The Influence Of Tests On Teaching Backwash

The Influence Of Tests On Teaching Backwash In the field of foreign language teaching and learning, there are two kinds of opposed views about the relationship between the language testing and the language teaching. One side is that the language testing should be known as the supplementary means for the language teaching. According to Davies (1968: 5), the good test should follow and ape the teaching. This is a point of controversy to most of researchers and teachers. The other side asserts that the relationship between teaching and testing is should regarded as partnership among each other. (Hughes, 2003: 3) That is commonly accepted among many scholars and teachers. Moreover, the language test is expected to support the good teaching and can be used as the corrective reflection and direction to the bad teaching. Furthermore, the influence of testing on teaching and learning is defined as backwash which can be either beneficial or harmful. (Hughes, 2003) Although, the test can impact the teaching on several aspects such as: c urriculum, materials, teaching method and content, attitude and behavior, and learning (Alderson Wall, 1993), the existence and the nature of the influence would be affected some elements such as: the teacher, the school, the test itself. (Spratt, 2005; Alderson Wall, 1993) Therefore, In addition, the existence and the nature of the backwash will be different in various teaching and testing context as well. (Alderson Wall, 1993) In the first part I show the complicated phenomenon of the language testing backwash in the language teaching generally. Specifically, there is a very close connection between the College English Test ¼Ã‹â€ CET ¼Ã¢â‚¬ °and college English teaching in China. (Gu, 2005; Li, 2009; Ceng, 1999; Shao, 2003) The CET is proved that it is an effective means of measurement for its result can accurately reflect the College English teaching and learning situation both of one university at different stages and different universities at the same stage. (Gu, 2005) With a great number of elements which can affect the CET and the college English teaching and learning, in second part of this essay I discuss the existence and the nature of the CET backwash. However, there are a great many of weakness which shouldnt be neglected, it is eager to find out some ways and means to achieve the beneficial washback of the CET to assist the college teaching efficiently. In the last part of this essay, I will give some suggestion how to promote the beneficial backwash of the CET with the theory of foreign language acquisition. The influence of tests on teaching- backwash 1.1 Definition of Backwash The influence of testing on teaching and learning which can be either beneficial or harmful is defined as backwash (it is known as washback as well). (Bailey, 1996: 259; Buck, 1988: 17; Hughes, 2003: 1). According to Taylor (2005), the backwash of tests has affected on numerous aspects of educational processes for a long time. It could believe that language tests backwash has been influencing on language teaching and learning constantly. As Hughes (2003:1) points that the test which is regarded as a significant one could command all relative teaching and learning activities. Specifically, the term backwash has been regarded as the way in which tests influence on teaching such as: designs of curriculum, choices of teaching materials, and conductions of classes. (Hughes, 2003:2) Therefore, the testing is playing an important role in what is taught in teaching context and how it is underway. However, the backwash of language tests would be regarded as either positive or negative. When the testing exerts the beneficial influence on language teaching, it could enhance the good teachings and reflect the bad teaching correctively as well. And the testing can play the role in language teaching as a partner of that process, which is perceived as an accurate relationship between teaching and testing. (Hughes, 2003:2) Otherwise, when a tests content and testing techniques are aimed to assess the restricted language ability only such as some tests doesnt test learners necessary language abilities (listening, speaking, writing and reading) directly, it would exert the harmful influence on language teaching. (Hughes, 2003; Taylor, 2005). The negative backwash would mislead teachers and learners to concentrate on doing what is regarded as unnecessary for achieving high score, and narrow the teaching/learning context as well. (Alderson Wall, 1993; Taylor, 2005) Although language tes ts play a decisive role in language teaching and learning, the influence of them may show different results in different teaching and testing situation. 1.2 Factors influenced by the backwash The result of studies shows the backwash for several views of language teaching in classroom to a certain extent, such as: curriculum, materials, teaching method and content, attitude and behavior, and learning. (Spratt, 2005; Cheng, 1997) In the view of the curriculum, tests are always regarded as one of references for the change of curriculums. (Pearson, 1988) In addition, Alderson (1986) agrees that the innovation of language testing is considered as an influential factor which can cause the innovation of language curriculum. However, Vernon (1956) emphasizes that some teachers always overlook parts of curriculum which couldnt conduce to raise scores of tests directly for they concentrate on training test excessively. Besides the testing, there are many other factors such as the nature of course, the class size, stakes of tests, and schools could affect curriculum as well. (Alderson Wall, 1993; Lam, 1994; Lyon, 1996; Read Hayes, 2003; Watanabe, 1996) Therefore, it can conclude that in various teaching and testing situation, the backwash for the curriculum will show in different ways, and backwash may not exist in some situations at all yet. (Spratt, 2005) The aspect of backwash for teaching materials, many researches point that the revision of language testing can cause the innovation of language teaching materials usage as well. (Alderson Lyons, 1996; Watanabe, 2000) In addition, some studies point that when the language test gets closer the backwash for the selection of language teaching materials is greater. (Alderson Wall, 1993; Lumley Stoneman, 2000; Alderson Lyons, 1996) Besides, we cant neglect that the aim of choosing and using some teaching materials is to improve relevant language abilities and some is to enhance testing techniques merely. (Spratt, 2005) Consequently, tests can impact the usage of teaching materials, but is not the main factor to determine it. For the view of teaching methods and content, Spratt (2005) sports that tests especially high-stakes tests can affect the implementation of teaching activities and the choosing of teaching contents. For example, the study of TOEFL from Alderson and Lyons (1996) indicates that teachers teaching techniques and classroom activities have a great many difference between TOEFL and non- TOEFL classes. Moreover, high-stakes tests would let teachers to spend lots of class time in simulating tasks of tests or promoting techniques and strategies of tests. (Shohamy, 1996) However, some researches find that some teachers believes students efficient language skills play the most important role in passing language tests. (Watanabe, 2000) Therefore, it could conclude that testing is not the only factor to lead the variety of teaching methods which is related to the diversity of teachers and teaching contexts as well. In the aspects of attitude and behavior, Pearson (1988) points that testing has impacts which are both in positive and negative side on attitudes, behavior, and motivation among teachers, students, and parents. For instance, students always recognize that tests let them study hard for achieving high scores, however they also worried about testing cannot reflect their all learning aspects accurately. (Cheng, 1998) Furthermore, some teachers think that testing is a proper way to ensure whether aims of syllabus have been achieved. (Morris, 1972) Nevertheless, testing always soaks students, teachers, and parents in the atmosphere of anxiety and fear, as all of them worried about the result of tests. (Shohamy, 1996) Under this kind of pressure, students couldnt play their normal level; at the same time teachers would do whatever can help their students to achieve higher scores. (Alderson Wall, 1993; Spratt, 2005) The connotation for considering the backwash for learning is to discuss whether language testing can make students learn more and better. (Wall, 2000) Studies with mentioning students learning strategies and performance point that in the particular testing context students test scores would have at least ten percent improvements through several months of related conduction for testing preparation. However, we are not sure whether these finding can be applied to other learning and testing context. (Smith, 1991) Moreover, Andrew (2002) emphasize that after preparing the oral part of language tests some students just could achieve testing strategies and learn formulaic expression by rote but couldnt interact meaningfully or appropriately yet. 1.3 Factors affect the backwash The teacher, the school and the exam itself are known as the influential elements which can affect the occurrence and the nature of the backwash. (Spratt, 2005; Alderson Wall, 1993) Above all, the most important factor which can affect the backwash is the teacher. Specifically, all of teachers belief about teaching and testing, teachers attitudes towards the test, teachers educational level and experience, and teachers own personality will impact whether backwash exists and it is beneficial or harmful. (Smith, 1991; Alderson Wall, 1993; Alderson Lyons, 1996; Watanabe, 1996; Shohamy, 1996, Spratt, 2005) Moreover, the size of school, the education philosophy of school, and the attitude towards tests of schools administrator are regarded as the factors which can influence the backwash. (Watanabe, 2000; Smith, 1991; Read Hayes, 2003) According to Alderson and Wall (1993), schools can curb the appearance of the backwash and affect its nature even for communicative tests. In addition, test itself would be able to impact the existence and the quality of backwash. (Spratt, 2005; Alderson Wall, 1993) Morrow (1986) asserts that the language test which can measure candidates ability of language application can be considered as a qualified test with powerful and beneficial backwash. In summary, language testing can exert influence on language teaching and learning indeed, but it will present as either positive or negative. As the backwash can impact lots of aspects of language teaching and learning process; the existence, the nature, and the deep of it must be diverse in different views. Moreover, the backwash is also affected by some elements, so its nature must be independent in different teaching or testing context neither. Therefore, the backwash will be shown in extremely different states in different teaching and testing context. Even though in a particular situation, each aspect of the backwash must be different neither. 2. The backwash for College English Test (CET) in college English teaching across China 2.1 Introduction of CET in China The College English Test (CET) is a national unified test which is sponsored by High Education Department of the Minister of Education of China and administrated by The National College English Testing Committee. (CET Testing Committee) After completing the English foundation course in the second school year, all of university students across China are permitted to participate in this test. (Yang, 2000) There is national wide range of stakeholders (teachers, students, and administrators) involved in this test. In other words, the CET can be regarded as a high-stakes test. Besides, it is proved that the CET is an effective means of measurement for its result can accurately reflect the CE teaching and learning situation both of one university at different stages and different universities at the same stage. (Gu, 2005) As the high status and reputation of this test, passing the CET-4 is regarded as a qualification to obtain the B.A degree among the majority of Chinese universities. Therefore, there is an extremely close relationship between the CET and the College English teaching and learning indeed. Furthermore, the results of many researches show that the CET can exert beneficial washback on The CE teaching and learning. (Li, 2009; Gu, 2005; Shao, 2003) Specifically, the execution of College English Teaching Syllabus has been promoted in CE teaching and learning by the CET. (Gu, 2005) However, there is harmful influence on CE teaching and learning from the implementation of CET as well. (Li, 2009; Gu, 2005; Shao, 2003) Excessive using of coaching materials makes classroom teaching be confined for preparing the test, which results textbooks cant be completed ideally. (Gu, 2005) The washback of CET on CE teaching and learning is either positive or negative and will be discussed specifically as follows. 2.2 The positive backwash of the CET We have discussed that the teacher, the school, and the test itself are the main elements which can affect the existence and the nature of washback on language teaching and learning above. Practically, as the CET is a high-stakes test, it makes all of administrators, teachers, and students to think highly of it. (Hughes, 2003) Moreover, one of the CETs aims is to promote the implementation of College English Curriculum Requirements in College English teaching and learning. (CET Testing Committee) In other words, to think highly of the CET among participants could be seem as to attach importance to College English teaching and learning. Therefore, one of the positive wahback of the CET is that it can guarantee the basic stage of implementation of college classroom English teaching. Moreover, according to the validation study of the CET (Yang Weir, 1998) shows that the CET is a highly reliable and valid test with rational design and can measure non-English majors English proficiency exactly and objectively at the tertiary level across China. So it can guarantee that the CET can provide the sensible feedback to assist college English teachers and students to promote their teaching and learning. The most important factor to warrant the positive washback is the design of question forms. (Gu, 2005; Li, 2009) Specifically, in order to fully reflect the importance of listening ability, the part of listening comprehension occupies a considerable proportion in the CET. Besides, the question forms contain not only the objective choice but also the subjective dictation with relatively diversity. Moreover, the selection of subject includes both narrative passages and dialogues with strong practicability. As reading is one of the main resources to achieve the information for people, training reading ability play a significant important role in college English teaching requirements. For meeting this demand, the CET has appreciable amount of reading tests with rational question form design. All of the selected reading texts are in the form of discourse. For the great percentage of listening and reading in CET, both teachers and students think highly of promoting these two kinds of abili ties actively. Furthermore, as the productivity and practicability of these parts of tasks, teachers pay more attention to use of authentic teaching materials. (Gu, 2005; Shao, 2003) By this way, students applied language abilities can be developed essentially. Gradually, with the abilities development, students confidence and interesting on learning English has been enhanced as finding themselves can read original English discourse and understand English radio and TV programs days after days. Therefore, the other positive washback of the CET is that it can innovate college English teaching and promote college teaching and learning level across China. Tests of writing and speaking are the most important means to measure whether students have the ability of language application (Hughes, 2003). As the writing part in the CET, it sets the tasks and selects the samples as expression of attitude and information with all students familiar topic to evaluate students communicative applied ability in written English. (Gu, 2005; Shao, 2003) It guides a clear direction for teachers teaching and students learning so that they can understand the centre of college English teaching and learning of non-English major has converted from knowledge of language to language itself. In other word, this kind of washback makes both teachers and students pay more attention on training of language application. For the speaking test of CET is optional, which means a student must get an exact higher score in the written part of the CET (more than 560 points in the CET-4 and more than 530 in the CET-6) who can be permitted to participate in the oral part of th e CET. (Li, 2009; Gu, 2005; Shao, 2003) In order to achieve the opportunity to take part in speaking test, most of students eager to get the highest possible scores in written part. At the same time, it motivates students study hard. As it is regarded as extrinsic motivation which is not as good as the intrinsic one but is better than nothing. (Alderson Wall, 1993) With achieving higher scores, students integrated language abilities have been improved efficiently. Above all, the part of speaking of the CET exerts the beneficial washback on college English teaching and learning as they enhance the initiative of students. 2.3 The negative washback of the CET However, as the students performance of the CET is an important symbol of English teaching quality in each college and also the focus of competition among them in China, the results of the CET are given undue importance. (Li, 2009; Gu, 2005; Shao, 2003) Specifically, in the fourth semester teachers just use the CET-oriented materials completely such as various simulated tests and the former CET papers to prepare the CET which is coming in June without any active classroom activity among students. They believe that test-oriented materials can help students to familiarize the test format and train their time management skill so that enhance the passing rate. (Gu, 2005) Using them as teaching materials in classrooms is inappropriate, as the CET is just the measurement not the purpose of college English teaching. Therefore, on the aspect of English teaching time distribution, there has been a phenomenon that the regular teaching time has been compressed and the curriculum has been distor ted among a great many of universities. Moreover, as the part of speaking in the CET is still optional until now, it must let teachers and students neglect to promote the oral ability during the period of test preparation. In this teaching environment, students are forced to face a lot of papers practice and the inevitable appearance of students dummy English have become increasingly unusual. Finally, students integrated applied abilities haven been promoted adequately with the lack of productive language skills training. Moreover, the score and the certificate have the considerable influence on opportunity of students future learning and job. (Li, 2009; Gu, 2005; Shao, 2003) It potentially makes some students regard achieving the CET Certificate as their final goal of learning English during their undergraduate study period. Consequently, after passing the CET, lots of non-English major students dont attach importance on English learning any more with this shallow attitude. Therefore, the CET cant motivate students to learn English intrinsically. On the aspect of test itself, it restricts students real language ability and interactive language ability. According to Krashen (1982), the most effective way for people to acquire language is achieving comprehensible input. Only this kind of language input which is slightly higher than learners current level can help learners obtain the better learning effect. As excessive emphasis on the initiative of the CET, the objectivity and impartiality of the score, the stability of the test level, the most of question forms of the CET are the multiple choices. (Li, 2002) Hence, students stray from the right path of learning English with the neglect of the cultivation about real language input and communicative ability training to concentrate on grammar, lexical analysis, testing skills unduly. In summary, the CET itself does exert the certain influence on the college English teaching in China. However, the research (Gu, 2005) shows that some schools and some classes which use textbooks and other teaching materials creatively have the better performance and higher scores in the CET. Therefore, the effects of the CET are much less than other elements such as the attitudes of schools, teachers, and students towards the CET; teachers teaching level; teachers academic level; teaching methods; and students initiative. The CET is just a very small part of the whole college English teaching system. Besides, as there are a great many of weakness which shouldnt be neglected, it is eager to find out some ways and means to achieve the beneficial washback of the CET to assist the college teaching efficiently. Promote the beneficial washback of the CET As there is a close relationship between the CET and the college English teaching indeed, the CET not only can but also should exert beneficial backwash on college English teaching. Therefore, we attempt to find out the way how we can achieve as more backwash as possible. The possible suggestion will be argued as follows: Aim to college teaching syllabi, adopt a large number of direct language testing Direct language testing means testing communicative language skills directly with using as many authentic texts and tasks as possible. (Hughes, 2003) Using direct language testing can measure students skills what we would like to foster efficiently and promote the implementation of related practice for those skills sufficiently during the regular teaching time. (Bachman, 2000) Therefore, in the CET using a great many direct language testing so that test whether students have the effective communicative language ability in the certain context. In this way, we would be able to encourage students to practice those interactive language skills as much as possible. Consequently, we can obtain the beneficial backwash from the CET to college English teaching in China as figure 1 shows. Sample tasks of writing test as much authentically and practicably as possible Adding numerous authentic and practicable tasks in writing test can promote the unpredictable of the CET. In addition, the creativity of teaching and learning can be developed rather than concentrate on what they can predict. (Hughes, 2003) Consequently, students expression ability in written English can be promoted exactly. 3.3 Give the same importance to speaking test as others Change the part of speaking in the CET to be compulsory rather than optional. Some research shows that Chinese college students oral ability is the weakest one among others. (Ceng, 1999) According to that, promoting their oral ability must be enforced. Testing the abilities which you want to incent can achieve the beneficial backwash of test sufficiently. (Hughes, 2003) Therefore, adding the oral part in the whole CET compulsorily can motivate teachers and students to promote this skill consciously. 3.4 Provide assistance to teachers in order to adapt the new test pattern Introduction of a new pattern of the test may lead many teachers feel they dont adapt it. (Hughes, 2003) Transfer the CET from grammar and vocabulary oriented to be more communicative would make a large number of teachers feel they are not familiar to enhance students communicative skills. Therefore, essential training and assistance for teachers could avoid imbalance and chaos to support the help to teaching. 3.5 Reduce the status of the CET The figure 2 shows the relationship between the CET and the college English teaching and learning currently. Therefore, if make the provision that is changing the CET from the compulsive test to be the optional test during undergraduate study. Besides, abolish all unreasonable regulations which stipulate CET certificate is one of qualifications to obtain the B.A degree. This is the basic condition to reform college English teaching with getting rid of test-oriented education. We could achieve the positive backwash of the CET to establish more harmonious relationship (which is shown in figure 3) between the CET and the college English teaching in China. To summarize, the innovation of the CET to be more communicative, more practicable, more productive would be able to promote the beneficial backwash of it to influence college English teaching across China energetically. Conclusion The present essay has discussed the relationship between the language testing and language teaching and learning from generally to specifically. The effect of the language testing is defined as backwash to impact several views of language teaching and learning. In a certain teaching and testing context, the backwash of CET has been known as to affect the implementation of the college English teaching curriculum; the using teaching materials; the teaching method and content; the administers, the teachers, and the students attitudes towards college English teaching and learning. Additionally, as there are some elements affect the deep and the nature of the CET backwash, it presents either beneficial or harmfully in different aspects of the college English teaching across China. Finally, with some theories of language testing and foreign language acquisition this essay have illustrate some proposals how to achieve as more beneficial backwash of the CET as possible. However, as the importance of communicative college English teaching is a growing concern, the demands of the productivity, the practicability, and the communicability of the CET have been received greater attention in China. Therefore, it needs to invest more and research to enhance the quality of the CET so that promote the beneficial backwash of it to cooperate with the college language teaching and learning perfectly.

Touching Essays

Idiom| Explanation + Example | 1)| Don't give up the day job. | You are not very good at that. You could definitely not do it professionally. â€Å"I really like the way you sing, but don't give up your day job. | 2)| Cash cow. | An easy way to earn money regularly. â€Å"Income tax is a real cash cow for the government. † | 3)| Bite off more than you can chew. | Trying to do something that is too difficult or time consuming to finish. â€Å"I'm glad you want to prepare the report by yourself. Just be sure that you don't bite off more than you can chew. † | 4)| Clear the air| Discuss something that was causing people to feel upset. There seems to have been a misunderstanding. I'd like to explain what happened, just to clear the air. † | 5)| Turn your back on| Give up on, or abandon. â€Å"I needed your help but you just turned your back on me† | 6)| Not cut out for| Not suitable for something. â€Å"He tried mountain climbing, but he simply was not cut ou t for it. † | 7)| Scrape the bottom of the barrel| The very last, or the very worst. â€Å"These are the last volunteers we could find. We really had to scrape the bottom of the barrel to find them. † | 8)| A class act| Sophisticated, above average. â€Å"He offered to help, even though he doesn't know me.He's a real class act. † | 9)| Clean up your act| Improve your behavior. â€Å"If you are ever going to improve your English skills, you must start getting in to class on time and doing your homework. Why don't you clean up your act? † | 10)| Get your act together| Get more organized. â€Å"You have been late for work every day this week. If you want to keep this job, you must get your act together. † | 11)| A piece of the action| Participation in an activity. â€Å"I heard that you are looking for partners in your new investment. If you don't mind, I would like to get in on a piece of the action. † | 12)| Actions speak louder than words. Pe ople's intentions can be judged better by what they do than what they say. â€Å"Why don't you give her a hug instead of saying you are sorry, actions speak louder than words. † | 13)| In the air| Being discussed, generally obvious. â€Å"The days are getting longer and the flowers are blooming. Spring is in the air. † | 14)| Go ape| Go crazy. â€Å"Jack was really angry. I thought he was going to go ape. † | 15)| A grey area| Something that is difficult to define. â€Å"I researched your case, but there are not any black and white answers. Your situation seems to fall into a grey area. † | 16)| Up in arms| Angry. The crows was agitated. Everyone was up in arms over the government decision. † | 17)| Be glad to see the back of| Be happy when a person leaves. â€Å"That guy bothers me, I'll be glad to see the back of him. † | 18)| Give him/her credit| Acknowledge an achievement or contribution of a person. â€Å"Although he is not easy to work for, you have to give him credit for managing the company well. † | 19)| Go behind someone's back| Do something without telling someone. â€Å"Don't trust Jane. She acts friendly but she's always going behind someone's back. † | 20)| Each to his own| Everyone is entitled to his own individual opinion. I can't say that I like George's new furniture. It seems very plain and uncomfortable. Oh well, each to his own. † | 21)| Eager beaver| Enthusiastic person. â€Å"John did all of his homework before supper. He sure is an eager beaver. † | 22)| Early bird| A person who is early, or gets up early. â€Å"Dave was in class 30 minutes before anyone else. What an early bird. † | 23)| Scratch the surface| Examine only a part of something. Uncover only a few facts about something â€Å"Cancer research is a very long-term process. So far, we have just begun to scratch the surface. † | 24)| Give him the slip| Leave him.Hide from him. â€Å"I think that m an is following us. Let's give him the slip. † | 25)| Cold shoulder| To treat someone in an unfriendly manner. â€Å"I don't think Jim likes me. I tried to speak with him but he gave me the cold shoulder. † | 26)| Get the ball rolling| Start something. â€Å"All right everyone, we spent a lot of time planning this project. Now, it's time to get the ball rolling. † | 27)| Jump on the bandwagon| Join a popular trend or activity. â€Å"I like that new procedure and I've decided to jump on the bandwagon. † | 28)| A losing battle| Something that cannot be accomplished. I've tried fixing this phone many times, I just can't do it by myself. It's a losing battle. † | 29)| Keep something at bay| Keep something away. â€Å"Sarah found it difficult to keep the salesperson at bay. † | 30)| Spill the beans| Tell a secret. â€Å"I won't be the one to spill the beans. † | 31)| Beggars can't be choosers| People cannot complain about something they get for free. â€Å"I don't like the color of the sweater she gave me, but beggars can't be choosers. † | 32)| Flesh and blood| A relative. â€Å"I must help him. After all, he's my own flesh and blood. † | 33)| Give the benefit of the doubt| Believe someone's statement, without proof. The teacher's explanation did not seem logical, but I gave her the benefit of the doubt. † | 34)| A safe bet| Probably true. Will probably happen. â€Å"It's a safe bet that your English skills improve quickly if you study at Elanguest. † | 35)| Fit the bill| Seems correct. â€Å"That seems to fit the bill. I'll take it. † | 36)| Black and blue| Bruised. â€Å"He was beaten until he was black and blue. † | 37)| In cold blood| With no compassion or mercy. Usually associated with ruthless murder. â€Å"The assassin was evil. He killed him in cold blood. † | 38)| Out of the blue| Unexpected. â€Å"A great idea just came to me out of the blue. † | 9)| Cal l someone's bluff| Make someone prove what they say. â€Å"He implied that he would terminate my contract, but I called his bluff. † | 40)| Rock the boat| Create problems for other people. Everyone likes Anthony. He doesn't rock the boat. † | 41)| By the book| Doing something according to rules. â€Å"He's a good cop. He does everything by the book. † | 42)| Give someone the boot| Dismiss or get rid of someone. â€Å"Mr. Smith is an easy boss to work for. He doesn't like to give someone the boot. † | 43)| Get to the bottom of| Learn about and understand fully. â€Å"We are not sure what happened, but we intend to get to the bottom of this. | 44)| Out of bounds| Not permitted. â€Å"Hans wanted to ask Mary out on a date, but I explained that she is out of bounds. Mary is engaged to Jack. † | 45)| Bread and butter| Regular income. â€Å"We are very dependent on our advertising revenue. It's our bread and butter. † | 46)| The best thing since s liced bread| A good invention or innovation. â€Å"I love this paper folding machine. It's the best thing since sliced bread. † | 47)| Give me a break| Don't expect me to believe or agree with that. â€Å"You think the teacher is joking? Give me a break. † | 48)| Don't hold your breath| Don't wait too long because it might not happen. Yes, it's possible that they will lower taxes, but don't hold your breath. † | 49)| Cross that bridge when you come to it| Deal with a problem if and when it becomes necessary, not before. â€Å"I'm not too wirried about a possible downturn in the economy. Anyway, let's cross that bridge when we come to it. † | 50)| The bubble has burst| A previously positive situation has encountered a serious problem. â€Å"Last year, the stock market was doing very well. Unfortunately, it seems that the bubble has burst. † | 51)| The buck stops here| Problems are resloved here. â€Å"A lot of people try to pass problems to other pe ople.At my desk, however, the buck stops here. † | 52)| Burn your bridges| make it impossible to return. â€Å"Be polite when you hand in your resignation. After all, you don't want to burn your bridges. † | 53)| My ears are burning| I think someone is saying something about me. â€Å"Pierre is talking again. My ears are burning. † | 54)| Put on the back burner| Leave it for later. â€Å"I don't think we'll have time to complete it this year. Let's put it on the back burner. † | 55)| Someone means business| Someone is serious â€Å"Watch out for Harry. He's someone who means business. † | 56)| At the touch of a button| Quickly and easily. â€Å"No problem.I can change your account information at the touch a button. † | 57)| Have your cake and eat it| Enjoy something without paying for it. â€Å"He expected to pass without studying. Unfortunately, you cannot have your cake and eat it, too. † | 58)| A close call| Something (usually bad) almost happening. â€Å"That car almost hit us. That was a close call. † | 59)| Enough is enough| This should stop. â€Å"I have listened to his complaints for years but enough is enough. † | 60)| A fat cat| A wealthy person. â€Å"He has everything he needs. He's a real fat cat. † | 61)| My two cents worth| My humble opinion. â€Å"He seems like a corrupt politician.That's just my two cent's worth. † | 62)| Hang out| Be together, spend time with each other. â€Å"Hey Lauren, let's get together tonight, we can just hang out and practice our English. † | 63)| A change of heart| A changed opinion. â€Å"At one time, I supported George Bush. As time went on, however, I had a change of heart. † | 64)| Get something off your chest| Explain something that is bothering you. â€Å"Gary, you don't seem happy. Is there something you would like to get off your chest? † | 65)| Don't count your chickens before the eggs have hatched| Don't make pla ns for something that might not happen. Yes, I think we will probably get a raise in pay this year. Remember, though, don't count your chickens before the eggs have hatched. † | 66)| A chip on his shoulder| He is angry about something. â€Å"I don't know why he's so unhappy. He seems to have a chip on his shoulder. † | 67)| Come full circle| A process has been completed. â€Å"The salmon has returned to the place where it originally hatched. Its life cycle has come full circle. † | 68)| Squeaky clean| Legitimate and proper. â€Å"We checked all of her references. She's squeaky clean. † | 69)| In the clear| Out of trouble. â€Å"His innocence has been proven. He's in the clear. | 70)| Steer clear of| Avoid. â€Å"She's not very nice. I think we should steer clear of her. † | 71)| Round the clock| All day. â€Å"She's a very hard worker. She usually works around the clock. † | 72)| Turn back the clock| Go back in time. â€Å"I feel old. I wis h I could turn back the clock. † | 73)| Like clockwork| With mechanical efficiency. â€Å"He's very predictable. He always eats at the same time, like clockwork. † | 74)| Wake up and smell the coffee| Think more realistically. â€Å"He doesn not respect you as much as you think. Wake up and smell the coffee. † | 75)| The other side of the coin| Another version of a story or event. The global summit will encourage meaningfull dialogue. On the other side of the coin, it might result in violent protests. † | 76)| Left out in the cold| Left unaided or unprotected. â€Å"They don't include me in their group. I feel left out in the cold. † | 77)| With flying colors| With enthusiasm and exuberance. â€Å"I can't wait to see you all. I'll be there with flying colors. † | 78)| Scrape by| Have just enough but not more. â€Å"Our budget is not satisfactory but we will find a way to scrape by. † | 79)| A tough cookie| A stubborn, strong person. â⠂¬Å"Don't get Shirley upset. She's a tough cookie. † | 80)| Keep your cool| Don't become upset. Relax, keep your cool. † | 81)| Lose your cool| Become upset. â€Å"Don't get upset. If you lose your cool, it will make matters worse. † | 82)| In a tight corner| Without any good options. â€Å"Milo has run out of options. If he takes any more chance, he might find himself in a tight corner. † | 83)| A couch potato| A lazy person. â€Å"Luis just watches tv all day. He really is a couch potato. † | 84)| Takes its course| A situation develops naturally. â€Å"There is nothing we can do to relieve the effects of her disease. We can only wait and let the illness take its course. † | 85)| Up the creek| In trouble. â€Å"I warned Bill but he would not listen.Now, he's up the creek. † | 86)| Crocodile tears| Exaggerated or faked sympathy. â€Å"She told me she was sorry but she was not, it was just crocodile tears. † | 87)| When it comes t o the crunch| When there are no more possibilities. â€Å"Victor seems to have a casual point of view. When it comes to the crunch, though, he is a real professional. † | 88)| A far cry from| Very different from. â€Å"His personality is a far cry from his father's. † | 89)| Off-the-cuff| Without research, planning, or considering. â€Å"I haven't had the time to think about it. My off-the-cuff impression, however, is that it is a good idea. | 90)| Can't cut it| Cannot do it. â€Å"Kim shouldn't be working here. She just can't cut it. † | 91)| In the dark| Ignorant. â€Å"They didn't tell me anything. I felt like they had left me in the dark. † | 92)| A shot in the dark| A guess. â€Å"I'm not sure but I could take a shot in the dark. † | 93)| Call it a day| Stop. â€Å"I'm tired. Let's call it a day. † | 94)| Late in the day| (Almost) too late. â€Å"The government just decided to buy new helicopters, but it seems a little late in the day to make such a decision. † | 95)| In broad daylight| Without trying to hide it. â€Å"They robbed the bank in broad daylight. † | 6)| Makes someone's day| Make someone happy. â€Å"Your letter made my day! † | 97)| Wouldn't be caught dead| Would never. â€Å"I hate that dress. I wouldn't be caught dead wearing it. † | 98)| Get a raw deal| Receives less than what is deserved. â€Å"Be sure to read the contract carefully before you sign it. You don't want to get a raw deal. † | 99)| Runs deep| Entrenched, or ingrained. â€Å"He loves his country. Patriotism runs deep in his veins. † | 100)| Out of your depth| Beyond your existing knowledge or ability. You don't seem to have much experience in this subject. Are you sure you're not out of your depth? † | |

Graduation Speech Time Management, Memory Skills, And...

The four years I spent in high school were a breeze. I hardly studied and when I did it wasn t more than an hour. Making all A’s was as easy as pie. I never had to try; however, college was a whole other story. My teachers no longer babied me and I started to struggle to make even a B let alone an A.Student Success has been an eye opening experience that has made me realize I need to step up my game in order to survive college. This class has taught me how to succeed during my years in college. There are many things Student Success showed me that helped me during this first semester, but the four things that were most influential were Time Management, Memory Skills, Test Taking Skills, and Study Skills. Time Management was extremely helpful for me. Before college and before I took Student Success I never even thought about how I could arrange my day and time in order to be the most efficient I could. I would forget about my homework and even some tests. Most days I would play games or watch anime before my homework, and by the time I got started on it, it would already be ten or eleven at night and I would stay up till twelve or one finishing up. My memory has always been a problem that I could never fix. I could learn something one day and the next I wouldn’t even be able to tell you what I had for dinner that night. This may just have to do with the fact that I didn’t have a proper way to study and memorize the information, or maybe I just had a difficult time retainingShow MoreRelatedSports and Academic Achievement1494 Words   |  6 Pagesstudents who do not participate in athletics. Central Michigan University April 24, 2012 Abstract Many studies have been done regarding the positive impact that athletics has on a student’s life. Studies have looked at the physical impact that athletics has on a student’s life like sportsmanship, healthy lifestyle, discipline, strategy, and time management. 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As I was going downstairs to the room B101, I noticed another stair going down. I was very curious of what was down there. So, I went downstairs to check what was down there. Down there was a quiet room. The room’s walls were white. There were many study carrels. I told myself that IRead MoreBilingual Brain Boost : The Cognitive Benefits Of Learning A Second Language Essay2178 Words   |  9 Pagesbut bilingual people can delay the consequences of this damage. These individuals are constantly experiencing the world using two languages so, while a monolingual person remembers how to ride a bike in one language, a bilingual person stores that memory twice, once in their first language a once in their second. This allows bilingual people to create a large complex of neural connections that are not pres ent in monolingual people. As vital synaptic pathways break down, bilingual people are able toRead MoreInvestigation Of Bioscience And Biotechnology1662 Words   |  7 Pageslisted above? * Having a keen interest in the field of science and hoping to pursue a career in medicine, I am naturally drawn to this course. By attending this course, I can deep dive into the topics of evolving diseases and potential cures. The study of bioscience and biotechnology will give me the unique opportunity to immerse myself in the evolution of how we diagnose diseases and benefit patients. With early diagnosis and the technology to analyze genetics, patients can leverage preventativeRead MoreThe Theories Of Counseling And Therapy3130 Words   |  13 Pagesas an idea or set of ideas that is intended to explain facts or events. In every profession, theories are necessary to help determine if facts are credible. Credible theories are based on ideas, observations, and research. They have been tested in studies to see if they are effective (Gladding, 2005). For a theory to be considered as a good theory, it must meet certain criteria. It must be clear and easy to understand, comprehensive, written in a way that invites others to explore its uses, containsRead Morepersonal and professional development4619 Words   |  19 Pages............................................................................................. 4 1.2 Learning Styles...................................................................................................................... 4 1.3 Time Management.................................................................................................................. 6 1.4 Learning and Development Method...................................................................................... 7 1Read MoreStudy Women Empowerment Through Self Help Groups2435 Words   |  10 PagesINTERVIEW-2 Introduction My topic of interest is to study women empowerment through self-help groups. 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On a more positive note, there has been a significant amountRead MoreFactors Affecting English Achievement of First Year Students of Compra National High School8674 Words   |  35 PagesEnglish and are not ready for college work. A continuous down trend in the quality of education and academic achievement of the students in all levels, especially the secondary school students has been keenly observed in recent years. Many studies showed that the secondary graduates failed to come up to what they were expected to accomplish within their 4-years of schooling. Many sectors are alarmed by the low performance of the graduates. This low performance is attributed to many factors

French Expressions and Words - Idiomatic Expressions

There are dozens of expressions in English which contain the word French, but are these things actually French? Take a look at this list with the French equivalents and the literal translations - you might be surprised.Where possible, definitions for these terms have been provided. To french1. (cooking) to cut into thin strips, to trim fat (unknown translation)2. (kissing) see French kiss, below   French bean: le haricot vert green bean French bed: le lit en portefeuille bed that is wider than a twin bed but narrower than a double bed French blue: bleu franà §ais dark azure color French boxing: la boxe franà §aise French braid: la tresse franà §aise (hair style) French plait in UK French bread: la baguette French bulldog: le bouledogue franà §ais French cap: la bague chapeau single spindle wood molding machine French casement: la fenà ªtre à   deux battants French chalk: la craie de tailleur literally, tailors chalk French chop (cuisine) chop with the meat and fat trimmed from the end (unknown translation(juggling) tomahawk jetà © de lautre cà ´tà © de la tà ªte French cleaners: le nettoyage à   sec literally, dry cleaning French clock: (unknown translation) elaborately decorated French clock from the 18th century French cricket: (unknown translation) informal type of cricket without stumps in which the batsman is out if the ball hits his/her legs French cuff: le poignet mousquetaire literally, musketeers cuff French curtain: le rideau à   la franà §aise French curve: le pistolet literally, pistol French custard ice cream: la glace aux Å“ufs French cut underwear: sous-và ªtements à   la franà §aise (lingerie) high-waisted styleFrench dip sandwich: un sandwich  « French dip  » beef sandwich dipped into beef juice (called au jus) French disease: la maladie anglaise literally, English disease. An old-fashioned term in both languages to refer to syphilis. French door: la porte-fenà ªtreliterally, window-door French drain: la pierrà ©e, le drain de pierres sà ¨ches French dressing: la vinaigrette Only in England does French dressing mean vinaigrette. In the US, French dressing refers to a sweet, tomato-based salad dressing that does not, as far as I know, exist in France. French endive: la chicorà ©e de Bruxelles, chicorà ©e witloof French eye needle - une aiguille à   double chas French fly: une braguette à   bouton de rappel hidden button inside fly of mens pants French fry: la (pomme de terre) frite literally, fried potato. Note that French fries are actually Belgian To French-fry: frire à   la friteuse literally, to fry in the fryer French harp: un harmonica This term is used in the southern US to refer to an instrument made of metal or glass strips attached to a frame and struck with a hammer.French heel: le talon franà §ais (womens shoes) a curved, high heel French hen (unknown translation) In the song 12 Days of Christmas French horn: le cor dharmonie literally, horn of harmonie French ice cream: see French custard ice cream, above French kiss:noun: un baiser avec la langue, un baiser profond, un baiser torrideverb: galocher, embrasser avec la langue French knickers: la culotte-caleà §on French knitting: le tricotin also called spool knitting French knot: le point de nÅ“ud literally, knot point French lavender: la lavande à   toupet To take French leave: filer à   langlaise (informal) literally, to split/take off the English way French lentils: les lentilles du Puy literally, lentils from (the French town of) Puy French letter: la capote anglaise (informal) literally, English condomFrench maid: la femme de chambre chambermaid French manicure: le French manucure American-invented style of manicure, with light pink polish on the nail and white polish underneath French marigold: un Å“illet dInde literally, Indian carnation French mustard: la moutarde douce literally, sweet mustard French onion dip (unknown translation) vegetable dip made from sour cream, onion, and herbs French onion rings: rondelles doignon French onion soup: la soupe à   loignon onion soup (topped with cheese and broiled)French pancake: une crà ªpe In English, this is also sometimes known as a crepe. ï » ¿French pastry: la pà ¢tisserie pastry French pleat: le pli pincà © a pleat at the top of a curtain consisting of three smaller pleats French polish: le vernis au tampon shellac diluted with alcohol and used to produce a high gloss on wood French poodle: un caniche literally, poodle French press: une cafetià ¨re literally, coffee maker French provincial (unknown translation) (architecture, furniture) style characteristic of the French provinces in the 17th and 18th centuries French roast coffee: le cafà © mà ©lange franà §ais literally, French blend coffee French roll: un chignon banane literally, banana bun French roof: un toit à   la mansarde literally, Mansard roof French saddle: une selle franà §aise breed of horse French seam: la couture anglaise literally, English sewing French silk pie (unknown translation) pie with a chocolate mousse or pudding filling and whipped cream topping French skipping (unknown translation) also known as Chinese skipping, Chinese jump rope, and elastics. French stick: une baguette French telephone: un appareil combinà © telephone with the receiver and transmitter as a single piece French toast: le pain perdu literally, lost bread French trotter: un trotteur franà §ais breed of horse French twist: le chignon bun French vanilla: la vanille bourbonliterally, (the French town of) Bourbon vanillaFrench vermouth: le vermouthdry vermouthFrench window: la porte-fenà ªtre literally, window-doorPardon my French: Passez-moi lexpression. ï » ¿Allow me the expression.

Analysis of Maxine Hong Kingston No Name Woman - 1670 Words

Chapter I Introduction 1.1. Background of study Adultery defined as a sex relationship between a married woman and a man other than her spouse or a sex relationship that usually happened also between unmarried couples in their relationship. It is actually the same as stated in Oxford Advanced Learner’s Dictionary; adultery is a sex between a married person and someone who is not their husband or wife (18). Indeed, Adultery sometimes becomes something crucial in our society. As an addition, in certain societies or cultures, it considered as an illegal relationship or we can say forbidden against norm or belief in societies or cultures itself. Like what the writers have discussed above, that adultery has a strong relationship to†¦show more content†¦1.2. Statement of problem The writer finds two problems that are going too analyzed in this study. In addition, the problems are: 1. What were the perspectives of Chinese cultural society toward woman adultery in No Name Woman? 2. Why the perfective of Chinese cultural society toward men and women who committed adultery in No Name Woman is different? Why the society only judged the woman? 3. How the trends captured feminist approaches in Chinese culture society for women, who commit adultery, as we see in the work of Kingston No Name Woman? 1.3. Scope of study In this paper, the writer focuses the study only on the perspectives of Chinese cultural society toward woman adultery that exist in the novel and how the point of view and its relationship to understand existing feminism. The writer does not conduct the study on other example outside the short story. 1.4. Objectives Objectives presented by the authors of this research are: 1. To provides a clear understanding of an adultery act that committed by women, who live among Chinese cultural society. 2. To explain how the position of a woman against a man among the people where they live, especially in Chinese society, and can see the reason of Chinese culture, which is pressing her. 3. To gain understanding and comprehensive view of the understanding of feminism, through the Chinese cultural society of women who commit adultery in the work of No Name Woman by Kingston 1.5.Show MoreRelatedAnalysis Of The Piece, No Name Woman By Maxine Hong Kingston999 Words   |  4 PagesThe role of the woman has said to serve a humble and very significant aspect in tradition and ritualistic beliefs in Chinese culture in pre-modern times. Traditionally, woman were to stay loyal to the man they were married to and were required, by custom, to stay in the household of â€Å"the-in-laws† as a sign of respect to the family. We consider the words loyalty, respect, and submission a numerous amount of times when analyzing the women’s role and how it pertains to Chinese culture when we readRead MoreEssay On The Woman Warrior1614 Words   |  7 Pagesseeming to be weak. Maxine Hong Kingston develops this idea in her story, The Woman Warrior: Memoirs of a Childhood Among Ghosts. She challenges the conventional stereotype and definition of what it means to be a warrior and opens the term up to new interpretations. Maxine describes the internal and external battles of clashing cultures and traditions she faced growing up in her memoir. The stories Maxine was told by her mother directly impacted her perception on life. Maxine faced this dilemma forRead MoreOn Mother-Daughter Relationship in the Women Warrior6552 Words   |  27 PagesOn Mother-daughter relationship in The Woman Warrior 1 Brief introduction of Chinese-American literature in United States(the special focus on mother-daughter relationship in the Chinese-American women writings) From the nineteenth century, Chinese-American literature has been discriminated by the American literature canon. Most early Chinese American works tended to cater for the taste of the white readership. The situation changed till the later half of the twentieth century whenRead MoreRhetorical Analysis Essay848 Words   |  4 PagesEnglish Rhetorical Analysis Essay #3 Final Draft Every individual has traditions passed down from their ancestors. This is important because it influences how families share their historical background to preserve certain values to teach succeeding generation. N. Scott Momaday has Native American roots inspiring him to write about his indigenous history and Maxine Hong Kingston, a first-generation Chinese American who was inspired by the struggles of her emigrant family. Kingston and Momaday manipulateRead MoreLiterary Analysis of No Name Woman6151 Words   |  25 PagesA short literary analysis of Maxine Kingstons classic â€Å"No Name Woman† As part of the first generation of Chinese-Americans, Maxine Hong Kingston writes about her struggle to distinguish her cultural identity through an impartial analysis of her aunt’s denied existence.   In â€Å"No Name Woman,† a chapter in her written memoirs, Kingston analyzes the possible reasons behind her disavowed aunt’s dishonorable pregnancy and her village’s subsequent raid upon her household.   And with a bold statementRead MoreCritical Analysis : The Yellow Wallpaper993 Words   |  4 PagesCritical Analysis: â€Å"The Yellow Wallpaper† â€Å"Not many women got to live out the daydream of women—to have a room, even a section of a room, that only gets messed up when she messes it up herself.† –Maxine Hong Kingston: The Woman Warrior During the late 19th century women, as history demonstrates, were to remain confined to their societal expectations and roles. Women were thought of as the weaker sex, emotional, and fully dependent on their male counterparts, child-like. She was to be a pious

Jane Austen Emma Free Essays

â€Å"I am going to take a heroine whom no one but myself will much like† How does this comment by Jane Austen fit with your reading of her presentation of Emma? Today, we can interpret this remark as the recognition of a problem that was to be successfully overcome, instead of looking at it as an accurate prediction. Readers like the author’s niece, Fanny Knight, who could â€Å"not bear Emma herself† have been in the minority. Most readers, myself included, have liked Emma Woodhouse and the novel that bears her name. We will write a custom essay sample on Jane Austen: Emma or any similar topic only for you Order Now It is an intricate, complex and perfectly achieved work that takes an apparently trivial matter – â€Å"3 or 4 Families in a Country Village†, in Austen’s famous phrase – and makes it captivating, involved and rich with meaning. During this essay I intend to outline what Jane Austen means by â€Å"heroine†, and explain how Emma fits this title. I shall explore why Austen feels her character will not be liked, and yet what defies these intentions and regardless encourages the generally felt affection towards Emma. Jane Austen nurtures many issues during her novel, I need to examine them, and decide on their relevance to the characters position. Jane Austen’s use of ‘heroine’ in her comment outlines who the chief character of the story is, in this book we immediately discover its Emma Woodhouse. The book is justly named Emma, as the whole thing is Emma. There is only one short scene where Emma herself is not on stage; and that one scene is Knightley’s conversation about her with Mrs Weston, proving she has a very dominant role. As readers we would usually expect the heroine of the story to be the most courageous, clever or perhaps even the most blasphemous. They usually have an attribute that sets them apart from everyone else. In this book though, Emma is mainly a figure of fun. We see the gradual humiliation of self-conceit through a long succession of disasters – serious in effect, but written comically throughout. The disasters occur through Emma’s absurdities, her snobberies, her intrinsic honesty and her misdirected mischievous conduct. The reader feels affection for the charact er not because of her charms, but in defiance of her defects as she develops this rogue image. Her features allow her to take rank not with the ‘sympathetic’ heroines, but as the culminating figure of English high comedy. The word ‘heroine’ can also be used to describe someone much admired for their bravery. In my view, this ironically can also be applied to interpret Jane Austen’s comment, and even Emma herself. Perhaps she doesn’t demonstrate bravery of a courageous format, but she does show brave recognition of her faults, which could be employed to give her the title of a ‘heroine’ in her own way. Jane Austen creates a wonderfully flawed heroine. Had Emma been perfect, her situation would have been of no interest to anyone; her flaws are what interest both reader and critic. The basic movement of Emma is from delusion to self-recognition, from illusion to reality. In the beginning she is loveable enough, but has much to learn. It takes supreme courage on Austen’s behalf to portray a girl, meant to win and keep the reader’s fancy, with the characteristics frankly ascribed to Emma Woodhouse. During the time period of both Austen and Emma the world was a male-dominated place, to centre the attention of the story on a woman was a daring move, but Jane Austen wanted to do something different. The narration opens by telling us all about the privileged heroine, â€Å"handsome rich and clever,† personally giving me the image of an insufferable young lady.We are allowed to know that she is pretty; not formally, but casually, from the words of a partial friend; â€Å"Such an eye! – the true hazel eye – and so brilliant! – regular features, open countenance, with a complexion – ah, what a bloom of full health and such a pretty height and size; such a firm and upright figure.† But, before we are allowed to see her personal beauty, we are made to see some of the d estined troubling qualities. In her wish to be useful she is patronizing and a little conceited; her self-sufficiency early appears along with the irony of her willingness to have a hand in the future of others, despite having little knowledge or experience of her own to do it judiciously. Jane Austen’s ironic voice throughout the book provides humour and logical thinking. Irony is defined as an absurd contradiction or paradox, a form of humour where someone says the opposite of what is obviously true. The ironic actions of Emma Woodhouse show one of her faults, for example her ‘matchmaking’. â€Å"It was foolish, it was wrong to take so active a part in bringing any two people together. It was adventuring too far, assuming too much, making light of what ought to be serious, a trick of what ought to be simple. She was quite concerned and ashamed, and resolved to do such things no more.† There is a special element of irony in this statement. Even as Austen has Emma relinquish the strategies of matchmaking, Austen condemns her heroine to continue thinking social relationships over and over again, repeating her misreading of sexual relations throughout the book. This is to emphasis the dislike we should be feeling towards Emma. Her complacent manner should evoke a feeling of frustration, instead, in my opinion, we see the funny side, predicting the outcome of Emma’s actions, and knowing it’s destined to go disastrously wrong. Emma’s exclusive attention to marriage plots of her own devising is consistent with her inability to enter into a relation of equality with other women. Her obsession with arranging marriages distorts the relationship with her good friend Harriet Smith, and blinds her from other relational possibilities. The connection with Mrs Weston was never based on equality, she is grateful to her governess/friend for her guidance and education, the relationship is lacking in true parity. The great attraction of Harriet, beyond her blonde beauty and easily swayed temper, was that â€Å"everything† could be done for her. Emma’s failure to bond with Jane Fairfax (her exact equal in age, abilities and sense) could also to a certain extent be due to her preoccupation with the marriage plot. Friendship between women is necessarily difficult in this period where the aim is to accomplish a husband. Rivalry for a husband of authority and worthiness is visible. Mrs Elton’s marriage puts her into competition with all other women in her society and gives her precedence even over Emma Woodhouse; this makes her liable to judgement: â€Å"She did not really like her. She would not be in a hurry to find fault, but she suspected that there was no elegance; – ease, but not elegance. – She was almost sure that for a young woman, a stranger, a bride, there was too much ease. Her person was rather good; her face not unpretty; but neither feature, nor air, nor voice, nor manner, were elegant. Emma thought at least it would turn out so.† Emma values herself highly enough to make many judgements during the book, another flaw, as usually they are incorrect, and only get Emma into more difficulty. Her judgements are formed on the bases of social status and backhand gossip, instead of individual qualities and personality. It emphasises her pretentiousness and a lack of understanding. The limitation and narrowness of the Highbury world shows the limitation of class society. The class divisions are apparent throughout, and highly relevant to the attitude and treatment one will receive. Different ranks are distinguished by degrees of prestige, and one is judged to be worthy or not from the possessions they own. A real example of Emma’s incorrect and unjustified assessment of a person is of Robert Martin. Her cutting remarks show qualities of vanity, ignorance and meanness; â€Å"He is plain, undoubtedly – remarkably plain: – but that is nothing compared with his entire want of gentility. I had no right to expect much; but I had no idea that he could be so very clownish, so totally without air. I had imagined him, I confess, a degree or two nearer gentility† As far as Emma is concerned the class is wrong for her young friend, nothing else needs to come into consideration, he is already not good enough. Her attitude is patronising, and should make us think poorly of her, but instead we tolerate her interfering, and enjoy the product of it. Her abusing of Miss Bates with her cruel remark reveals a different side to the Emma, undoubtedly a nastier side. Yet Emma’s rudeness strangely expresses energy and excitement. The unexpected outburst causes the reader to wake up and take note. We don’t hate her for her comment; instead we share her guilt, and secretly admire her for this more mischievous person. Emma Woodhouse indisputably casts a real attraction over most of her readers, but how and why? The plot of the book has been described by some as â€Å"uneventful† and â€Å"nothing profound†. One critic stated, â€Å"there is no story whatever, and the heroine is no better than other people; but the characters are all so true to life, and the style so piquant, that it does not require the adventitious aids of mystery and adventure† Despite these comments, to look at Emma’s strengths is firstly a way of understanding her desirability. She is a very loving character, exposed through her faithfulness and kindness towards her father, and the attention she gives to the poor. She has a love of children, which becomes clear with the intense adoration shown towards her nieces and nephews, qualities that only strengthen her appeal. Interestingly enough, Emma could also be seen as a role model for women readers. She stubbornly demonstrates a resistant figure to the woman stereotype of the time, unusually showing a more masculine behaviour, or as we may see it, a more modern behaviour. Her squabbles and quick-witted retorts towards Mr Knightly show her intelligence, but also her unconcerned approach towards playing the typical 18th century woman; Mr Knightley: I leave you to your own reactions Emma: Can you trust me with such flatters? Her constant strength and vitality are alluring, and bring energy to the book. Emma’s an imaginist â€Å"on fire with speculation and foresight†, giving her a playful, fun appearance, another beneficial quality. Lastly, Emma is bright girl, meaning we don’t question her intelligence when things go wrong, just her naivety. She was never deceived about her sexual feelings during the book, and never deceived herself into feeling emotions that weren’t there like Harriet seemed to. This emphasised her maturity, and made me, as the reader, value her actions and opinions more then, for example, Harriet’s. In the book Emma seems to get everything and everyone wrong, yet her vulnerability is strangely attractive, and is one reason for my approval of her. The much irony directed at her is setting her up to be judged, irony in itself, as she is usually the one doing the judging. What she often thinks of other people is commonly true for her, and therefore classes her on the same level as everyone else. She is the heroine of the book, and proves so with conviction and success. However, to be a disliked heroine is mistaken. Because the book is told from her view constantly, allowing us to understand the character, and sympathise with her wrongdoings instead of judging her for them. Despite foreseeing when something is going to go wrong, we assume it will all turn out okay in the end, and predict there can only be a happy conclusion. Her officiousness and capacity for deluding herself only bulk out the story to make it more exhilarating, while also making Emma a fully rounded character, one which most readers cannot deny, like very much indeed. How to cite Jane Austen: Emma, Papers

Who is to blame for the tragic deaths of Romeo and Juliet Essay Example For Students

Who is to blame for the tragic deaths of Romeo and Juliet?   Essay Of the many characters involved in the romantic though tragic performance of Romeo and Juliet all bear some responsibility for sending the star crossed lovers to their deaths. At the start of the performance the audience are informed of what is to happen in the play. They are aware from the beginning that the play is a tragedy as the main characters die in the final scenes which but their childrens end, nought could remove, is now the two hours traffic of our stage. None other of Shakespeares plays begin in this way, we are not told why Shakespeare does this but although the audience knows what is to happen they watch to see how the performance concludes into the death of the two young lovers. Rosaline, who speaks not a word in the play, but who we are told Romeo is first infatuated with, could be blamed, as if she had of oped her lap as Romeo wished then he would not of become a love sick fool in sadness cousin I do love a woman and allowed himself to be persuaded to the Capulets party were he laid eyes on Juliet. Romeo soon forgets about his love for Rosaline once he has seen Juliet. Early the morning after the Capulets Party Romeo pays Friar Lawrence a visit. Young son it argues a distempered head so soon to bid good morrow to thy bed. He tells the Friar of his newfound love who perceives Romeo to wear his heart on his sleeve. Young mens love then lies not truly in their hearts but in their eyes. The day before he had been fixated on his love for Rosaline. At this point in the performance Friar Lawrence is viewed as a man with a good head on his shoulders. He is a talented chemist and a good mentor to Romeo, until he concocts a plot to bring the households feud to an end. For this alliance may so happy prove to turn your households rancour to pure love. The Friar interferes in the family feud without appreciating the deep-seated hatred that exists between the families. He agrees to marry the children as he thinks it will stop the banter between households. Although the Friars intentions are good they cause chaos. Friar Lawrence later comes up with the idea of Juliet faking her own death with the help of one of his medicines take thou this vial, being then in bed and this distilled liquor drink thou off we do not know if this is the Friars best idea for the young couple or the best idea to save his own skin, as he would be guilty of conducting a bigamous marriage. Friar Lawrence entrusts a friend to deliver a message to Romeo of his and Juliets plan. The person given the message is the Friars old friend Friar John. Friar John bears some responsibility for the tragedy as he then goes to visit a sick friend in a town of plague; this then results in the letter being delivered too late to Romeo. Another character that should have acted more responsibly is the Nurse. She acts as a mentor to one of the children but she allows herself to get caught up Juliets love life. When she first hears of the proposal from Paris she is extremely excited for Juliet, Go girl seek happy nights through happy days. Then later when she finds out of Romeo and Juliets love for each other she forgets the role she has to play and goes along with the marriage. She even goes to Romeo pray you sir, a word, I told you, my young lady bid me enquire you out to arrange the marriage and reports the news back to Juliet that very day then hie you hence to Friar Lawrence cell there stays a husband to make you a wife. .uded2ac261eddaef8713d99ab34f39818 , .uded2ac261eddaef8713d99ab34f39818 .postImageUrl , .uded2ac261eddaef8713d99ab34f39818 .centered-text-area { min-height: 80px; position: relative; } .uded2ac261eddaef8713d99ab34f39818 , .uded2ac261eddaef8713d99ab34f39818:hover , .uded2ac261eddaef8713d99ab34f39818:visited , .uded2ac261eddaef8713d99ab34f39818:active { border:0!important; } .uded2ac261eddaef8713d99ab34f39818 .clearfix:after { content: ""; display: table; clear: both; } .uded2ac261eddaef8713d99ab34f39818 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uded2ac261eddaef8713d99ab34f39818:active , .uded2ac261eddaef8713d99ab34f39818:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uded2ac261eddaef8713d99ab34f39818 .centered-text-area { width: 100%; position: relative ; } .uded2ac261eddaef8713d99ab34f39818 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uded2ac261eddaef8713d99ab34f39818 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uded2ac261eddaef8713d99ab34f39818 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uded2ac261eddaef8713d99ab34f39818:hover .ctaButton { background-color: #34495E!important; } .uded2ac261eddaef8713d99ab34f39818 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uded2ac261eddaef8713d99ab34f39818 .uded2ac261eddaef8713d99ab34f39818-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uded2ac261eddaef8713d99ab34f39818:after { content: ""; display: block; clear: both; } READ: Charles Dickens create sympathy for Pip in the novel Great Expectations EssayThen there are Juliets parents who arguably could be blamed for the childrens deaths. It could be said that Lord Capulets rage and ultimatum drives Juliet to the fatal decision she makes, but we must remember that in the performance he is not aware that Friar Lawrence has already wed Juliet to Romeo. The audience is shown, at the Capulets party, that Lord Capulet is a reasonably good man, Tybalt sees Romeo and his initial reaction is to start a brawl, now by the stock and honour of my kin, to strike him dead I hold it not a sin. Lord Capulet then compliments Romeo a bears him like a portly gentleman, and to say truth, Verona brags of him to be a virtuous and well-governed youth and tries to prevent any up roar at the party. When Paris first asked for Juliets hand in marriage but now my lord what say you to my suit Lord Capulet is quite hesitant, let two more summers wither in their pride ere we may think her ripe to be a bride and wants to keep Juliet his only surviving daughter as a child. After Tybalts death he quickly orders Juliet to be married to Paris to try and help her over her bereavement for Tybalt. He knows nothing of Juliets love for Romeo so when Juliet refuses his offer he shall not make me there a joyful bride Lord Capulet grossly over reacts Out, you green-sickness carrion! Out, you baggage! Out, you tallow-face! We must keep in mind that in the days this performance was first put to stage a daughter had to obey her father, and that this was quite common for the daughters parents to choose whom she should marry. The Fiery Tybalt who also is kept the dark about the lovers wedding causes manic in the play. He kills Good Mercutio after getting into an argument because Romeo will not fight with him, Tybalt the reason that I have to love thee doth much excuse the appertaining rage to such a greeting because of the unknown, to his friends and Tybalt, link they have now he is married to Juliet. This triggers Romeos hate and desire for revenge upon Tybalt, which results in Romeo being exiled from Verona. Mercutio, Benvolio and others of Romeos childish friends could also be blamed as they coax him to attending the Capulets party. Tybalt would have no means to kill Romeo and would not have planned revenge upon him after Lord Capulet warns him not to harm Romeo I will withdraw but this intrusion shall, now seeming sweet, convert to bitterest gall. Romeos closest friend, Mercutio, who is a joker and a tease in the performance can be blamed especially because he jeers Romeo into doing things and if he had not got in the way Tybalt you rat-catcher, will you walk? and the young lovers may have lived. Not forgetting another less significant character in the play Mercutios cousin the Prince could be blamed. If he had brought the civil brawls then no tension would have been between the two households. There is evidence of him trying to prevent the fighting If ever you disturb our streets again, your lives shall pay the forfeit of peace but his warning is not took notice of. The major characters of this play, Romeo and Juliet, undoubtedly bear the most responsibility for their deaths as had control over their own actions. The audience is aware of how impetuous Romeo is. Although we believe he is older than Juliet, Juliet is arguably more mature. At the start of the performance Romeo is infatuated with Rosaline, he feels lonesome and does not socialize with his friends because of the sorrowful love he has for her under loves heavy burden I do sink. As soon as he lays eyes on Juliet he believes it is love at first sight and showers her with praise if I profane with my unworthiest hand this holy shrine the gentler sin is this. Both Romeo and his Juliet rush into their marriage if that thy bent of love be honourable thy purpose marriage without thinking rationally. Both the lovers were probably suffering from what we now call puppy love in minutes of seeing each other they both felt that the rest of their lives were to be with one another and are both willin g to give up everything deny thy father and refuse thy name, or, if thou wilt not, be sworn my love, and Ill no longer be a Capulet. .u79e1c840ba630d714aa8951702e163e8 , .u79e1c840ba630d714aa8951702e163e8 .postImageUrl , .u79e1c840ba630d714aa8951702e163e8 .centered-text-area { min-height: 80px; position: relative; } .u79e1c840ba630d714aa8951702e163e8 , .u79e1c840ba630d714aa8951702e163e8:hover , .u79e1c840ba630d714aa8951702e163e8:visited , .u79e1c840ba630d714aa8951702e163e8:active { border:0!important; } .u79e1c840ba630d714aa8951702e163e8 .clearfix:after { content: ""; display: table; clear: both; } .u79e1c840ba630d714aa8951702e163e8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u79e1c840ba630d714aa8951702e163e8:active , .u79e1c840ba630d714aa8951702e163e8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u79e1c840ba630d714aa8951702e163e8 .centered-text-area { width: 100%; position: relative ; } .u79e1c840ba630d714aa8951702e163e8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u79e1c840ba630d714aa8951702e163e8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u79e1c840ba630d714aa8951702e163e8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u79e1c840ba630d714aa8951702e163e8:hover .ctaButton { background-color: #34495E!important; } .u79e1c840ba630d714aa8951702e163e8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u79e1c840ba630d714aa8951702e163e8 .u79e1c840ba630d714aa8951702e163e8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u79e1c840ba630d714aa8951702e163e8:after { content: ""; display: block; clear: both; } READ: Theatre Programme - The Merchant of Venice EssaySome people believe that the characters in Romeo and Juliet are to blame for the lovers deaths, characters such as Romeo and Juliet themselves, the parents and the Nurse and Friar. But some believe Shakespeare meant it to be another, a character that is not mentioned in the cast list. This character stalks through the play every minute it is being performed, effecting what happens to the characters. This character is Fate. I believe Shakespeare meant for the play to be controlled by fate, as everything from the Capulets party to the misfortune of Friar John visiting his sick friend is all set at the right place at the right t ime. I also believe that Shakespeare wrote the play, which is a tragic love story, to serve as a warning for centuries to come of the plight of young lovers from opposite sides of the fence. For never was a story of more woe, than this of Juliet and her Romeo.