Caue and Effects of Peer Pressure - 2128 Words

Jordan LeBlanc Professor Williams English 1301 October 28, 2012 Causes and Effects of Peer Pressure Peer pressure has a much greater effect on adolescent teens than any other factor. Think about it, teens spend more of their waking hours with peers than family members. The interaction is direct, and much more powerful than the influence of teachers and other authority figures. Peer pressure tends to have more of an effect on children with low self-esteem. If a child feels compelled to fit in, the teen may do things that go against his/her beliefs simply to be part of the group. Peer pressure can lead to experimentation with drugs and alcohol, sex, skipping school, and various high risk behaviors. If there is a sudden change in†¦show more content†¦Because teens spend their time at home or school, it is within these confines that the answer to adolescents’ behavior lie. In other words family and school can sometimes cause teens to give in to peer pressure because of an over emphasis on the importance of social adjustment, a lack of interest or communication on the part of parents and teachers and the unrealistic expectations that these entities create. Although the purpose of attending school is to receive an education, it also gives the child the ability to develop new friendships. Most would agree that social interaction but sometimes parents are guilty of over emphasizing this importance. The classroom setting represents not only an educational place but a powerful social context in which the psychological adjustment of children can be affected. Teachers tend to promote social interaction by assigning exercises that require working in pairs or groups. Furthermore, when a teacher spots a child playing alone, they will encourage him or her to join the other children while overlooking the possibility that the child might have preferred to be alone. Thus, from an early age, children are taught to value the importance of social interaction and this value stays with them as they move into the adolescent years. The result is that adolescents come to value their friendships deeply and in some cases more so than their

Analysis Of Bradbury s Fahrenheit 451 - 1727 Words

Vanessa Aguilar English II HP/Period 4 Vandervort November 14 2014 Bradbury’s Prediction Worldwide, one in five people are illiterate. Even in the United States where one receives a free education, fifty percent of American adults are not able to read at an eighth grade level (Reading Statistics, 1). This is the complete opposite scenario in the novel Fahrenheit 451 by Ray Bradbury, where he describes a world where people are no longer allowed to certain literature and are limited in expanding their knowledge. The protagonist, Montag, works as a fireman who instead of putting out fires, sets books on fire. And throughout the story tries to find the true reason for his unhappiness through the banned books. Meanwhile, his wife projects as the basic representation of their society in where she doesn’t think for herself and follows blindly. Bradbury foresees a future world where people are censored in what they can think about. Books, which allow them to explore their imagination, are out of public’s reach. The people are easily distracted and do not find a rea son for being alive. Bradbury s prediction of society s state of ignorance and mental laziness has become true due to the fact that the United States’ population in relation to technology, irrationality, and violence has made us have more in common with Mildred’s mindless behavior. Nowadays, technology is everywhere. It is a symbol of how we have progressed as a society over the years. Technology has not only providedShow MoreRelatedAnalysis Of Ray Bradbury s Fahrenheit 451 Essay2089 Words   |  9 PagesThe analysis of Ray Bradbury s dystopian novel, Fahrenheit 451, shows that literature as books, education and alike is abused and criminalized in the hero’s reality, who is Guy Montag. The novel’s setting is when new things seem to have totally replaced literature, fire fighters set flames instead of putting them out, the ownership of books is deserving of the law and to restrict the standard is to court demise. The oppression of literature through innovation and technology can be analyzed throughRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511743 Words   |  7 PagesIn Fahrenheit 451, by Ray Bradbury, the protagonist, Guy Montag, suddenly realizes his overwhelming discontent with life when he meets Clarisse McClean, a seventeen year old g irl who introduces him to beauty of the world and the notion of questioning ones surroundings. This novel, having been released shortly after the Second Read Scare, a time when fear of communism lead to the baseless accusation of political figures by Senator McCarthy, was received with mixed reviews. However, today more so thanRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511722 Words   |  7 Pagesclaim can be interpreted as meaning that heroes, whoever they may be, are people who have the courage to revolt against injustices that are viewed by most as fixed or unchangeable parts of their societies. In Ray Bradbury’s acclaimed 1953 novel Fahrenheit 451, the protagonist Guy Montag certainly qualifies as a hero as he rebels against the dystopian society he lives in, which has completely eschewed critical thinking and reading books. Montag begins to realize that this society is unjust, becauseRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511633 Words   |  7 PagesBradb ury’s Fahrenheit 451: Dissecting the Hero’s Journey to Dystopic World Each person has a perception of the world. People are capable of judging the place they live in, human beings often find it either satisfactory or not. Creative writers have displayed similar, albeit different worlds in their works. They are similar in the way they portray societies with varied amounts of good and evil which may be reflective of how we view our own. On the other hand, they can also be different, as creativeRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511193 Words   |  5 Pages In Ray Bradbury’s Fahrenheit 451, ideas such as dystopian society, the dulling of emotions, personal freedom, and government censorship are utilized to illustrate how technology, the advancement of society, and government control has blindfolded the population from the creativity, knowledge, and truth of the past. Bradbury employs each of these ideas frequently throughout the novel to further enhance the deeper meaning behind his masterpiece. When one looks at Fahrenheit 451 like a work of fictionRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511241 Words   |  5 Pagespeople who do not do anything about it† (Albert Einstein). In Ray Bradbury’s novel Fahrenheit 451, the novel explores censorships role as a hindrance on individuality, and the severe toll it takes on society’s self-awareness. Academia has widely argued the reason behind Bradbury’s dystopian themed work of art. Most interpretations of the novel suggest the work resembles anti-censorship propaganda. On the other hand, Bradbury himself stated: â€Å"I wasn’t worried about censorship-I was worried about peopleRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 1486 Words   |  6 Pagesthe story. The novel Fahrenheit 451 concludes with a corrupt censored society in which hundreds of oppressed individuals are killed by an atomic bomb leaving Guy Montag and a few others to rebuild humanity. Many will propose that the ending was not appropriate because there were too many questions left unanswered. For example, â€Å"What happened to Professor Faber?† or â€Å"How will a couple of homeless men survive post from a nuclear war?† The conclusion of Ray Bradbury’s Fahrenheit 451 leaves the readerRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 Essay1311 Words   |  6 PagesAuthored by Ray Bradbury in 1953, Fahrenheit 451, a descriptively written science fiction, presents its readers with his bitterly satirical view of the foreboding future and the consequences that may come with it. The novel depicts a dystopian society in which freedom of expression and thought is limited and books are outlawed. Written after WWII, when book burning and the blacklisting or censorship of films was a common threat. Technological advances were beginning to spread and therefore, influencingRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 875 Words   |  4 PagesGiridhar Batra Ross-1 Aug 29. 2014 Fahrenheit 451 Essay The Role of Technology as a Theme in Ray Bradbury’s Fahrenheit 451 The average person in our society spends 7-8 hours a day(The Washington Post) using technology; that is stuff like television, video games, surfing the web, etc. Let that set in; that’s a long time. Our society procrastinates also is constantly distracted by technology like no other. We are practically glued to technology; before we become slaves of technology we must changeRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 1396 Words   |  6 PagesAn Analysis of Freedom of Information in Fahrenheit 451 by Ray Bradbury This study examines the issue of freedom of information in the story of literary oppression found in Fahrenheit 451 by Ray Bradbury. Bradbury presents the oppression of an authoritarian state that does not allow its citizens to reads books. Guy Montag is initially a servant of the state that requires him to locate and persecute members of the community that still collect books. In various cases, Bradbury defines the rights

Frankenstein Paper Final Free Essays

Mary Shelley, the author of Frankincense, views nature as being both sublime and beautiful, but lives that the latter is a more powerful emotional tool and thus Uses it accordingly in her book to influence the mood and emotions of characters. Mary Shelley uses incredibly detailed and expressive language to paint realistic portraits for the reader of the elegance of the setting behind the novel. Ruined castles hanging on the precipices of piney mountains; the impetuous Rave, and cottages every here and there peeping forth from among the trees, formed a scene of singular beauty† (68). We will write a custom essay sample on Frankenstein Paper Final or any similar topic only for you Order Now Victor makes this observation of his surroundings, and it is quite easy to see through the secretive language, that Shelley wants us to fully understand and behold the beauty of nature. Notice she does not use adjectives like â€Å"astounding’ or â€Å"daunting† implying that this particular locale is more aesthetically pleasing than it is awe inspiring. In one spot you view rugged hills, ruined castles overlooking tremendous precipices, with the dark Rhine rushing beneath; and, on the sudden turn of a promontory, flourishing vineyards, with green slopping banks, and a meandering river, and populous towns, occupy the scene† (120). In this example Shelley has painted an easily imaginable strictures vista, one that could easily be plucked out of any fairy tale. While we can easily see through her description that the landscape is so striking it might cause a mix of awe and fear, she chooses to focus on the more artful aspects that lends it lens of elegance. While it is easy to find example of Shelley conviction that nature is beautiful, it is just as easy to notice that she does include the properties that imply she also thinks of nature as being sublime. A prime example of this is on page 1 20 where Henry Cleaver describes a storm he has seen in such vivid detail that the reader can actually eel the tension and dread of the moment when it was experienced, despite the fact that it was being recounted in a story. Where the snowy mountains descend almost perpendicularly to the water, casting black and impenetrable shades, which could cause a gloomy and mournful appearance, were it not for the most verdant islands that relieve the eye by their gay appearance; I have seen this lake agitated by a tempest, when the wind tore up whirlwinds of water, and gave you an idea of what the water-spout must be on the great ocean, and the waves dash with fury the base of the mountain, where the priest and his mistress were overwhelmed by an avalanche, a nd where their dying voices are still said to be heard amid the pauses of the nightly wind. As dictated in is writing On the Sublime and the Beautiful, Edmund Burke says that something in nature that is sublime causes†Ã¢â‚¬ ¦ Astonishment; and astonishment is that state of the soul, in which all its motions are suspended, with some degree of horror. In this case the mind is so entirely filled with its object, that it cannot entertain any other† Here Edmund states that in order for something to be sublime it must cause certain amount of dread, a sentiment mirrored by the fearful manner in which Shelley has Cleaver describe the forces of nature. This notion of equivalency between apprehension and sublimity is echoed many times throughout the book, most commonly when describing mountains. † But it was augmented and rendered sublime by the mighty Alps, whose white and shining pyramids and domes towered above all, as belonging to another earth, the habitations of another race of beginnings† (68). In this quote Shelley implies that the Alps are so incredibly imposing and sublime that they eave the ability to impart a level of sublimity to the wilderness surrounding them, just through association. Overall Selfless definition of sublimity is the same as Edmund Burke’s and she reflects this in the way she evokes a sense of dread with her depictions of scenery. Victor Frankincense, the main character, is a man whose mood swings from one extreme to the other rapidly. When a pivotal moment in the plot has stemmed from Victors emotions that emotion almost always was initially caused by his observations of the intrinsic beauty of nature. This is reflective of Shelley faith that evicting the beauty of nature is more stirring to the reader than depicting it as sublime. While examples of this can be found almost every few pages, there are some in particular that illustrate the power of Mother Nature’s beauty particularly well. â€Å"The present season was indeed divine: the flowers of spring bloomed in the hedges, while those of summer were already in bud: was undisturbed by thoughts which during the preceding year had pressed upon me, notwithstanding my endeavors to throw them off, with an invincible burden† (48). This is a thought Victor has when reflecting on how markedly his lath and disposition has improved. Here one can notice that Shelley rather than having Victor comment on the awe-inspiring properties of the wilderness around him, has him explain how its aesthetic value has improved his demeanor. The previous quote was an excerpt taken from the beginning of a hiking trip that Victor and his best friend embarked on, and this quote is from a short period of time later on the same trip. L remained two days at Lausanne, in this painful state of mind. I contemplated the lake: the waters were placid; all around was calm, and the snoopy mountains, wherein Victor ascribes the restorative effects that the scenery has on him â€Å"the palaces of nature,† were not changed. By degrees the calm and heavenly scene restored me, and I continued my journey towards Geneva. † (Shelley, 51) Here Victor clearly states that the allure of the nature that engulfs him has had a direct effect on hi s emotions, by allowing him to regain his happiness. At one point Shelley attempts to use sublimity to solve Victor’s emotional degradation, but one can easily see that this, â€Å"These sublime and magnificent scenes afforded me the greatest consolation that I was capable of receiving. (69)†, is not very elated nor interesting. These examples quite clearly illustrate Shelley belief that nature is mostly beautiful rather than sublime and because of this uses it to realistically influence characters moods. In conclusion Mary Shelley uses the same definition of sublimity as author Edmund Burke in his work On the Sublime and the Beautiful, that in regards to nature, sublimity means that it instills a measurable degree of fear in those who behold it. That being said Shelley acknowledges that nature can be beautiful as well, and when she depicts it as such, it allows the reader to become more emotionally invested n the moment and to greater identify with any character. Rubric for Analytical Writing: Essay pursuing an interpretation of a text or texts Exceeds Expectations (A) Meets Expectations (B) Meets Some Expectations (C) Fails to Meet Most Expectations (D or F) Thesis/ Ideas: The core assertion of an analytical essay, the organizing principle of the Inquiry. The thesis is clear, insightful, specific, arguable, significant, and overall intellectually demanding. It may require a reader to consider whole new and interesting view of the text. The thesis is clearly stated at the end of the introductory paragraph. Fulfills demands of the assignment. 18-20 The thesis goes beyond the observational and makes a claim, but fails to be fully coherent, or stretch beyond familiar readings. Or, thesis makes claims that are difficult to fully support. The thesis may be buried, or slightly out of synch with argument. 16-17. 9 The thesis goes beyond observation to make an argument, but the argument is one with which disagreement is impossible. The thesis does not follow logically from the rest of the introductory paragraph. The thesis may be in pieces that do not fully connect. 14-15. 9 There may be a statement of the essay’s topic, but it presents a list of subtopics rather than a unified claim. Thesis remains observational, general, factual, or is not useful for understanding the text. A reader asks, â€Å"So what? † The thesis is not stated, or does not correspond to the argument. 0-13. 9 Argument/ Organization: The case in support of the thesis, including an introduction and conclusion. The essay has a clear organizational plan reflected through effective transition phrases. The argument satisfies demands of the thesis; topic sentences are clearly expressed corollaries of the thesis. The argument is based on focused paragraphs that each develop a singular claim. 27-30 The argument is well-sequenced, solid, and builds a compelling case. The argument is substantial in both range and relevance. The argument may not fully explore the implications of the thesis, but fleshes out most of its requirements. Separate points may seem inconsistently connected, so that at times a reader must wait to see their value until another Step in the argument. 24-26. 9 The argument has an intentional sequence, but does not make a compelling case. The argument does not explore the implications of the thesis but lashes out some of its requirements. Separate points are disconnected; even upon further reading the reader is left to guess as to their connection to the argument. The argument contains some generalizations that fail to engage with specifics of the text. 21-23. 9 Argument contains logical gaps or organizational defects. The argument may seem to be pursuing separate observational points whose relationships are not clear. The argument lacks clearly stated corollaries or topic sentences that link back to the thesis. The argument relies on vague generalizations hat fail to engage with the specifics of the text. 0-22. 9 Evidence: Direct quotation, factual and us Mary detail to be examined in support of the argument. Relevant textual evidence supports the argument and is placed in context. The author artfully incorporates direct quotation and provides ample analysis of that evidence. The author has carefully selected and edited the essential evidence, preserving the intention of passages. Evidence supports interpretation, not observation. Plot supports specific points. 640 Evidence fully supports some points, but may be unevenly conceptualized, incorporated, or analyzed. Occasionally, analysis of the evidence appears redundant The author may provide slightly more than the essentials of a quoted passage, or has edited quotation down too far to preserve its original meaning. Evidence primarily works to support interpretation. Some extraneous plot summary may slow the argument. 32-35. 9 Evidence parti ally supports some points but does so leaving gaps so that the reader must supply connections between evidence and argument. Often analysis of the evidence appears either redundant or insufficient. How to cite Frankenstein Paper Final, Papers