Henry Flemming and then Red Badge of Courage Essay example -- essays r

Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naà ¯ve soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as â€Å"the youth† (Crane, 12) or â€Å"the young soldier† (Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henry’s firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time. Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This â€Å"wrapped in cotton wool† (Crane, 21) lifestyle could party contribute to Henry’s naà ¯vely distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). "Yer jest one little feller amongst a hull lot of others† (Cra... ...Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89 Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986 Weisberger, Bernard, "The Red Badge of Courage," in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Crane‘s The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987. Henry Flemming and then Red Badge of Courage Essay example -- essays r Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naà ¯ve soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as â€Å"the youth† (Crane, 12) or â€Å"the young soldier† (Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henry’s firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time. Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This â€Å"wrapped in cotton wool† (Crane, 21) lifestyle could party contribute to Henry’s naà ¯vely distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). "Yer jest one little feller amongst a hull lot of others† (Cra... ...Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89 Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986 Weisberger, Bernard, "The Red Badge of Courage," in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Crane‘s The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987.

How far does Austens writing in Volume I and Volume II of the novel? Essay

Austen’s writing is almost constantly persuading the reader that Elizabeth is the heroine of the novel; from the opening pages it is clear by Austen’s brave statement that the matrimonial prospects of the Bennet daughters will dominate the novel: ‘It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife’ yet the reader is still unaware which daughter it is. Since it cannot be Mary (described as a pedantic, book educated bore), nor Kitty or Lydia (both critically depicted by the narrator as flirtatious and idle girls) the reader is left to decide between Jane and Elizabeth. Austen at first hints that it may be Jane, with her perfect charm and character yet soon it is apparent that Austen prefers a less conventional heroine whose lack of extraordinary physical beauty makes her both an inspirational character and also a kind of girl with whom everyone can identify. Elizabeth is also admirable to the reader as she is independent of thought and stands up for herself, even to those far above her in social standing (Darcy, Lady Catherine) which Austen fully supports. Austen’s writing partly reveals this simply by the large amount of attention paid to the events that happen to Elizabeth, Elizabeth’s opinion about every event and the way in which the narrator seems to second all of Elizabeth’s opinions, mimicking Elizabeth’s language and style by Austen’s use of free indirect speech for example ‘it was impossible not to long to know’ when Elizabeth is curious about the strange greeting between Wickham and Darcy. This allows the reader to sympathize with Elizabeth and to understand Elizabeth’s feelings without her having to say them out loud. Austen’s writing style is also mimicked in Elizabeth’s tone (witty, intelligent and funny): ‘I believe, he is very much what he ever was’ when describing Darcy, hinting at Wickham’s false character. Another reason for which the reader may think of Elizabeth as the heroine is because the reader sees the unfolding plot and the other characters mostly from Elizabeth’s viewpoint for example when Miss Bingley is trying to win over Darcy’s affections: ‘Miss Bingley’s attention was quite as much engaged in watching Mr Darcy’s progress through his book’. This provides the reader the viewpoint from someone in the room, who is mocking Miss Bingley light-heartedly, likely to be Elizabeth. However, Austen’s writing may discourage the reader that Elizabeth is in fact the heroine when her faults are evident yet she has not accepted them yet, for example Elizabeth’s feeling of embarrassment about her own family and her impulsiveness and tendency to make assumptions of character too hastily. The reader may especially disapprove of Elizabeth in Chapter IX of Volume I, where Elizabeth is clearly deeply embarrassed by her mother’s untactful rudeness: ‘said Elizabeth, blushing for her mother’, yet does not notice her own rudeness: It does not necessarily follow that a deep, intricate character is more or less estimable than such a one as yours’. Yet another way in which Austen suggests that Elizabeth is the heroine, is by showing that Darcy is the hero, since both have a constant connection to each other, whether it is the hatred of the other, or the heated discussions between the two, or the uncontrollable affection to the other. One way which Austen shows us that Darcy is the hero is by agreeing with his statements: ‘I cannot boast of knowing more than half a dozen, in the whole range of my acquaintance, that are really accomplished’. Darcy is especially noticeable as the hero of the novel when the plot surrounds him more, after his proposal to Elizabeth. Darcy and Elizabeth also mirror each other in the way that both are intelligent and show opinions similar to Austen’s, and both overcome their own faults (Darcy: pride, Elizabeth: prejudice). It is this self-discovery and realization of faults that convinces us that Elizabeth is the heroine, as her character develops since her introduction with Darcy. It is the fact that Elizabeth realizes her faults,that makes it easy for a reader to relate to her. In conclusion, in my opinion Austen’s writing greatly persuades the reader that without a doubt, Elizabeth is the heroine of the novel, going through character development and self-realisation, aswell as Austen’s use of mimicking her own style in Elizabet’s tone and language.

Human s Helpful Nature Can Sometimes Do More Harm Than Good

Humans prove to be extremely influential, whether it is answering a question in an interview, or recollecting every detail about a crime, their answers can be impacted by the actions of the interviewer. Human’s helpful nature can sometimes do more harm than good. Often in times a witness trying to be more helpful by recollecting things they do not remember can have dire consequences, such as a conviction of the wrong person. During the experiment conducted by Elizabeth Loftus, many people were asked about details about a crime committed, each question dictated a different answer depending on two things; how the question is asked, and who asked the question (Eyewitness testimony: Psychological aspects, 2009). There are many positive uses for open-ended, as well as closed-ended questions, both have their place at specific moments in an interview. Open-ended questions can be extremely useful to get a substantial amount of information, but they are not always the best ways to ask specific questions. Closed-ended questions can allow an interviewer to control the interview more easily. Interviewers can control an interview in many ways, most of these controls are positive aspects to an interview; one thing an interviewer should not control however, is the answers being given. This is referred to as leading, leading questions can control the witness to say exactly what the interviewer is hoping for them to say, which can conclude in a wrongful conviction. Asking a question thatShow MoreRelatedMorality Of Terrorism And Terrorism1669 Words   |  7 Pagessocial and political, have intensely moral elements. In our point of view, existing moral theories are not particularly helpful in solving the morality of terrorism. The principle of utility could give us an idea how moral principles match the concept of terrorism. 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