Essay on Sympathy for Magwitch in Great Expectations

Great Expectations - sympathy for Magwitch. We sympathise for Magwitch a great deal in this book even though he is intimidating at first. As we see his softer side we begin to like him and are touched by the gratitude he shows to Pip later on in the book and the strong friendship they form with each other. The way Magwitch is exploited by the legal system upsets us a great deal and increases the pity we have for him. Dickens methods of satirizing the legal system and contradicting the stereotypes of convicts in the nineteenth century are very affective in making the reader feel pathos for Magwitch. In chapter 3 we begin to overlook Magwitchs appearance and threatening manner in the earlier scene because we see he is a†¦show more content†¦This is the first time in the book that Dickens makes any subtle reference to the legal system and already there are implications that the law is unjust. The moment that real pathos is felt for Magwitch is when we see he is on the verge of tears: Something clicked in his throat as if he had works in him like a clock The imagery that Dickens uses here is effective because it is repeated again and has double the effect: The something that I had noticed before, clicked in the mans throat again. It is touching that a grown man, who is also a criminal, is capable of crying and it is also moving that he attempts to hide his feelings. Especially since at the time Pip did not actually realise that Magwitch was crying, and it is only when he looks back he notices. When Magwitch shows gratitude towards Pip for bringing him food we see he is kind-hearted and when it is later revealed that Magwitch has repaid Pip greatly for his good deed we are even more moved. Magwitch thanks Pip for bringing him the food: Thankee, my boy We see he is not just using Pip and appears to have some compassion towards him. Not just because he thanks Pip but also because he refers to him as my boy which is quite friendly, suggesting an inconspicuous bond between the two. He shows more gratitude towards Pip by taking the blame for the stolen food: so youre theShow MoreRelated How the Views of Magwitch Change through the Course of the Novel734 Words   |  3 PagesHow the Views of Magwitch Change through the Course of the Novel Great Expectations is about a boy called Pip, who has Great Expectations and doesnt want to be poor all his life. Along his way, a lot of strange things happen to him, such as meeting strange people and getting money off unknown people. Great Expectations was wrote in 1860 and was Dickens thirteenth novel. This essay will be about how our views on Magwitch change through the story, such as at the beginning us thinkingRead MoreHow Effective is the Opening Chapter in Charles Dickens Great Expectations?1554 Words   |  7 PagesDuring his early childhood Charles Dickens travelled Great Britain due to his father’s job. H lived in mainly coastal towns as his father was a naval clerk and therefore became familiar with the scenes reflected in Great Expectations. Dickens has used memorable scenes and characters from his childhood; the marshes representing one of his youth time homes and many of the characters being written in the reflections of family members. Great Expectations seems to have been produced using the memories ofRead MoreDefining Magwitch in Great Expectations Essay1043 Words   |  5 PagesDefining Magwitch in Great Expectations Great Expectations was written in the era of Queen Victoria; ironically a time of great progress and prosperity. Sadly, this was not the case for all. 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From the time he was seven years old until he was in the mid thirties, Pip shows us the important events in his life that shaped who he became. Along the way, he enquires many different acquaintances and friends that influence him in his decisions and goals in his life. Great ExpectationsRead MoreMagwitch Character Analysis1683 Words   |  7 Pagesto sit in a damp, dark graveyard. Perhaps he was merely taking a walk and stopped for a rest. Suddenly, the boy stood up and turned abruptly to leave. ‘No, not yet,’ Magwitch remembered thinking to himself. The dark man went to move his leg to go towards the innocent boy but was jolted back as if his foot had been caught. Magwitch felt his ankle chafing against a rough, cold piece of metal that had rubbed his inner foot for so long that he feared the skin might never grow back. The criminal hadRead MoreGreat Expectations Symbolism Essay809 Words   |  4 PagesThe names of the characters in the story Great Expectations symbolize who they are and how they act. In Great Expectations there is a great deal of symbolism throughout the book as there is in life. There are symbols of isolation, manipulation, and wanting to be something else. These are all seen in the book through the characters of Estella, Abel Magwitch, Miss Havisham, Pip, and Biddy. Estella symbolizes isolation and manipulates men to break their hearts. Her name means â€Å"star† and she is brightRead MoreIdentity Development in Great Expectations Essay1383 Words   |  6 PagesGreat Expectations tells the ultimate rags to riches story of the Orphan Pip. Dickens takes his readers through life changing events that ultimately mold the identity of the main character. Dividing these events into sections will provide the basis for interpreting which events had the most profound effect on Pip’s identity towards the end of the novel. These life-changing events provide the catalyst for the development of Pip’s character from childhood, his adolescence, maturing into a socialRead MoreDickens Great Expectations Essay1589 Words   |  7 PagesDickens Great Expectations In the novel Great Expectations, Charles Dickens writes in first person narrative text, he does this so that the reader only gets the story for the eyes of at the beginning young Pip. This is a very clever way of writing and it lets the reader read the story through the eyes of a young boy and later on in the novel a man. This allows Dickens to exaggerate a lot at the beginning because the story is told by a young boy who will see every

Environmental Analysis An Organization And Evaluating...

Environmental Analysis Environmental analysis is a process for identifying all external and internal elements that can affect the performance of the organization and evaluating the level of threat or opportunity they present. Opportunity and threat assessments are then incorporated into decision making process in order to better align strategies with the organizations environment (Investor Words, 2015). Every destination needs to know about their strengths, weaknesses, opportunities and threats. Israel is a holy place for the 3 major Abrahamic religions of the world i.e. Judaism, Christianity and Islam (Levit, 2008, p. 7). 22% defined the goal of their visit to Israel as a pilgrimage, 27% arrived for sightseeing and travel, and 9% for a vacation. In total, 58% defined the goal of their visit as touristic, 26% arrived to see relatives and friends, and 8% came for businesses purposes and conferences. 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How Does Shakespeare Use Conflict in Romeo and Juliet Act 1 Scene 1 Free Essays

string(38) " 16th century usually ended in death\." How does Shakespeare use conflict in Romeo and Juliet Act 1 Scene 1? In this essay I will address how conflict is successfully used in Act 1 Scene 1 to prepare the audience for the rest of the play. It will firstly show how Shakespeare uses physical conflict between the two feuding families. Secondly I will demonstrate the idea that Shakespeare introduces emotional conflict through the character of Romeo, and his outpourings of love for Rosaline. We will write a custom essay sample on How Does Shakespeare Use Conflict in Romeo and Juliet Act 1 Scene 1? or any similar topic only for you Order Now Finally I will show that the character of Romeo demonstrates both physical or external conflict and emotional or internal conflict. The purpose of the prologue is to clearly outline the plot of the whole play in fourteen lines and it also allows the audience to be settled before the actual play properly starts. The audience gets a glimpse of the rest of the play, it is introducing the idea that there is conflict; for instance â€Å"death-marked love† gives the idea of love not being positive, but is hinting that love is in fact negative as it relates to death. The prologue is a fourteen-line sonnet; it rhymes alternately till the last two lines where the sentences end in rhyming couplets indicating to the audience that the first act is beginning. The audience watching the play would associate a sonnet with love. However the audience is made aware that death and violence are going to be a major part of the play due to very angry, violent and aggressive words; these include â€Å"death†, â€Å"rage† and also â€Å"mutiny†. We are also told that â€Å"from ancient grudge break to new mutiny† which describes a history â€Å"ancient† long standing conflict between the two families. We also learn that there is a â€Å"continuance of the parents’ rage† indicating to the audience that this conflict is still on-going and unlikely to be easily resolved. Act 1 Scene 1 opens with Gregory and Sampson of the house of Capulet, in a public place in Verona City which shows immediately where the story will take place. From the outset it is clear that the servants are looking for physical conflict, as they are ‘armed with swords and bucklers’. At this time gentlemen wore swords, but servants usually didn’t, so by being armed it is obvious that Gregory and Sampson are looking for trouble. The language of the two servants is very masculine â€Å"we’ll draw† (swords) gives the audience the idea that Sampson is looking for a fight. We learn that he â€Å"will take the wall of any man or maid of Montague† clearly demonstrating he will not run from any conflict with the Montagues. However, Gregory is not as interested in taking part in this conflict but is more interested in talking with his mouth rather than his sword. â€Å"If thou art moved, thou runn’st away† shows how he would rather goad Sampson and challenge his masculinity with the clever use of words. The language used during the interaction between the two servants, such as addressing each other as â€Å"thou† is very upper class and not the language of a servant. This would appeal to the nobility and the upper classes in the audience. This scene is also very comedic; it does this to show the lighter side of the conflict within Romeo and Juliet. One way it is funny is when talking about the male sexual slurs â€Å"My naked weapon is out† is referring to his sword in a sexual way, which will entertain the audience. Another comedic feature is how Gregory can change the context of Samsons words. Sampson states that â€Å"we’ll not carry coals† meaning that they will not be accept any goading by the Montague then Gregory replies â€Å"No, for then we should be colliers† (coal miners) this is funny as he changed the context of carrying coals to mock Samson. The first encounter between the two families begins when servants of the two households Sampson and Gregory (Capulet) meet Abraham and Balthasar (Montague). Sampson symbolically bites his thumb; this indicates that he is looking for a fight. Again we see conflict being introduced as biting your thumb at someone was an insulting gesture. He does this to stir things up between the two families; admitting that â€Å"I do bite my thumb, sir† the audience would probably see him as a trouble maker and the source of conflict. However their view of him could change because he starts to back down due to finding out the law isn’t on his side and we learn that he does â€Å"†¦ not bite my thumb at you, sir. † At this point the audience would then begin to view him as weak. The noble Benvolio (cousin of Romeo) is the peacemaker as he tries to stop the fight and orders them to â€Å"Part, fools! It is significant that it is Benvolio who is the peacemaker as his name means good will. However, Tybalt (Capulet) comes along and will not â€Å"talk of peace! I hate the word,† leaving Benvolio with no choice but to continue the conflict. The citizens of Verona are obviously sick of the conflict that exists between the Capulets and Montague, as they shout â€Å"Down with the Capulets! Down with the Mo ntague! † So it is clear that the people of Verona do not like the frequent civil wars. This negativity towards conflict could also be seen as a metaphor for maintaining the peace in Shakespearean society. The prince is introduced as the person who tries to maintain order and peace in Verona; he does this firstly by calling to the mob. â€Å"Rebellious subjects, enemies to peace,† By addressing them as rebellious he shows them as being outside of the law. He also threatens them with torture to control the citizens so he has to address them with ferocity. This is something that the audience would relate to because peace existed at his time during Elizabeth’s rule. However to remain in power Tudor kings and Queens would use torture and execution to control any â€Å"Rebellious subjects†. Torture in the 16th century usually ended in death. You read "How Does Shakespeare Use Conflict in Romeo and Juliet Act 1 Scene 1?" in category "Papers" With the loss of fingers and then larger limbs, death would usually follow. The rack was also being a predominant means of torture. Shakespeare uses metaphors to add dramatic effect, â€Å"purple fountains issuing from your veins† refers to spilled blood due to the civil brawl; this emphasises that he will not tolerate the feud. Personification is also used when the Prince tells the citizens to â€Å"throw your mistemper’d weapons to the ground† he is talking about the weapons having human traits when they are being used for the wrong reasons. Once again he is emphasising how he feels that fighting is not the answer. Lady Montague’s dialogue shows she is worried about Romeo being involved in the fighting, because she cares about his well being, she asks Benvolio â€Å"Romeo? Saw you him to-day? † However Benvolio is able to tell lady Montague that Romeo wasn’t at the battle and that he was in the forests with a â€Å"troubled mind† introducing the idea of emotional conflict. We further learn of Romeo’s emotional state of mind when Montague describes Romeo’s behaviour as â€Å"black and portentous†. He says that even when it is day he â€Å"pens himself† in his â€Å"chamber† and â€Å"shuts up his windows†. This description of Romeo allows the first scene to change direction from physical conflict to emotional conflict. The audience’s first impression of Romeo is that he is very dark and mysterious due to his habit of locking himself in his room. However the audience at the same time will be intrigued to find out what has caused this depressive behaviour. The question is asked by Benvolio â€Å"do you know the cause? which would echo the audiences thoughts. The audience learns more of the character of Romeo when Montague compares his son to a flower and how â€Å"the bud bit with an envious worm, Ere he can spread his sweet leaves to the air. † This metaphor enables the audience to learn more about Romeo’s nature, by comparing him to a flower the impression of Romeo is that he is more delicate than the previous characters. The audience learn that Romeo’s emotional inner conflict is due to his love for a beautiful woman (Rosaline) who has rejected his advances. This male suffering was a popular theme in love poetry of this time and was echoed by authors such as John Donne in Sweetest Love, I do not go â€Å"When thou weep’st, unkindly kind, my life’s blood doth decay. † Romeos dilemma is similar to that of Petrarch who loved a girl called Laura, this identifies Romeo to the audience as a Petrarchan Lover. As the passage moves on we learn more of Romeos inner conflict. His state of mind is demonstrated by the use of oxymorons â€Å"loving hate† â€Å"heavy lightness† and â€Å"sick health† all give a clear indication of how the use of opposites echo the turbulent state of his mind. The sentences are also disjointed when he describes his love he jumps from â€Å"Mis-shapen chaos†¦ † to â€Å"†¦ cold fire, sick health! † which further reflects his confusion because of his unrequited love. However Romeos mood changes and this is indicated by blank verses (iambic pentameters) when he further describes what love means to him. This style of writing helps to make the script flow which demonstrates how Romeos love flows. His feelings of what love means to him are further reinforced by the inclusion of rhyme â€Å"shown, own† â€Å"sighs; eyes;† and â€Å"discreet, sweet†. This elevation in language is reiterated in the language that he uses when he later describes his feelings for Juliet. The audience learns more about Romeos mysterious love when he compares her to Dian. Dian was the goddess of chastity and this gives the audience an indication of the true nature of his love. She is described as having â€Å"Dian’s wit† therefore by comparing her to a goddess she is intelligent and yet has the body of a goddess. The fact that she wants to â€Å"live chaste† and â€Å"Cuts beauty off from all posterity† supports the idea that she will never return his love and adds to his emotional conflict causing Romeo to become depressed. We learn that Romeo declares that he cannot even bare to say her name and he asks â€Å"Bid a sick man in sadness make his will:† Emphasizing the idea that to say her name would cause him to die. Conflict is again reinforced in his love for Rosaline, when he talks about his fight to win over Rosaline. He describes it as a battlefield where he uses words such as â€Å"siege. † These are not words usually associated with love but by saying them the conflict that exists can be seen as both emotional and physical. Benvolio gives Romeo the advice that he should â€Å"Examine other Beauties† Romeo says that this would only make things worse. He likens it to a man that is struck blind can’t forget that he once could see â€Å"his eyesight lost†. Once again Romeo is emphasising that he can never forget his love and the emotions that he is feeling can be related to something physical such as losing his sight. The first act introduces the audience to more details of the physical conflict in Verona that was mentioned in the prologue. We learn that this long standing feud is between the Capulet and Montague families. However it is a feud â€Å"bred of an airy word† demonstrating that it is so longstanding that nobody really knows how it started. Romeo who is a member of the Montague family is key to the idea of conflict and brings together both physical and emotional conflicts. He is himself suffering inner emotional conflict because of his love for a woman who â€Å"hath forsworn to love† and so cannot return his love. Romeos father likens him to a flower that has not â€Å"spread his sweet leaves† this points to the idea that he is not a strong and forceful male. But instead the ideal person to become embroiled in the love affair indicated in the prologue. The emotional conflict that he feels is linked to the physical conflict that is happening around him, by his choice of words when he likens his love to a battle by his use of the word â€Å"siege†. This linking is further reinforced when Romeo likens the idea of emotional conflict to the physical conflict of losing his sight. It is my belief that Shakespeare uses conflict in Act 1 Scene 1 to prepare the audience for the conflicts that exist between the two families and to introduce them to the character of Romeos and how his emotional instability will affect the rest of the play. How to cite How Does Shakespeare Use Conflict in Romeo and Juliet Act 1 Scene 1?, Papers

How Has Attachment Theory Been Used to Account for Differences in the Development of Social Relationships free essay sample

This assignment considers the answers to many fundamental questions. For example: What is it that differentiates the way in which individuals conduct social relationships; Why does one person behave differently to another; Is it fair to suggest that development through childhood plays a role in this; Is there a theory that can account for these differences? One theory that has attempted to address some of these questions is attachment theory. This assignment will therefore look at attachment theory from its beginnings and the key figures that are involved in shaping the theory. It will attempt to analyse any contradictions of the theory and look at the way in which attachment theory may influence a child’s development and behaviours, development through to adulthood and the ability for adults to conduct social relationships. Attachment theory is a psychological theory which investigates the bond between individuals; it in effect refers primarily to the relationship and bond between a baby and their primary caregiver. We will write a custom essay sample on How Has Attachment Theory Been Used to Account for Differences in the Development of Social Relationships? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Early attachment research was conducted through experiments with animals. Dependency on a presence of another being as an infant is essential to survival within all species. As Psychoanalyst Winnicott (1964: p. 88) observed â€Å"there is no such thing as a baby†¦Ã¢â‚¬ ¦if you set out to describe a baby, you will find you are describing a baby and someone. A baby cannot exist alone, but is essentially part of a relationship†. This occurrence of dependency is not unique to human beings. Harlow (1958) conducted studies with macaque monkeys which observed infant monkeys separated from their birth mothers who had then been reared in isolation cages. After placing objects in the cages, in the form of a wire mesh cone which had a n attachment of a food source and a cloth cone, it was observed that â€Å"the infant monkeys overwhelmingly preferred to cling to the cloth mother†¦.. in spite of the fact that the only the wire mother was their source of food† (Oates, Lewis et al. p. 19). The results of the studies conducted contradicted the behaviourist framework. In summary, the behaviourist framework would suggest that the monkey should form the bond or attachment with the object which provides food, where the food is the primary reinforcer and the object the secondary reinforcer. Influenced by Harlows’ work, Bowlby (1969, p. 194) considered the importance of an infants’ relationship with its primary caregiver. This perspective therefore led him to become a founder of attachment theory. Bowlby (1969) defined attachment as a â€Å"lasting psychological connectedness between human beings†. Bowlby (1969) in essence believed that attachment styles were developed during childhood predominantly through the relationship between the child and the primary caregiver and that these attachment styles would influence the individual throughout adulthood. Bowlby (1969) did not believe that only one attachment could be formed or indeed that a single attachment could be described to be the most beneficial. Instead he suggested that objects could be used and be helpful in aiding development of individuals. According to attachment theory, throughout childhood and after repeated experiences, a system of thoughts, memories, beliefs, emotions, expectations and behaviours of oneself and others are formed, thus an Internal Working Model (IWM) was developed. IWM helps â€Å"individuals predict and understand their environment, engage in survival promoting behaviors such as proximity maintenance, and establish a psychological sense of felt security† (Bretherton, 1985; Sroufe Waters, 1977). Bowlby (1969) has been somewhat criticised by some for his work with attachment theory and there are arguments for and against this work. It is suggested that there was political motivation behind Bowlby’s (1969) initial research and a motivation to drive mothers back to being the primary caregiver. An additional factor to consider is that Bowlby (1969) suggests that the initiation for the need of attachment comes from the child. It could be argued however, that if this were the case, would parents ever leave their children alone? However, there is further research that supports this attachment theory such as discussed earlier where it has been shown that there are strong links between primary caregivers and other species. In addition, studies such as the strange situations study have shown that young children can find separation from their primary caregiver as threatening. The strange situations study considered identifying infant attachment types through controlled observation of infants. Another influential theorist in attachment was Ainsworth et. l (1978). She developed the notion of ‘strange situation’, to incorporate an observational study developed to measure the type of attachment that a child had formed. The children observed were aged between 12-18 months and the study consisted of eight episodes. The episodes were as follows: †¢ Mother (or primary caregiver) enters room with child, child explores and settles at which point stranger enters †¢ Stranger talks to mother and then subsequently talks or plays with child †¢ Mother leaves the room Stranger stays and attempts to interact with child †¢ Mother returns and the stranger leaves. †¢ Mother leaves again †¢ Stranger returns and continues to attempt to interact with child †¢ Mother returns and stranger leaves. (Oates, Lewis et al, 2005) From the results of the observation, Ainsworth concluded that there were three main types of classifications of infants.