In what way can All My Sons be described as a tragedy? Arthur Miller’s All My Sons tells the tragedy of Joe Keller, a hardworking businessman who tries to cherish his American dream of success through unfair means. In the play, the protagonist, Joe Killer […]
Grush-911 It is undeniable that the September 11 attack was one of the most disastrous terror events in the world history. The magnitude of the losses, both in property and lives went to unprecedented scales. Although the exact masterminds of the attack remain controversial, the role of the community in addressing emergency issues was clearly depicted on the events following the attack. September 9/11 attack was a learning experience for America and the world at large. The film “Film, 9/11,” Directed by Jules and Gideon Naudet captured some of the moments during the attack in real time, which makes it possible to evaluate the importance of community to the safety and success of fighting a disaster.
There is overwhelming evidence from the movie indicating that the community has a big role in determining the success or failure of a fire fighting disaster. From the movie, the first victims of the fire disaster were the people located on the affected buildings. When the first plane crashed on one of the towers, there was hardly any time to react to the incident according to the stipulated guidelines. However, the people around the building tried their level best to escape the falling building. The firefighters arrived on time and began mobilizing the people towards the evacuation procedures. Certainly, the firefighters could not have done any meaningful achievement without the collaboration of the community. From the film, it could be seen that people were very responsive to the directive from the firefighters. The actually could move as directed by the firefighters. The firefighters were able to evacuate the buildings within reasonable time and therefore, able to continue with firefighting efforts without having many casualties.
Secondly, some of the community members, who had some expertise on firefighting, evacuation, and disaster response techniques joined in the firefight. From the film, it was evident that some of the people were actually assisting in firefighting and rescue mission. This made the whole effort easier and quicker. Since the firefighting mission was also aiming at saving maximum number of people, then the community’s effort contributed greatly. Certainly, the number of victims would have been far much greater were it not for the collaboration between the firefighters and the community. While the firefighting mission was going on, the community was busy assisting in providing first aid to the affected victims. The community was also instrumental in rescuing victims from the rubble to the ambulance vans thus giving the firefighters more time to focus on their mission. The September 9/11 was a traumatic and learning experience for everyone particularly the American community. The fateful event changed the people’s perception about the community. The event brought the hearts of people together as America became united. The world’s perception on similar attack changed and people became more united towards such occurrences. Therefore, the importance of community collaboration during disasters is particularly important.
Community assisting firefighters in firefighting mission
Grush-911 It is undeniable that the September 11 attack was one of the most disastrous terror events in the world history. The magnitude of the losses, both in property and lives went to unprecedented scales. Although the exact masterminds of the attack remain controversial, the […]
CRITICAL REACTION Chapter 12 Outline I. The world has come a long way to be what it is today. Major developments took place during the early renaissance period as people improved their way of thinking and an improvement in infrastructure. Major developments in many sectors […]
First Sur Introduction to Fiction In one way or the other, our words define who we are. Likewise, characters in a piece of writing are defined by what they speak both through monologues or dialogues. The same argument can be used to explain how the nature of Ginnie in “Just Before War With the Eskimos” is revealed through her wordings. A first encounter with Ginnie in her conversation with Selena out rightly shows her intolerance. Even as Selena tried to thank her for “Saving her life” Ginnie rudely cuts her short in order to explain his point, and through her wordings, Ginnie is apparently not ready to tolerate Selena and her gratitude. On the other positive side, the same dialogue also brings out the honest personality in Ginnie. Ginnie being a lady did not hesitate to hide a thing from her. She hit the nail right on the head by letting Selena know that she was fed up with “getting stuck for the whole cab fare.” Ginnie poured her heart out in a way many women would find somehow difficult.
Furthermore, Ginnie might be polite but also hot tempered. In the course of the conversation, and as the argument went off course, the author reveals that Ginnie felt like she would kill Selena. Moreover, Ginnie flared up so fast after initiating the argument, even before Selena got what the whole point was all about until Selena had to try calming her down at some point. Also to his several ‘colors’, Ginnie is also a type of person that pays attention to details. When Selena proposed to give her thirty-five cents, she vehemently opposed indicating that she has always kept track of all the cash Selena owed her totaling to a dollar sixty-five cents. Finally, Ginnie is very impatient. She could not wait until Monday for Selena to get her the full amount; instead, she asserted that she would be going to the movies that night. As such, she was indirectly indicating to Selena that she needed the cash instantly. In this regard, it is very agreeable that one’s character can be solely defined by what they say.
Salinger, J. “Just Before War With the Eskimos” in the Nine Stories. Retrieved May 19, 2015 from http://materlakes.enschool.org/ourpages/auto/2013/2/25/50973306/Nine_Stories_by_J_D__Salinger.pdf, 2011.
Didactic Literature: Definition and Characteristics Literature exists in a range of forms and assumes different purposes. In view of that, many critics, writers and philosophers from Plato’s times have attempted to define literature and its purpose. They have proposed theories of literature that explore its […]
Didactic Literature: Definition and Characteristics Literature exists in a range of forms and assumes different purposes. In view of that, many critics, writers and philosophers from Plato’s times have attempted to define literature and its purpose. They have proposed theories of literature that explore its nature, essence, its role in society and the relationship between literature, writer and the reader. This has led to debates about what relation art holds to morals and whether a literary work should attempt to teach something. Such a piece of literary work is usually termed as ‘didactic’ in nature and purpose. This view of literature is considered an opposite of that of art for art’s sake theory that holds art and literature as purely aesthetic, which implies that the definition lies in not only recognising its characteristics but also in differentiating it from the other types of literature.
Merriam-Webster Dictionary defines the word ‘didactic’ in more than one way: “designed or intended to teach”, “intended to convey instruction and information as well as pleasure and entertainment” and “making moral observations”. The word is claimed to have its origin in a Greek word that means “to teach” or “to instruct”. All these definitions of the word emphasise more on the objectives of literary work than its form or means.
All American Glossary of Literary Terms defines the word ‘didactic’ as follows: “refers to literature or other types of art that are instructional or informative” and regards “non-didactic” as an opposite of this term and that the latter refers to a literary work that gives more importance to artistic qualities even if it is instructive. Therefore, a literary work that is artistic can also have didactic properties. Apparently, any literary work that teaches or implies a moral is considered didactic. This is supported by Sir Philip Sidney in his An Apology for Poetry: “a speaking picture with this end, to teach and delight”. Even though it delights as well as teaches, its ability to improve the readers’ virtue or morals is given primary position. Religious tales, moral fables, especially in the form of Morality Plays during Elizabethan period are often referred to as didactic in nature as they attempted to teach a moral lesson based on a fable or a parable. Moreover, Fables and Parables are didactic in themselves.
Overall, to define didactic literature in a nutshell, it aims at teaching, improving the readers and having a moral impact on them. This could be done in a preachy style or a story-telling style, but the end is what makes this type of literature different from the other non-didactic ones.
Having defined didactic literature, its characteristics can be examined. A didactic literature can be in any form ranging from poetry to non-fiction or a short-story to a novel. Whatever form it takes on, its primary intention is to instruct the reader or to teach a moral lesson. The Pilgrim’s Progress employs allegory as one of the key literary form. Aphorism as against elaborate or extravagant wordplay is employed in such writings. One such an example is the use of Heroic Couplet of Alexander Pope’s An Essay on Criticism as in “To err is human; to forgive, divine” or “A little learning is a dangrous thing;”, which aim at preaching morals. Brevity is a signature characteristic as is evident from the above.
In the modern period, Epic Theatre is an example of didactic literature; however, it did not follow any specific hexameter or heroic couplet styles but depended on the lighting, facial expression and other theatre techniques to present moral issues to the audience and make them think and arrive at solutions. This was in a way didactic as its primary motive was to bring about a moral effect on its audience.
What becomes more evident from the examples is that the purpose of intention of the writing is what could be used as the basis for classifying any piece of writing as didactic literature. If a book or a piece of writing aims at presenting a moral problem, teaches or preaches a lesson or virtue, not appealing to emotions but to the moral consciousness or rational sense then the writing can be classified as didactic literature.
In conclusion, didactic literature is defines as one written or created with the purpose of teaching or preaching and can be of any form but the function is what makes it distinct. The key characteristic to identify such a literature is its moralizing intention or the impact it has on its readers, not an emotional but more an instructive, primarily moral and preachy.
“All American: Glossary of Literary Terms.” nd. Web. 15 Mar. 2012.
An Essay on Criticism: Part 2. Alexander Pope. 2011. Poetry Foundation. Web. 15 Mar. 2012.
“Didactic literature.” Encyclopædia Britannica. Encyclopædia Britannica Online. Encyclopædia Britannica Inc., 2012. Web. 15 Mar. 2012. .
“English literature.” Encyclopædia Britannica. Encyclopædia Britannica Online. Encyclopædia Britannica Inc., 2012. Web. 15 Mar. 2012. .
Glaisyer, Natasha & Pennell, Sara. Didactic literature in England, 1500-1800: Expertise reconstructed . London: Ashgate Publishing, Ltd., 2003.
Sidneys Apologie For [Defense Of] Poetry. Nighan, Raymond. Web. 15 Mar. 2012.
Weekly Journal Maggie Kilgour contrasts and compares civilization and barbarity. She offers a progress, regress merge between the two factors, and highlights their interconnectedness. In the argument, she talks about a person who is both civilized “…a man of great culture and refinement, a well-mannered […]