Symbolism in the Movie Up - 833 Words

Symbolism in UP House: The house is where Carl and Ellie first met each other as kids, where they chose to spend the rest of their lives together and turned it into the home of their dreams. As the movie gets going Carl s house symbolizes his connection with Ellie and how he is holding on to her memory by staying with the house, even if it’s inconvenient or unnecessary. Carl isolates himself from the rest of the world and his house seems a refuge from everyone and everything that want something from him. At first, the house just sits there, resisting everything that wants it gone. Representing Carl and how he does not want to budge, how he’s determined to accomplish what Ellie always dreamed of , just like a house’s job is to stand†¦show more content†¦Kevin is a parent and as we learn early on in the film, Carl and Ellie never had kids and Russel doesn’t have much of a father; symbolising the parenthood Carl never got a chance to give and Russel never had, as we learn that his father was never there for him. Kevin somewhat adopts Russel, giving him security and care, proving that a wild bird does a better parenting job than his actual parents do. Also, the fact that Ellie lost a child must resonate somewhere inside Carl because he makes sure that Kevin is reunited with her children. Scenes where shown: When she lifts Russel onto her back and plays with him- The fun of having a friend and Russel’s desire to be cared for. Injured- How life is delicate and even the smartest and quickest can still be hurt. It also symbolises karma; how because Russel treated Kevin with care and love, Kevin selflessly chose to save them from Muntz Kevin giving away her position by squawking- Naivety and innocence. The trust that people wouldn’t harm her and there’s nothing to worry about is soon re-evaluated whilst being chased by dogs. Caught in the net- Greed- As the lights from the Spirit of Adventure beam down on the helpless, trapped animal, it represents how greedy humans can be and how they will harm other living creatures to get what they want. The Badge: The Grape Soda badge starts off as a symbol of Carl and Ellie’sShow MoreRelated Comparing and Contrasting the Novel and Movie Version of The Grapes of Wrath968 Words   |  4 PagesComparing and Contrasting the Novel and Movie Version of The Grapes of Wrath John Steinbeck wrote the The Grapes of Wrath in 1939 to rouse its readers against those who were responsible for keeping the American people in poverty. 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The creator also uses dancing and music throughout the movie to set the mood for the development of a relationship between Wall-E and Eve. The creators throw in lots of symbolism throughout the movie in order to show what earth/society may come to if we do not change our ways. The seedling is seen throughout the movie and is a symbol for hopeRead MoreDo the Right Thing Analysis1576 Words   |  7 PagesAbdallah First Paper 26838 Flm101 Technical Critique of do the Right Thing Do The Right Thing, a movie directed by Spike Lee, filmed on a sunny summer day in a black neighbourhood in Brooklyn is what many consider a great movie. The movie portrays stories of many actors consisting from different palettes, where each has their own conflicts and struggles. It is a very entertaining movie yet it will leave you emotionally connected to the events that took place. It would not have reached itsRead MoreRhetorical Analysis Of How Of Read Literature Like A Professor By Thomas C. 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World War One The Predictable Hurdling Towards Open...

World War 1: The Predictable Hurdling Towards Open Continental Conflict World War 1 was one of the most brutal wars of the 20th century. Commonly referred to as The Great War, it saw the adoption of trench warfare lasting between 1914 until 1918. While the scale of the casualties and damage to the European Theatre was unlike any wars held previously, the political, social and economic circumstances of the continent was a powder keg that was ready to ignite at any moment. The causes of the War to End All Wars vary but are generally narrowed down to militarism, alliances, imperialism and nationalism in Europe. These were the main causes that made World War 1 a predictable outcome in the early 20th century. World War I was not like the Second World War were there was a single belligerent pushing others to take a military stand. It also did not have the moral vindication of resisting a tyrant. Rather, it was a delicate but toxic balance of structural forces created a dry tinder that was lit by the assassination of the Archduke Franz Ferdinand in Sarajevo. That event precipitated the July 1914 Crisis, which saw the major European powers hurdle towards open conflict. World War 1 was the first war to be labelled a modern war because of the introduction of new technologies like new machine guns, submarines, tanks and gases. The discussion begins with an examination of militarism in Europe at the turn of the 20th century. Militarism is defined as the policy of building up or

Bless Me Ultima Def free essay sample

Definition: the quality or power in an actual life experience or in literature, music, speech, or other forms of expression, of evoking a feeling of pity or compassion. (http://dictionary. reference. com/browse/pathos? s=t) Example: In Chapter 6 of Rudolfo Anaya’s Bless Me Ultima, Anaya uses pathos, â€Å"For the first time I would be away from the protection of my mother (Anaya51). Function: The pathos used on the above example is significant because it explains the amount of love and attachment Antonio has towards his mother, Maria. It shows how she big of an impact she is in his life. It also portrays the typical relationship between son and mother. In which, the mother is playing the protective, nurturing guardian. While her offspring –son (in this case) is naive to the â€Å"real world. † In the text where it states that this would be the first time Antonio would be leaving his mother, can be compared to the baby bird leaving the nest. We will write a custom essay sample on Bless Me Ultima Def or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The character of Maria could relate to the nest and the baby bird to Antonio. The nest representing protection and security, and the baby bird represents fear and shyness. This Lopez 2 Comparison foreshadows how naive and timid Antonio becomes in the absence of his mother at school. This pathos sets up a mood of compassion. The mood is compassion because Antonio’s fear and angst is understandable. The author is arguing that Antonio wants mature and become a man, but is fearful because this is something completely new to him. The overall tone of this example of pathos is worried. The tone is this because you can sense Antonio’s worry for himself without his mother. The point of the pathos was to bring attention the importance of a maternal figure in Antonio’s life. The overall theme communicated by using this pathos is that life is a learning experience; learning something new, you learn scared. Plath’s point was to evoke concern whether Antonio will â€Å"survive† school. The pathos relates to the entire chapter 6 because throughout the chapter Antonio admits to wishing for his mother’s presence because he is lonely, but expected to become a man. Works Cited Pathos. Dictionary. com Unabridged. Random House, Inc. 03 Mar. 2013. lt;Dictionary. com http://dictionary. reference. com/browse/pathosgt;. Anaya, Rudolfo A. Bless Me, Ultima. New York: Warner Books, 1994. Print.

Teaching Competency of English Language Teachers and Media Literacy free essay sample

Now-a-days, soft skills are considered as another important aspect of the teachers for efficient teaching. Regarding the soft skills, communication skill is the most important one that is needed by the language teachers to optimize the learning experience of the students. This paper tries to reveal the need of Effective Communication Skill as one of the important soft skill for the language teachers. The concept of soft skills Soft skills can be said to incorporate all aspects of generic skills that include the cognitive elements associated with non-academic skills. Soft skills are identified to be the most critical skills in the current global education and the era of technology. The reorientation of education for sustainability also relates the importance of these soft skills. Soft skills in Education Vast research and expert opinions have been sought in the effort to determine the specific soft skills to be implemented and used in higher institutions of learning. We will write a custom essay sample on Teaching Competency of English Language Teachers and Media Literacy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Based on the research findings obtained, seven soft skills have been identified and chosen to be implemented in higher education as: * Communicative skills * Thinking skills and problem solving skills * Team work force Life-long learning and information management * Entrepreneur skill * Ethics, moral and professionalism and * Leadership skill The important soft skill needed for the language teacher Communication is as important aspect of language teaching. Effective communication skills are required for effective language teaching. Teachers of English are expected to have good command over the language and possess excellent communication skills. Communication skills include using the target language effectively, the way of speaking, body language and facial expressions, pitch and tone of voice and interpersonal skills. It is possible that they have some presuppositions about communication and communication skills which are considered to be one major factor in becoming an effective teacher. According to Dettmer, Thurston, and Dyck (1996), West and Cannon (1988), and Carl Rogers (1962) communication is among the most important skills for educators to possess. The role of communication is emphasized also by Lunenburg amp; Ornstein (1996, p. 176) as: â€Å"Communication is the lifeblood of the school; it is a process that links the individual, the group, and the organization. A gap in meaning between the intended and the received message can cause problems in the outcome of even the best teaching decision. Poor listening skills, ambiguous use of verbal and nonverbal language, poor semantics, and differing values are all items that can distort a message. To become effective communicators, educators must be aware of these potential problems and consciously work to eliminate them from their classroom interactions. They must also become knowledgeable about the importance of language in the learning process which gives a vital role to language teachers. Body language of the teacher In the communication skill, the body language and the facial expression of the teacher is of much importance which arrests students’ participation. The ‘presence’ that a teacher has in the classroom is crucial in determining ‘how much’ learning takes place and ‘how well’ learning takes place. A tension free atmosphere is extremely important in language learning classroom. More than what behaviour reveals, it is the non-verbal behaviour that is of significance. Self respect, confident behaviour and tone and eye contact are some positive indicators. Some of the ways in which body language can improve the desired atmosphere within the class are: * Keeping eye contact with the student you are talking to, and with every student in the class; * Standing ‘tall’ and walking in with head held high, instead of shuffling in, head bowed; * Having a calm, relaxed face – smiling and laughing easily; * Using facial expressions that show you are listening and responding to what the student is saying; * Smiling and nodding when a student is saying something; Linguistic competence versus Communicative competence Language is a tool of communication. One can communicate ideas, thoughts, feelings, opinions, attitudes, information and even misinformation through language. Different people express the same idea in different words. Language is a tool serving four main functions. These important functions are important for effective communication in the language classroom. The important functions of the language are: * Social function * Informative function * Expressive function * Directive function Keeping in mind these four important functions of language, let’s examine if our students are effective communicators in English. Most of our graduates are good at writing beautiful and very literary answers to questions on Shakespeare, Wordsworth and other great writers. However, their literary competence isn’t enough for them to be able to communicate effectively and efficiently in everyday situations. The ability to communicate requires us to use language to perform interpersonal functions such as starting a conversation, joining and leaving a conversation, making the hearer feel comfortable, giving options, and so on. Mere linguistic competence isn’t sufficient. Of course, there’s no denying the value of linguistic mastery, which is the basis for communicative competence. Without words and grammar patterns, one can’t think of building communicative competence. However, rules of use are more essential than rules of grammar. Many graduates don’t know how to introduce themselves and how to introduce others; they don’t know how to ask for information politely, how to disagree tactfully, how to offer suggestions, etc. This is one very significant aspect that we need to pay attention to. Secondly, their English is bookish. They don’t know that choice of syntax and vocabulary depends on the topic, the occasion, and the relationship between the speaker and the listener. It’s important to know what to say, when, to whom and how. Thirdly, the students need to be told that the vocabulary and syntax of spoken English are different from vocabulary and grammar of written English. They seem to be unaware of the fact that the words and grammar of spoken English are simpler than those of written English. As a result, they don’t use contracted forms and question tags while conversing and their English sounds bookish. Developing the communication skills of the learners In language teaching developing the skill of listening, speaking, reading and writing  skills should be given importance. These language skills are the foundation of communication skills. A good communicator is a keen and interested listener. Even a good listener cannot be an effective speaker. In order to be a good speaker, one has to master the accent, the rhythm and the intonation of the English language. Also one has to mind the tone of voice and make an effective use of facial expressions, gestures, eye contact, and posture. An excellent communicator uses verbal and non-verbal language to achieve the best effect. In order to develop good communication skills of the students, the language teacher need to * develop the listening, speaking, reading and writing skills * to be able to use language to perform various functions * master the rhythm, accent and intonation of the language * understand the differences between spoken and written language * remember the difference between meanings and messages Conclusion To remedy this situation we need to connect literature teaching with life outside. In language teaching, the academic world and the real world should not stand apart as islands. From the standpoint of the learner, the great waste in the school comes from the learner’s inability to utilize the experiences he gets outside the school. To fill up this gap, the communication skill should be given importance in language teaching. Developing communication skills of the learners requires the efficiency of language teachers. So, the communication skill should be given primary importance both at the pre-service and in-service level of the language teaching. REFERENCE * Applbaum, L. et. al. , 1973, Fundamental Concepts in Human Communication, Confield Press, London * Brown, H. D. 1981, Principles of Language Learning amp; Teaching, Prentice Hall, Enlewood Cligts. * Corner, J. et. al. , 1993, Communication Studies:An Introductory Reader, Edward Arnold, London. * Dickinsen L. and Carver D. J. 1980. Steps Towards Self-direction in Foreign Language Learning in Schools. ELT. Vol. 35:1-7. * Dickinsen L. 1987. Self-instruction in Language Learning. Cambridge, Cambridge University Press.