Willy as Pathetic Hero in Death of a Salesman Essays -- Death Salesman

Wily as Pathetic Hero in Death of a Salesman      Ã‚  Ã‚  Ã‚  Ã‚   Arthur Miller succeeds in demonstrating incredibly well in Death of a Salesman that not only is tragic heroism still possible in the modern world, but that it is also an affliction to which both king and commoner are equally susceptible.   However, Wily Loman is not a tragic hero because he is pathetic, not heroic, in his personal "tragedy" that comes from his inability to admit his mistakes and learn from them.   Instead, he fits Miller's description of pathos and the pathetic character, one who "by virtue of his witlessness, his insensitivity, or the very air he gives off, [is] incapable of grappling with a much superior force," (Miller   1728).    The tragic right to Arthur Miller is a condition of life that enables an individual to travel the route to self-realization and allows one to blossom to the fullest extent of his or her capabilities.   This learning only occurs when the individual has courageously and unblinkingly "shaken"   and undergone the "total examination of the 'unchangeable' environment" (Miller   1727).   From this examination often comes the fear and terror associated with tragedy, as the individual is confronted with his own impression of his 'rightful dignity' in society (who and what he thinks he is) as opposed to the dignity afforded him by society-at-large.  Ã‚   Only the tragically heroic are ready to die to secure this personal dignity, one that imbues them with heroism because   of their "unwillingness to remain passive in the face of what [they] conceive to be a challenge to [their] dignity, [their] image of [their] rightful status," (Miller   1726).  Ã‚   Thus, one is only flawless if they remain passive in the midst of this common-among-all-human-be... ...n debarred from such thoughts or such actions," (Miller 1727).   Therefore, Willy is his own enemy because his unwillingness to change his behavior and thinking keeps him entrapped in a system of values that prevent him from ever being free.   This makes him pathetic and tragic, not heroic and tragic, because the tragic hero rejects any system that prevents the freedom of love and creativity in the self, even if it is a system he himself has adopted.   This is possible for the common man, but Willy is a common man, who, by standing in his own path of development, cannot achieve it.    Works Cited Corrigan, R.W. (ed.)   Arthur Miller:   A Collection Of Critical Essays.   Prentice-Hall, NJ:   1969. Miller, A.   "Tragedy and the Common Man."   Criticism On Drama.   1949:   pp. 1726-1728. Moss, L.   Arthur Miller.   Twayne Publishers, Inc., NY:   1967. Willy as Pathetic Hero in Death of a Salesman Essays -- Death Salesman Wily as Pathetic Hero in Death of a Salesman      Ã‚  Ã‚  Ã‚  Ã‚   Arthur Miller succeeds in demonstrating incredibly well in Death of a Salesman that not only is tragic heroism still possible in the modern world, but that it is also an affliction to which both king and commoner are equally susceptible.   However, Wily Loman is not a tragic hero because he is pathetic, not heroic, in his personal "tragedy" that comes from his inability to admit his mistakes and learn from them.   Instead, he fits Miller's description of pathos and the pathetic character, one who "by virtue of his witlessness, his insensitivity, or the very air he gives off, [is] incapable of grappling with a much superior force," (Miller   1728).    The tragic right to Arthur Miller is a condition of life that enables an individual to travel the route to self-realization and allows one to blossom to the fullest extent of his or her capabilities.   This learning only occurs when the individual has courageously and unblinkingly "shaken"   and undergone the "total examination of the 'unchangeable' environment" (Miller   1727).   From this examination often comes the fear and terror associated with tragedy, as the individual is confronted with his own impression of his 'rightful dignity' in society (who and what he thinks he is) as opposed to the dignity afforded him by society-at-large.  Ã‚   Only the tragically heroic are ready to die to secure this personal dignity, one that imbues them with heroism because   of their "unwillingness to remain passive in the face of what [they] conceive to be a challenge to [their] dignity, [their] image of [their] rightful status," (Miller   1726).  Ã‚   Thus, one is only flawless if they remain passive in the midst of this common-among-all-human-be... ...n debarred from such thoughts or such actions," (Miller 1727).   Therefore, Willy is his own enemy because his unwillingness to change his behavior and thinking keeps him entrapped in a system of values that prevent him from ever being free.   This makes him pathetic and tragic, not heroic and tragic, because the tragic hero rejects any system that prevents the freedom of love and creativity in the self, even if it is a system he himself has adopted.   This is possible for the common man, but Willy is a common man, who, by standing in his own path of development, cannot achieve it.    Works Cited Corrigan, R.W. (ed.)   Arthur Miller:   A Collection Of Critical Essays.   Prentice-Hall, NJ:   1969. Miller, A.   "Tragedy and the Common Man."   Criticism On Drama.   1949:   pp. 1726-1728. Moss, L.   Arthur Miller.   Twayne Publishers, Inc., NY:   1967.

Pttls Assignment Essay

1. Types and methods of assessment used in lifelong learning 1. Types of assessment used in lifelong learning 2. Assessment methods used in lifelong learning 3. Strengths and limitations of assessment methods 2. Importance of involving learners in the assessment process 1. Evaluation of involving learners in the assessment process 2. The role of peer and self-assessment in the assessment process 3. Requirements for keeping records of assessment in lifelong learning 3.1 Reasons to keep records of assessment of learning 3.2 Summary of requirements for keeping records 1. Types and methods of assessment used in lifelong learning 1. Types of assessment used in lifelong learning Macmillan Dictionary defines assessment as `the process of making a judgment or forming an opinion, after considering something or someone carefully` Assessment is aimed to measure the breadth and depth of learning.( Geoff Petty) According to Ann Gravells assessment types include initial, formative and summative which could be on a formal or informal basis. Initial assessment called diagnostic usually takes place before commencing a particular programme when students are diagnosed what they know about the subject they are going to look into. Formative assessment called continuous is part of the learning programme where assessment occurs continuously to measure the students progress of learning. Summative assessment called final and always takes place at the end of the course or programme taught. 2. Assessment methods used in lifelong learning Assessment methods are different from assessment types. Usage of assessment methods can be formal or informal depending on what the teacher is going to assess: knowledge, skills or attitudes states Ann Gravells. Formal assessment methods include: assignments, essays, examinations, tests, observations, professional discussions, multiple-choice questions Informal assessment methods include: discussions, quizzes, role plays, puzzles and crosswords, self-assessment, peer assessment 3. Strengths and limitations of assessment methods 2. Importance of involving learners in the assessment process 3. Evaluation of involving learners in the assessment process 4. The role of peer and self-assessment in the assessment process 3. Requirements for keeping records of assessment in lifelong learning 1. Reasons to keep records of assessment of learning 3.2 Summary of requirements for keeping records Reference: 1. Gravells, A. (2012) Preparing to Teach in Lifelong Learning Sector, 5th ed, London, Learning Matters/SAGE 2. Petty, G. (2009) Teaching Today, 4th ed, Cheltenham, Nelson Thornes Ltd 3. Cohen, L. et al (2010) A Guide to Teaching Practice, rev. 5th ed, Oxon, Routledge 4. Cowley, S. (2007) Guerrilla Guide to Teaching, 2nd ed, London, Continuum International Publishing Group 5. http://www.macmillandictionary.com/dictionary/british/assessment 6.

Wedding Speech - Original Writing - 985 Words

â€Å"Mary!† â€Å"Time for dinner!† My mother’s harsh voice rang through the halls. She did this every night, called me down without ever warning me when. Anita, our maid couldn’t do this either. She was†¦ different. Unlike my family. Anita has silky, dark brown skin and midnight black hair. She sleeps in the guest bedroom With only a small twin bed, and a bedside lamp on a small nightstand. She also has a small closet for her tiny assortment of clothing. My dad explained to my sisters and I, that she is a disgrace to us. She works with little pay for my family of six. There was something about her. Something that we shouldn’t hate her for, but I couldn’t recognize it. It’s 1963, and I’m finally going to be 15 in August. August 28, to be exact. Every day, I go to a private school for girls. I love school. I love my friends, and I actually like some of the homework. We have uniforms; navy A-line dresses, and black satin shoes. Nothing too fancy. At school, we learn the basi c academics, algebra, literature, geography, and chemistry. There are very few girls of color. No one really likes them because we are all taught to dislike them. That they were used as slaves back then. However, that doesn’t really matter to me because I know that all of them are good people on the inside. â€Å"Mary,† Anita calls questioningly as I am working on homework. â€Å"What?† I ask. â€Å"Having trouble?† â€Å"No, I’m fine!† I yell back. â€Å"Well, if you just add the 6 and 8 you have your answer!† she said confidently. â€Å" IShow MoreRelatedWedding Speech - Original Writing1232 Words   |  5 PagesI skipped through the gardens, my large eyes darting back and forth at all the new things I had never seen before. It was a big move, from a constant summer state to one with all seasons. There were different plants and animals and I intended to find them all. I lift up my skirt, making sure the hem doesn t become dirty. 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