The Color Purple. Applying Adult Learning Theory Through Character Assignment

The Color Purple. Applying Adult Learning Theory Through Character Analysis - Assignment Example Description of the character’s learning The film identifies its narrator, Celie, as an uneducated woman who is oppressed by her stepfather who rapes her, makes her pregnant and then steals her children. She writes letters to communicate to God but she maintains a passive role in her life as she submits to abuses under her stepfather and later from her husband. Her learning develops from a naà ¯ve uneducated woman to an informed woman who knows of herself worth and can take a stand to defend her position and ideas. She initially assumed little control over her life and environment and a quiet and invisible position for survival, as is evident in her passive position towards her abusive stepfather and her husband. Celie’s learns through her interaction with Shug Avery, a music icon who is beautiful and have potentials to achieve her objectives. Avery stimulates Celie’s development and allows Celie to unwind her history to gain sexual, spiritual and voice empowerment. Avery also succeeds in exposing Celie to ne w perspectives from which Celie can develop new insights about live. An example of such exposure is in religion in which Avery exposes Celie to a new form of God who is not traditional and one who treats people as equals regardless of their gender. Avery also helps Celie to discover Nettie’s previous letters. The letters informs her of her history and empowers her to comprehend her thoughts and emotions towards independence and she is able to protest against her husband’s oppressive acts. Celie also learns, through her interaction with Avery, of self-actualization potential and succeeds in developing a sewing enterprise from an assumed position of a part time activity for women who only perform domestic roles, to a profitable and established business that also gains her financial independence from her husband (Walker). The scope of Celie’s learning identifies the role of a moderator as Celie adopts an active learning approach in the process. In her interaction w ith Avery, Avery does not instruct Celie on what to do, neither does she tell her how to conduct herself, but the two women undergo the learning process together. Avery, for example, prod Celie’s past that allows Celie to develop spiritual and sexual aspects. Avery’s narrations also empower Celie and with the help of Avery, Celie discovers Nettie’s letters that lead Celie to new knowledge about her past and her children. Interaction with Avery also empowers Celie to self-actualization and the change in perspectives and capacity occurs through Celie’s active interaction with Avery’s world and her experience to transform her life and perception on life (Walker). Factors that caused the character to learn The film identifies interaction between Celie and Avery as the immediate reason for Celie’s learning. Factors into the learning can however be explored through Mezirow’s transformational learning theory and through Knowles’ theor etical based assumptions on adult learning. Knowles’ assumptions explain motivational factors as a cause of Celie’s learning. Knowles explains that learning is continuous and can occur at any age, aspect that allows Celie to learn at an elderly stage. Her ability to direct herself in learning, subject to Knowles self-concept assumption, is one of the factors that empowered Celie to learn from her interaction w

Writing the Academic Essay -- Expository Process Essays

Writing the Academic Essay For many high school students, the academic essay is an unforgiving monster that terrorizes their campus, a nightmarish beast that can rip the heart out of G.P.A.'s and dash all hopes for college admission. Yet, others tame this friend with ease, bending its cruel will to theirs as if it was nothing, as if they possessed a secret weapon. Well, guess what? They do! Successful essayists succeed because they are armed with the exact knowledge of what an essay is and how it is made; they know an essay is an organized group of paragraphs that strongly assert and vividly support a central idea. Further, they know the organization of an academic essay is as easy as one, two, three: the introduction, the body, and the conclusion are its three essential parts. For starters then, let us begin with the introduction. Its job is to move from the general to the specific, to introduce the essay's topic, clarify its central idea, and detail its thesis statement. Yet, before it can do that, it should attempt to "hook" the reader by catching his interest with some appropriate bait. The first way to hook a reader is by centering an original title above the introduction. Please note the word original in that last sentence. Lazy and generic titles like "English Essay" or "Crucible Essay" are not effective because they are neither informative nor interesting. After an original title, a good introduction begins with one or two interesting sentences that serve to focus the essay's general topic. With that done, the writer becomes more specific and introduces the essay's central idea. A central idea is simply a clear statement of the writer's opinion or position on the general topic. In my introduction to this ... ...oes not mean that it is as unstoppable as Godzilla. Indeed, the curse of the essay is quite manageable if one keeps in mind its underlying characteristics. The basic academic essay is five logically related paragraphs that argue and defend a central idea, and the way it is structured is simplicity itself. When the writer keeps in mind the three parts of an essay-the introduction, the body, and the conclusion-then much of the anxiety and confusion associated with essay writing can be vanquished. Like Frankenstein's creature, essays are put together from separate parts, but because they are composed of logically related ideas, they are an invention that can be tamed by organized thinking. Indeed, writers who plan carefully and follow their plan are pleased to find that their brainchild is no fear-inspiring monster, but rather a creation that reveals their true genius.

Haemon’s Speech Analysis

Haemon’s Speech Analysis Pride and stubbornness can be harmful things, and Haemon touches upon this within his speech to Creon as he attempts to dissuade his father from taking Antigone’s life. Using rhetorical devices such as tone, ethical, emotional, logical appeal, and metaphor, Haemon manages to make an impact on Creon’s eventual decision as he speaks in Antigone’s defense.Starting at the beginning of his speech, Haemon ventures to convince Creon to change his mind about his harsh ruling against Antigone, not by raising his voice or attempting to beat his â€Å"earnest† views into his father, but by using great tact and endeavoring to find a common ground with Creon, possibly trying to understanding his father’s position on the matter at hand. First, Haemon alleges that reason is â€Å"God’s crowning gift to man†, and that his father is â€Å"right† to â€Å"warn [him]† against losing that reason.He even keenly asserts that he never wants to say that â€Å"[Creon] has reasoned badly†, continuing on to make other mindful concessions. However, when this thoughtful mode of speaking doesn’t take any immediate effect, Haemon starts to become more candid with his words, implying (although not directly) that Creon’s actions are unjust and stubborn, taking care to adopt a point of view that is constructively criticizing as opposed to being completely insulting. He rationally cautions his father against the mindset of him having all of â€Å"the power†, noting that if Creon continues upon that path he will eventually â€Å"turn out† an â€Å"empty† man.He states that even people like his father must be able to stop, listen, and learn from others—not be completely fixed and â€Å"unchangeable†, because no man in the world is completely infallible. A few lines later in the speech, in addition to his amiable tone, Haemon also begins to use some emotional appeal, acknowledging his love and respect for his father, affirming that â€Å"nothing [is] closer to [him] than [his father’s] happiness†, and that he â€Å"values his father’s fortune† as much as his own.Haemon also logically recognizes his youthfulness and lack of wisdom as well, although he astutely uses what the people of Thebes have been â€Å"muttering and whispering† to support his argument, using aspects of ethical appeal to attest that Antigone’s innocence is what the people of his father’s city would want, realizing that while Creon would like first and foremost to be a good ruler, e also wishes to be well-liked by his people. Then coming to closing lines of his speech, Haemon begins to weave in clever metaphors here and there, first comparing a â€Å"stubborn tree† being â€Å"torn up† and then a â€Å"fast† and â€Å"never-slackened sail† going â€Å"head over heels and under† the water to his father, indicating that this is the type of thing what will happen if Creon thinks that he alone â€Å"can be right†.And in the very end, Haemon leaves his father with some loaded words, advising that Creon listen to him, because while â€Å"men should be right by instinct†, â€Å"[they] are all too likely to† be led astray, and that the smartest thing would be to learn from those who can are willing to teach them how to stay, or even make their own paths, in life.

Shaping a Positive Attitude Toward Writing

Lets be honest: how do you feel about having to  write? Do you tend to view a writing project as a challenge or as a chore? Or is it merely a dull duty, one that you have no strong feelings about at all? Whatever your attitude may be, one thing is certain: how you feel about writing both effects and reflects how well you can write. Attitudes on Writing Lets compare the attitudes expressed by two students: I love to write and I always have. Even when I was a little kid, if there wasnt any paper I would write on the walls! I keep an online journal and write l-o-n-g emails to my friends and family. I usually get pretty good grades from instructors who let me write.I HATE to write. I get so nervous when I have to write that my hands shake. Writing is just about the worst punishment you can give me. Maybe if I had LOTS of time and I didnt get so anxious I could be a halfway decent writer. But Im really not very good at it. Although your own feelings about writing may fall somewhere between these extremes, you probably recognize what the two students have in common: their attitudes toward writing are directly related to their abilities. The one who enjoys writing does well because she practices often, and she practices because she does well. On the other hand, the one who hates writing avoids opportunities to improve. You might be wondering, What can I do if I dont especially enjoy writing? Is there any way I can change the way I feel about having to write? Yes, is the simple answer. Certainly, you can change your attitude--and you will, as you gain more experience as a writer. In the meantime, here are a few points to think about: Sharpening your ​writing skills will help you improve your grades in many different courses, not just in English classes.Regardless of your ​career goals, writing is one of the most practical skills you can have. On a typical work day, professionals in fields as diverse as engineering, marketing, computer programming, and management spend upwards of 50% of their time writing.According to a study recently conducted by the College Board, more than 75% of managers report that they take writing into account when hiring and promoting employees. Theres a premium placed on well-developed writing skills, observed one human resources director.Writing can be personally rewarding and enriching, an outlet for your anxieties rather than a cause of them. Keeping a journal, composing e-mails or text messages to friends, even writing an occasional poem or short story (whether or not you ever intend to show your work to anyone else)--all allow you to practice your writing skills without the fear of being judged.Writing can be fun. Seriously! You may just have to trust me on this one for now, but soon you should find that being able to express your thoughts clearly in writing can produce an enormous sense of delight and satisfaction. You get the point. As you begin working to become a better writer, youll find that your attitude toward writing improves with the quality of your work. So enjoy! And start writing. Defining Your Goals Spend some time thinking about why you would like to improve your writing skills: how you might benefit, personally and professionally, by becoming a more confident and competent writer. Then, on a sheet of paper or at your computer, explain to yourself why and how you plan to achieve the goal of becoming a better writer.