Gulivers Travels Part Two :: Free Essays

After only a brief stay with his family, Gulliver returns to the sea as a surgeon. The ship is blown off course by a storm in the Pacific Ocean east of Japan and a shore party in an unknown country abandons Gulliver. He finds himself in Brobdingnag where the inhabitants are sixty feet tall. After being captured and exhibited for money by a farmer, Gulliver becomes a prized possession of the royal court. One of the two main story lines in his part is Gulliver's many misadventures due to his size; menaced by wasps, a frog, birds, a monkey, and a jealous court dwarf. The other thread centers on Gulliver's interviews with the King, who questions him about all aspects of the rest of the world. Gulliver recounts these discussions to show the King's "narrow" understanding but instead proves the King's judgment to be very sharp. After hearing the state of affairs in Europe, he concludes we are a "Race of little odious Vermin." Gulliver escapes when an eagle carries away his box and drops him into the sea where he is rescued by an English ship and returned home. Some very important themes that the reader may have picked up on can be very helpful. One of these themes is that no matter How small something is, it is not inferior. Gulliver stayed with the Lilliputians for a very long time. The fact that they were only six Inches tall did not mean that he could do anything he wanted around or to them. Another theme that the reader should have got is that no matter how large something is; it still has to have a small amount of brains. The giants in the second part were very tall, but nowhere did the book say that they were very smart. There was a large amount of satire to be observed in this section of the novel.

Tradition theory and Expressive Theory

Fruitful dialogue on writing and learning was hampered not only by divisions between progressive educators and the traditional disciplines but also by a split within progressive education itself.Two stereotypes of progressive education grew up in the 1920s and 1930s and captured, in a sense, the profound tension within the movement's approach to writing, a tension that prevented Deweyan progressives from developing a coherent and persuasive substitute to the writing pedagogies of social efficiency and liberal culture.First, there was the progressive as Bohemian, the self-absorbed individualist teaching children to inscribe avant-garde poetry under a tree while they neglected their spelling. subsequently, there was the progressive as parlor-pink radical, teaching children to write dissident tracts while they neglected their spelling. To those who had read their Dewey, both were gross caricatures of his philosophy and methods.Yet these stereotypes of progressive writing instruction poi nt to the deep division in progressive thought between those who emphasized writing (and education) as a vehicle for individual self-revelation and development and those who emphasized its uses for social reconstruction and improvement.Clearly the two are not contrary, as Dewey's educational philosophy adequately demonstrated, but in the highly charged political atmosphere of the interbellum era, details of Deweyan doctrine were often lost and, in the process, so was the prospective for a rational progressive approach to writing in the disciplines.Maxine Hairston argued for a paradigm shift in the teaching of writing in her â€Å"The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.† She argued that the new paradigm must focus on the writing process, a process that involves the involvement of readers in students' writing during that process. She also argued that students benefit â€Å"far more from small group meetings with each other than from the exhausting oneto-one conferences that the teachers hold† (17).Clearly, the process manner of teaching writing involves reader involvement by students in the writing of their classmates. But how thriving has that intervention been in the writing that students produce? Since this part of the paradigm is as significant to teaching writing as a process, we require having some idea as to how well it has worked.Another important influence on the promising writing process movement was the Dartmouth conference of 1966, a meeting of more or less 50 English teachers from the United States and Great Britain to consider common writing problems. What emerged from the symposium was the awareness that considerable differences existed between the two countries on how instruction in English was viewed.In the United States, English was considered of as an academic discipline with specific content to be mastered, whereas the British focused on the personal and linguistic growth of the child (App leby, 1974, p. 229). Instead of focusing on content, â€Å"process or activity†¦defined the English curriculum for the British teacher† (Appleby, 1974, p. 230)) its purpose being to encourage the personal development of the student.As Berlin (1990) noted, â€Å"The result of the Dartmouth Conference was to reassert for U. S. teachers the value of the expressive model of writing. Writing is to be pursued in a free and encouraging environment in which the student is encouraged to employ in an act of self discovery† (p. 210). This emphasis on the personal and private nature of composing was also marked in the recommendations of Ken Macrorie, Donald Murray, Walter Gibson, and Peter Elbow.One perspective that gained distinction during the early days of the process movement was that the writing process consisted a series of sequenced, discreet stages sometimes called â€Å"planning, drafting, and revising, † though today they are often referred to as â€Å"prewr iting, writing, and rewriting. † An article by Gordon Rohman (1965))

Evaluation Essay - 800 Words

Evaluation Essay If you are looking for a class to meet both a general education and a diversity requirement class I’d recommend taking Sociology 268. The class, Race and Ethnicity, is an introduction course taught by Professor Kristina Cantin. I am going to evaluate this professor based off of five criteria: subject knowledge and passion; setting high standards and clear classroom objectives; ability to create a sense of community within the class; professor accessibility; and mutual respect. The course focused on the eight common conversations about Race: â€Å"We’re beyond race;† â€Å"Racial diversity is killing us;† â€Å"Everyone’s a little bit racist;† â€Å"It’s just identity politics;† â€Å"Variety is the spice of life;† â€Å"It’s a Black thing—you†¦show more content†¦It was a unique learning and sharing experience that our professor used to demonstrate the different social strata , different social classes and white privilege. I found this class an oasis for learning. Each student’s experience was valued and important and a strong sense of community identity was developed. Professor Cantin’s ability to create community within the classroom also extended to outside of the class hours. Many times professors are hard to reach viaShow MoreRelatedPerformance Evaluation Essay1828 Words   |  8 PagesThere is a purpose in doing performance evaluations, in which it helps management make general human resource decisions. Performance evaluations provide input to help make important decisions such as promotions, transfers and even terminations. Also, could help to identify training and developments they need, as well help develop programs and providing feedback to employees on how they performed on their review. 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