Rhetorical Analysis of The Shawshank Redemption Essay -- essays, Movie

Rhetorical Analysis of The Shawshank Redemption The Shawshank Redemption is an inspiring story about Andy Dufreine and his efforts to maintain hope in horrible situations. The directors used many effective methods that displayed signs of hope in such a horrible place. Andy maintained hope by distracting his mind and always staying occupied. Andy was also inspired to survive by helping others find hope in life. The creators of this movie used several effective, and often subtle, methods to illustrate the hope found in Andy and his surroundings. Andy was always portrayed as a clean-cut and well-groomed prisoner with his shirt always buttoned and his hair always combed. This self-respect was in great contrast to the other prisoners who were portrayed as dirty, stereotypical prisoners. The common prisoners also had vocabularies and grammar that were far inferior to Andy’s. The distinctions between Andy and the common prisoners showed that Andy was different, those differences were that he had hope. Many scenes involved ironic contrasts between the tone and the surroundings. On several occasions the background music was cheerful and upbeat while the physical settings and scenery were terribly dark, dreary and depressing. One good example of this is the scene where Andy was helping the guards with their taxes. There was upbeat and cheerful music but the room and the surroundings were dark and gloomy. This hint of happiness represents how Andy’s hope ...

IDEA and Special Education Annotated Essay

Bowen, S. and Rude, H. (2006). Assessment and students with disabilities: Issues and challenges with educational reform. Rural Special Education Quarterly, 25 (3), pp. 24-30. Retrieved October 14, 2008, from Academic Search Premier database. Bowen and Rude pointed out that the 2004 reauthorization of IDEA reflected an effort to align IDEA with NCLB. This article focuses specifically on the problem of accountability, eligibility for special education services, summary of performance, and transition services for special education students. Also included are guiding principles for selecting appropriate accommodations for assessments. Ketterlin-Geller, L. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28 (4), pp. 194-206. Retrieved October 14, 2008, from Academic Search Premier. The author noted the importance of appropriate accommodations for students who have special needs. Unfortunately, student IEPs are often not aligned with the actual accommodations that are made in the classroom. This disagreement between the classroom teacher and the IEP team results in inconsistent accommodations which, according to Ketterlin-Geller, have a negative effect on student outcomes. The author outlined several possible causes for these inconsistencies. Ketterlin-Geller concluded, â€Å"Regardless of the root cause for the disagreement between IEPs and teachers, the current system is placing teachers in the awkward position of enacting a set of predetermined, legally binding guidelines with the intention of providing the support needed for their students to succeed. † Lynch, S. and Adams, P. (2008). Developing standards-based Individualized Education Program objectives for students with significant needs. Teaching Exceptional Children, 40 (3), pp. 36-39. Retrieved October 14, 2008, from Academic Search Premier. Lynch and Adams noted the apparent conflict between the expectations of NCLB and the requirements of IDEA described guidelines that may be used to help districts to develop assessments that are inline with student IEPs. This article focuses on developing assessments that address pre-symbolic levels of learning, early symbolic learning, and expanded symbolic levels of learning. National Education Association (2004). IDEA and NCLB: Intersection of Access and Outcomes. Retrieved October 14, 2008, from http://www. nea. org/specialed/images/ideanclbintersection. pdf This 47-page booklet describes the implications of NCLB for IDEA. Section One of the booklet addresses standardized assessments for students with disabilities, including acceptable accommodations under NCLB. The booklet also addresses how special education may affect Annual Yearly Progress (AYP) reports. The text includes several links to documents that may be used for policy guidance for districts that are developing policies for special education. Turnbull, H. (2005). Individuals With Disabilities Education Act Reauthorization: Accountability and personal responsibility. Remedial & Special Education, 26 (6), pp. 320-326. Retrieved October 14, 2008, from Academic Search Premier database. Turnbull noted that IDEA 2004 reflects the concept that the teacher, the school, and the federal government share in the responsibility of improving student outcomes. Turnbull argued that this scope of responsibility must also include parents and students if learning and student achievement are to take place. U. S. Congress (2002). No Child Left Behind Act of 2001. Public Law 107-110. 2002. Retrieved October 14, 2008, from http://www. ed. gov/legislation/ESEA02/107-110. pdf This is the full text of NCLB. Altogether, the law is 670 pages long. The sheer volume of NCLB makes it difficult for many parents and school administrators to read through understand. References to IDEA and special education are spread throughout the bill; however, the most reference with the most significance for special education is found on page 1448-1449, in which â€Å"not less than 95 percent† of students, including students in special education, are required to take assessments â€Å"with accommodations, guidelines, and alternative assessments provided in the same manner as those provided† under the Individuals with Disabilities Education Act (IDEA). U. S. Congress (2004). Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446. Retrieved October 14, 2008, from http://www. copyright. gov/legislation/pl108-446. pdf The full text of the 2004 reauthorization of IDEA. It is interesting to note that although IDEA 2004 was passed 2 years after the enactment of NCLB, there is no reference to NCLB in IDEA 2004. IDEA 2004 does note, however, that â€Å"all children with disabilities are included in all general State and districtwide assessment programs† (p. 40). Provisions are also made for alternative assessments. The philosophy of NCLB is also reflected in the IDEA 2004 requirement that states and school districts shall report the number of students who required an alternative assessment and how those students performed on the assessment (p. 41). Voltz, D. and Fore, C. (2006). Urban special education in the context of standards-based reform. Remedial and Special Education, 27 (6), pp. 329-336. Retrieved October 14, 2008, from Academic Search Premier. Critics of NCLB have argued that children from low-income families are more likely to have difficulty passing standardized assessments. Voltz and Fore pointed out that education does not occur in a vacuum. To be effective, education reform must be linked to broader social reform, including reforms that reduce poverty and that address the effect of poverty on student achievement. Wakeman, S. , Browder, D., Meier, I. , and McColl, A. (2007). The implications of No Child Left Behind for students with developmental disabilities. Mental Retardation & Developmental Disabilities Research Reviews, 13 (2), pp. 143-150. Retrieved October 14, 2008, from Academic Search Premier database. This review addresses how to develop appropriate alternative assessments for children who have developmental delays and the implications of NCLB for curriculum and instruction for these children. The authors encouraged teachers to work towards meeting challenging academic standards for their students with developmental delays and noted that â€Å"there is no research indicating that functional skills must be mastered before academic learning can take place†. Wakeman, et al. , also pointed out that the requirements of NCLB may make it more difficult to recruit and to retain teachers who are qualified to work with this population. Wasta, M. (2006). No Child Left Behind: The death of special education? Phi Delta Kappan, 88 (4), pp. 298-299. Retrieved October 14, 2008, from Academic Search Premier. In this editorial, Wasta argues that NCLB includes unrealistic expectations for the educational outcomes of students with disabilities. Wasta fears that NCLB may lead some schools to eliminate their special education programs altogether. Despite his concerns about NCLB, Wasta contends that special education students should not be exempt from assessments and other provisions of the law. Instead, NCLB should be modified to include realistic expectations for special education students and special education programs.

The American Dream in Death of a Salesman by Arthur...

The American Dream in Death of a Salesman by Arthur Miller, and The Great Gatsby by F. Scott Fitzgerald In a majority of literature written in the 20th century, the theme of the American Dream has been a prevalent theme. This dream affects the plot and characters of many novels, and in some books, the intent of the author is to illustrate the reality of the American Dream. However, there is no one definition of the American Dream. Is it the right to pursue your hearts wish, to have freedom to do whatever makes one happy? Or is it the materialistic dream prevalent in the 50s, and portrayed in such movies as Little Shop of Horrors? Or is the American Dream a thought so intangible, it changes in the heart of every†¦show more content†¦Such was not the case in Death of a Salesman. Willys dream is to be rich, at whatever cost. In the end, Willys only option to become rich was to commit suicide, and collect life insurance, and Willy accepted that. Willy had an admiration for his brother Ben, who became very rich. It didnt matter to Willy that Ben died at the age of 21, he died rich. In the play, Willy is seeking the American materialistic dream, despite the fact that he realizes the futility of it. Willy knows that by the time he pays off his possessions, they will be worthless. By the time Willy paid off his house, the boys had moved out and Willy was dead. Miller is showing the depression and sadness that this dream leads to. And despite it all, Willys younger son, Happy( an excellent pun) decides to follow in his fathers footsteps, and try to become rich. Then, there is the other American Dream. To pursue happiness, no matter what the cost or the outcome. The authors are saying that the American Dream lies not in making money, but in being spiritually and emotionally fulfilled. In The Great Gatsby, this is the dream that Gatsby had. He wanted love. He wanted Daisy, at any costs. Gatsby knew he needed to be rich in order to attain Daisy, so he became rich. He worked hard, he engaged in illegal activities, but he became rich. He had attained the American Dream so many others sought to achieve, that of material fulfillment, but Gatsby was notShow MoreRelatedThe Great Gatsby By F. Scott Fitzgerald1684 Words   |  7 Pagesbetween the central characters of The Great Gatsby, a timeless classic written by F. Scott Fitzgerald, set in a hedonistic summer of 1922 America, and Death of a Salesman, written by American playwright Arthur Miller set in 1949 America. The characterisation of both Willy and Gatsby illustrate that th ey have similarities, in a way that are considered destitute, with imperfect ethical conduct. To a certain extent both protagonists have the right intentions; Gatsby wants to grasp at his quest for loveRead MoreEssay On The American Dream In The Great Gatsby1652 Words   |  7 PagesThe American Dream is a popular theme in many classic American novels and has been throughout history. This theme is often used as a motive or influence for the plot of many novels and drives characters to take action to accomplish these dreams. The American Dream is also used in the two novels, The Great Gatsby, by F. Scott Fitzgerald, and Death of a Salesman, by Arthur Miller. Both of the main characters in these novels had a specific dream and they based their entire lives off of these dreams. TheRead MoreFailure Of The American Dream In The Writings Of F. Scott Fitzgerald, Zora Neale Hurston, And August Wilson1418 Words   |  6 Pageswill define the failure of the †American Dream† in t he writings of F. Scott Fitzgerald, Arthur Miller, Zora Neale Hurston, and August Wilson. Fitzgerald’s account of the Jay Gatsby s rise to fame in the 1920s defines the failure of financial success as part of the American Dream. Gatsby will eventually die due to his excessive greed, which is not unlike the emotional death of Willy Loman as he fails to become a successful salesman in Author Miller’s Death of a Salesman. More so, Hurston’s depictionRead MoreEssay on The American Dream1459 Words   |  6 PagesThe American Dream in Death of a Salesman, The Great Gatsby, and Maggie: A Girl of the Streets Millions of immigrants come to America each year to seek their American Dream. Many people believe that ri sing social mobility and success is possibleRead More Pursuit of the American Dream in Great Gatsby and Death of a Salesman1323 Words   |  6 PagesComparing the Pursuit of the American Dream by Jay Gatsby and Willy Loman (Essay outline also included in the word count.) People from all around the world have dreamed of coming to America and building a successful life for themselves. The American Dream is the idea that, through hard work and perseverance, the sky is the limit in terms of financial success and a reliable future. While everyone has a different interpretation of the American Dream, some people use it as an excuse to justifyRead More Comparing the Perversion of Values in The Great Gatsby and Death of a Salesman1642 Words   |  7 PagesPerversion of Values in The Great Gatsby and Death of a Salesman      Ã‚   Throughout History there are many examples of perversions, from sexual, social to the very morals themselves. One of the greatest examples is the continuous corruption of the American Dream. As the Dream evolves, it tends to conform to the illicit dealings of the time and immortals of society. No longer is an individual interested in working hard to achieve goals, it is desirous of the quick fix. Society wants its wishesRead MoreAmerican Dream Derailed in The Great Gatsby and Death of a Salesman1486 Words   |  6 PagesThe American dream originated when immigrants came to America searching for new opportunities and a better life. In the early 1900’s all people could do is dream; however, those dreams gave many different meanings to the phrase â€Å"American dream†, and for the most part, wealth and hard work play a very large role in the pursuit of â€Å"the dream†. In F. Scott Fitzgerald’s novel, The Great Gatsby, and Arthur Millerâ€℠¢s drama, Death of a Salesman, both protagonists, Jay Gatsby and Willy Loman, are convincedRead MoreThe Death Of A Salesman By F. Scott Fitzgerald Essay1100 Words   |  5 Pagesmake a great impact? In F. Scott Fitzgerald’s novel The Great Gatsby, is one extraordinary novel that he wrote in 1925. F.Scott Fitzgerald s novel takes place in 1920’s and takes part of the 1st World War. It is written about a young man named Nick, he moved to west egg to take a new life occupation on the bond business. He ends up being neighbors with a mysterious man named Gatsby who ends up giving him an interesting aspect of his life. Similar to Biff in the Death Of a Salesman by Arthur MillerRead MoreThe American Dream By James Truslow Adams1707 Words   |  7 PagesThe American Dream, coined by James Truslow Adams in 1931, had been a popular term that had; given motivation to the dissatisfied, reduced the influence of race and one’s social position on achieving their goals, adver tised America as a land that offered an abundant amount of possibilities that no other country could match, and unified the country under the same desire of wealth and prosperity, even in times of great despair. Adams had constructed the idea, â€Å"...that American dream of a better, richerRead MoreDeath Of A Salesman By F. Scott Fitzgerald2062 Words   |  9 PagesDreams drive our pursuits and motivations. They allow us to look into the future and see hope and prosperity in order to give our every day tasks purpose. Dreams, however, are not always beneficial. They can often, like in these works, be build on nonrealistic ideals, which drive characters in the wrong direction and lead to self distruction. Both F. Scott Fitzgerald through The Great Gatsby and Arthur Miller through Death of a Salesman use these misshapen dreams and visions of the future to describe