with facts and logic. In Heston’s â€Å"Is Freedom Lost on the Next Generation,† he writes about how â€Å"we may be losing the next generation of Americans, as they lose an understanding and appreciation of what the Second Amendment is and does† (Heston 1). Heston uses the statistics from a June, 2000 national survey of 1,500 high school students to show that the young adults of America do not have faith in the Constitution or Bill of Rights. He reports that â€Å"64 percent of high school students favor stricter anti-gun laws, 90 percent favor the licensing of handgun buyers, 96 percent said all handguns should be registered at purchase, and 19 percent of high school students do not believe that the Second Amendment guarantees the right to own a firearm†(Heston 1). Heston asks how safe any of America’s freedoms are if twenty percent of high school students believe that the Bill of Rights does not mean what it says? High schools use to have rifle teams along with s occer and football teams, and now even toy guns have the possibility of being banned. He mentions that being able to own a gun does not mean a thing if so many requirements, fees and restrictions practically leave Americans disarmed. Heston claims that being allowed to own, or even use, a firearm is a maturing experience for young people. He also mentions that the trust that goes hand in hand with the gun does more than show the acknowledgement of self-discipline and responsibility, it reinforces those virtues better than almost anything else can. Heston argues that it is the American’s responsibility to maintain the rights of gun ownership and provide the next generation with the same freedoms(Heston 1-2) . In â€Å"Unarmed and Unsafe,† Roberts confirms the saying â€Å"when guns are outlawed, only outlaws will have guns†(Roberts 2) He begins his article with the effects of recent gun-control in Britain.

Why I Teach

Why Teach? Alisha Anderson Grand Canyon University: EDU 576 March 6, 2013 Why teach? I believe that it was meant for me to become a teacher. I have a passion for learning, and I will make my classroom an adventure of learning. A teacher of the year also from Mississippi, Wynona Herchenhahn (2009) indicated that she was a product of good teachers, and I also think that I had many influences coming from great parents and teachers. I love teaching students, they bring out my best values.I like how teachers have the power to change students’ lives to guide them in the right educational path, and that is what I want to do. The person that has inspired me to become a teacher is my mother, Mrs. Jessie Mae Ayers. She has been teaching at the same private school since 1983. She has taught pre-k (3 year olds), 5th -8th graders, and now she has been a librarian since 2004. I would like to be a kindergarten teacher it is the foundation of a student education, and I will like to be the eff ective teacher that starts that journey.I have worked three years as a kindergarten assistant and five years as a pre-k (four year olds) assistant at a public school. I have a love and respect for students; that I can use to build a solid learning community. Christine Gleason and Cynthia Cole Rigsbee (2009), implies that the greatest award is knowing that they made a difference in their student’s life, and that is what I hope to accomplish. References The Council of Chief State School Officers 2009 Teachers of the Year. (2009). Retrieved from http://pearsonfoundation. org/ccsso-toy/2009/index. html

Harlem, New York During The 1920 S - 1277 Words

Growing up in Harlem, New York during the 1920’s and 30’s, James Baldwin was a young Black man desperate for a place of acceptance. Surrounded by drugs and prostitution Baldwin saw a change in his neighborhood and his friends as they got older. With his friends beginning to drink and smoke Baldwin knew times were changing. He became very aware of the body development of the girls and the boys; and to his surprise he was even more enticed by the changes in the boys (Baldwin 17). During this time, Baldwin and his friends would begin to experience the racism that White America had to offer. No longer shielded by their age or naivety they had to face the fact that they were not accepted because of their skin color. With this realization, Baldwin would begin his search to be part of something bigger then him. During a similar time period, Abraham Maslow, a Psychologist and Professor at numerous universities over his career, including Brandeis and Columbia, published a theor y called â€Å"Maslow’s Hierarchy of Needs† (Boeree). In this theory, Maslow describes the four most important needs for a human to be self actualized. The self actualized person is not one of perfection but one who is on a search to understand and discover why their life is the way it is, from why â€Å"their feet hurt† to if â€Å"they do not like eggplant†. They take responsibility for their actions and try to be honest people on their search to figuring out their purpose in life. Surrounded by hate and anger, Baldwin isShow MoreRelatedEssay on The Harlem Renaissance and Its Societal Effects 1133 Words   |  5 PagesWhat Is the Harlem Renaissance, and What Effects Did It Have On Society? Harlem was like a great magnet for the Negro intellectual, pulling him from everywhere. 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