An Analysis of The End of Something
One area of literature emphasized during the Modernist era was the inner struggle of every man. Novels written before the 20th century, such as Moll Flanders and 20,000 Leagues Under the Sea, dealt with external conflict, a conflict the reader could visualize in an action. Along with other writers of Bohemian Paris, Ernest Hemingway moved away from this process and began using outward actions as symbols for the inner conflict dwelling inside the protagonist. Hemingway's short story The End of Something is an example of how trite dialogue and simple descriptions accentuate the mental strife of the character Nick.
The story's plot is not complex: Nick and his girlfriend Marjorie are canoeing
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No one who lived in it was out of sound of the big saws in the mill by the lake." The reader is set up for a description of the town or the mill, expecting Hemingway to describe the scene as if he were driving by it on a scenic highway. But Hemingway removes the reader from his woodland fantasy in the next sentence: "Then one year there were no more logs to make lumber." The reader, whose mental rendering of the scene was just smashed like a Monty Python scene, begins reading faster, aided by Hemingway's brief-sentences description of the mill's closing. This style of choppy sentences minus vivid description continues through the first and second paragraphs, but in the third paragraph Hemingway begins describing the scene ten years later and introduces Nick and Marjorie, who are floating down the river the mill used to be on. Once again, Hemingway puts the reader in a peaceful setting and, literally, on a slow canoe float, so the reader slows down his tempo and finds himself back where he expected to be after the first two sentences.
Hemingway's third-person narration does not get in the way of Nick and Marjorie's dialogue, a device most writers would use to allow the reader to concentrate more on the complex nature of the conversation. However, the dialogue between Nick and Marjorie is quite simple. Their lines are usually one abrupt sentence (the longest sequence is Nick telling Marjorie that she knows everything, and even then his
In the biography Unbroken, by Laura Hillenbrand, a troubled adolescent boy named Louis Zamperini revolves his life around his running career. Starting at such a young age, running had many impacts on Louie’s life. The high demand of training kept Louie distracted from making unintelligent choices he had previously been making. Running changed the young teenager he was and the man he was going to become.
"A man can only endure so much before his will is broken and he can not push farther... we, sir, are here to test this one's will, and in turn, reveal the length of his abilities". In The First Part Last by Angela Johnson, a 16 year old boy named Bobby, whose surname the book does not reveal, is given the onus of taking care of a child that his girlfriend, Nia, had given birth to before they were separated due to medical issues with her body. The story begins with introducing Bobby, and we soon find out that because of the situation at hand, he must become a man to cope with the stress and the potential regret that comes with having a child at 16. So Bobby was forced to become a man, in order to truly reveal the length of his abilities, and
n the book In Our Time, by Ernest Hemingway, rather than him describing the setting and characters, Hemingway uses vivid stories to give a series of impressions and memories that may at first confuse the reader, but eventually adds a deeper understanding of what Hemingway is trying to convey through the repetition of birth and death . The author uses repetition of the cycle of life [beginning and end] to convey masculinity as it relates to empathy and hope through Nick’s character development throughout the book. Nick’s father often demonstrates masculinity and empathy which is unlike the other male characters. As Nick matures throughout the book, he witnesses traditional male roles being challenged by his father which ultimately provides a deeper understanding of human nature.
Most of the story appears to consist of the mundane details of a lone man on a fishing trip, yet it compels you to keep reading. As you should expect from a Hemingway story, we see his "iceberg theory" at work. There's a lot of meaning hidden beneath the surface of the details of hiking, camping, and fishing, and a perceptive reader will find much to contemplate in this narrative. Here's one example: Nick hops off the train near the town of Seney, a familiar place for Nick. But something is wrong. A fire has destroyed the town, leaving a blackened, devastated landscape behind. Literary critics see this as symbolic of the damage Nick has sustained from the war. The fire, like the war, is over now, but the devastation
Waking up in the morning, going to sleep at night, and doing what one loves in between, is what success means. That, to me, encompasses being able to help people and possibly save lives as a career. There is a nobility in succeeding in certain areas one cares deeply about. Having the ability and capability to protect and serve is a strong desire within me. Developing my education, in order to further my success something that I perceive as a crucial aspect of being able to do what I love. Attending Endicott is the first step in this journey of mine.
Hicks, Jennifer. “Overview of the Lottery.” Chattanooga State. Detroit: Gale, 2002. From Literature Resource Center.
In Hemingway’s collection of short stories, In Our Time, we follow a character by the name of Nick Adams. We are introduced to Nick in “Indian Camp” as a young boy, and follow him to adulthood in both Parts I and II of “Big Two-Hearted River”. Through this we see Nick develop and learn about some major facts of life. Nick is a character who changes through the effects of war on many different levels. Although Hemingway hardly mentions the war, he uses the stories to express different effects and emotions caused by the war.
Scholars and critics often use this short story as a jumping off point when exploring the development of Hemingway's approach to writing and his narrative style. The characters, Jim and Liz, are like many of Hemingway's characters in that they are disinclined to philosophize, are prone to action, learn from experience, and avoid abstract
Ernest Hemingway’s simple sentence structure creates a disconnected sentence style which suits the story because Krebs in the short story seems to be very disconnected from society when he returns from war.
Students in impoverished communities feel as if they cannot reach their dreams because of the conditions in which they are raised.Some students feel as though they are unable to over poverty. I know from experience that all it takes to motivate children is exposure to their possibilities. This will motivate them to go out and make their dreams realities. I learned this from the person that inspires me, my mentor, Anita Johnson. She is the coordinator of Health Professions Affinity Community (HPAC), a program that allows students to focus on medical disparities within their community. The students develop a project and implement a plan to alleviate these disparities. It is her job to help us succeed in our groups, but what inspires me most
As one re-reads the story, it is evident that Hemingway has chosen this style for a particular reason. Hemingway did not have Ole executed, because in doing so the reader would focus all the attention to his tragic death. The murder does not occur, and the reader is forced to focus on the reaction of Nick, Sam and George, and the nonchalant attitude of "The Killers." "One has to read it two or three times before he realizes that Nick Adams is the central figure" (Walcutt, 305). The story can be broken into four scenes; first, "The Killers" are introduced; second, Nick warns Ole; third, Nick speaks to Mrs. Bell; fourth, Nick returns to the cafe. Nick is the only character present in each scene, and in returning to the cafe his final statement to George is, "'I can't stand to think about him waiting in the room and knowing he's going to get it. It's too damned awful."' George replies, "'You better not think about it'"(Hemingway, 252). It is obvious Nick is unwilling to accept defeat, and give up his delusion of a world without evil. To maintain his delusion, he is willing to escape the reality that is presented to him. "So, of the two boys, it is obviously Nick on whom the impression has been made. George has managed to come to terms with the situation. By this line of reasoning, it is Nick's story" (Brooks, 195). Nick is the only character that evolves; Nick is a round character. The other
Abstract Eugene Flegm has a long history in the field of accounting. He has seen a lot over the years and has come up with four paradoxes which accountants deal with. Of the four paradoxes, two of them have a direct correlation with leadership and management. The paradox of balancing “soft” skills and technical skills is the first paradox. The paradox of the education of accountants is the second paradox that deals with leadership and management. This essay will consist of defending Flegm's paradoxes while bringing in other sources to help the argument.
Critical reading, as I have learned, is composed of three main goals; Identifying the writer's purpose for the piece, being aware of the persuasive elements and tone of the article, and finally recognizing whether the author is being biased or not in his or her writings. I find my strength lies in mostly the first of the goals, identifying the writer's purpose. It helps that identifying a writer's purpose isn't always very difficult, sometimes all it takes is looking at a cover or title to figure out what the author's goal is in a text. An example is a fiction novel, now obviously the author of the novel is not going to be trying to convey information, at least not in a factual easy to understand way, the main goal of a fiction novel is to keep the reader entertained. Whereas, if you have a textbook or even an instructional menu for a game, you can easily assume the writer's purpose is to communicate facts and information while properly explaining things to the reader.
During week one, my initial definition of learning was listening to an instruction, studying and then rehearsing that information in my mind, or categorizing it in a way so I could remember most of what was taught in the course. The class has opened a new dimension for me in the learning process; from understanding how I process information to deciphering which learning processes I use in intentional learning or metacognition. Understanding my learning patterns form dynamic learning relationship is a key element to my view of how and why I process the learning experience, even relating it to every day life.
In “One Last Time,” Gary Soto talks about how he grew up in an immigrant family, and to make money had to work the fields. He talks about how the menial jobs made him feel and what he thought of them. I may not be able to relate to the immigrant laborer part of the story. I understand what it’s like to come from very little but still think that some things are not worth doing just to get something if it will make you feel like less than you are. Soto goes into great detail about his time picking grapes and cotton, but he doesn’t really go into as much detail about why he feels the way he does. I feel that even though he talks about being a laborer and how he felt, it can be understood by many different types of people. I think that it is a