The Themes Conveyed By Oedipus - 1310 Words

(Davis, 1) Title: The Themes Conveyed By Oedipus Prompt: Playwrights employ their characters to embody themes they wish to promote (about life, love, disappointments) throughout the dramas they write. Choose ONE character, examine the theme(s) the character carries, and show how Sophocles uses that character to make clear the ideas he wishes to convey. Work: Oedipus Rex (Davis, 2) The play starts with an important piece of cultural information in the form of the quote â€Å"I thought it wrong, my children, to hear the truth from others, messengers. Here I am myself—you all know me, the world knows my fame: I am Oedipus† (1, Fagels). This quote shows how the story of Oedipus did not originate with Shophicles but is deeply enrooted in ancient Greek culture by oral repetition of the classic myth. The most apparent character carried themes are those carried by the protagonist Oedipus. Throughout the play Oedipus shows that one must maintain ignorance to also be happy and that one’s fate will also prevail. Both these themes are deeply rooted into Greek culture. Oedipus takes up the task in the beginning of the play to find his predecessor killer as requested by the people of Thebes in the chorus lines â€Å"You who set our beloved land—storm-tossed, shattered—straight on course. Now again, good helmsman, steer us through the storm† (8, Fagles). This formidable task takes Oedipus down a path that sheds light on his dark past. This task starts with Oedipus condemning theShow MoreRelatedOedipus As A Tragic Hero1445 Words   |  6 PagesAlthough not all who wander or deviate from the path are lost, some clearly are. When Oedipus, the eponymous character of Sophocles’ tragedy Oedipus Rex, first learns that he is destined to kill his father and marry his mother, he abandons his home intent on never returning in order to avoid meeting his fate. Unbeknownst to the tragic hero, before the curtain’s rise, the prophecy has already been fulfilled. Consequently, due to the underlying corruption in Thebes, the people a re perishing of a plagueRead MoreGods vs. Mortals in Oedipus Rex the Bacchae1572 Words   |  7 PagesDionysus. In the stories Oedipus Rex and The Bacchae, these gods conflict with men that are not just average mortals, but respected kings. Although the political position of these kings makes them feel superior to all, the gods in the two stories show them that immortals are far superior to any man. In this way, Oedipus Rex and The Bacchae present a tension between politics and religion, the result of which reveals that religion indubitably prevails. In Oedipus Rex, the presence of religionRead MoreOedipus The King : The Dramatic Twist Of Fate1148 Words   |  5 PagesSophocles wrote â€Å"Oedipus Rex† on C. 430 B.C.E as part of a trilogy, Oedipus the King was later translated by Dudley Fitts and Robert Fitzgerald which still conveyed the dramatic twist of fate in this historic play. The introduction of this play begins with Oedipus’s father Laïos, King of Thebes, being warned through a prophecy that his son will kill him and marry his wife Iocaste, Queen of Thebes. Knowing that this could be his future Laïos try his best to change his fate, not knowing his fateRead MoreOedipus the King and Ghost1009 Words   |  5 Pages The two famous playwrights Oedipus the King by Sophocles, written thousands of years back for Greek audiences and Ghosts by Henrik Ibsen which was written as a criticism of the Norwegian society in the 1890’s. The universal theme that both Sophocles and Ibsen explored in th eir plays is that people are punished through their own actions, and unfortunately those ungrateful events can occur to essentially good people, who suffer through no fault of their own, but as a result of the actionsRead MoreCan’t Change Fate Essay1709 Words   |  7 Pagesthan strength to overcome each obstacle. He has the essential qualities of a Heroic leader such as being brave, strong, noble, mighty, but instead his intelligence makes Odysseus a hero. â€Å"Mind over Matter† or â€Å"Cunning over Strength† appears to be a theme of â€Å"The Odyssey†. Before â€Å"The Odyssey† Odysseus was victorious in the Trojan War; thanks to his quick thinking and ability to strategize. While his side was losing as a result of being completely out numbered, Odysseus strategized a plan to buildRead MoreQuest For Literary Form : The Greeks Believed That The Tragedy1742 Words   |  7 Pagesthe object of tragedy at the end of the drama is to eliminate these feelings in the audiences. So that when they leave the auditorium they feel cleansed and elevated to the high levels of understanding of the ways of gods and men. The catharsis is conveyed by viewing of devastating and moving variation in the fortune of the drama’s main characters. (Kennedy Gioia, Pp. 1203) Tragedy contains six features according to Aristotle. These are; characters, diction, plot, thought, spectacleRead MoreOedipus as King of Thebes: Antigone by Sophocles1380 Words   |  6 PagesThe effect of pride is the centers piece of man’s perpetual role in his own destruction. This is illustrated by various characters’ such as Creon in Antigone by Sophocles, Oedipus in Oedipus the King by Sophocles and the Trojans in the Aeneid by Virgil. In the Antigone we see the consequence of one’s pride and desire for power take hold, when Creon decides to punish Antigone for disobeying the law off the land and proving Polynices with a burial. The disregard for any form of sympathy would eventuallyRead More Lyric Poems in Ancient Times Essay2000 Words   |  8 Pagestradition. These verses depict the passion, love, and perspectives of the ancient civilizations The Songs of Aztec Nobility encompass the curiosity of the speaker towards her social environment. In one of the Songs of the Aztec Nobility, the speaker conveyed: â€Å"Make your beginning, / you who sing. / May you beat again / your flowered drum, / may you give joy / to my lords, / the eagles, the jaguars. / Briefly are we here together† (1-8). This is the establishing point of the verse—expressing the delightfulnessRead MoreThe Era of Greek Tragedy Essay2487 Words   |  10 Pagesviews on the different sexes. The tragedies took these things and highlighted them in their plays, creating themes from contemporary ideas that pushed against the normal social and political opinions of the Greeks. Greek culture impacted playwrights in such a way that they adopted certain techniques and ideas to titillate an audience, such as the classic structure of Sophocles’ Oedipus The King, Euripides’ use of dramatic monologues in Hippolytus, and the usurpation of male dominance in Medea.Read More The Oedipus Complex in Literature Essays3480 Words   |  14 Pages According to Merriam-Webster online dictionary, the Oedipus Complex is a child’s positive libidinal feelings toward the parent of the opposite sex and hostile or jealous feelings toward the parent of the same sex that develop usually between the ages of three and six and that may be a source of adult personality disorder when unresolved (Merriam-Webster). In Sons and Lovers, Paul Morel demonstrates the classic symptoms of the Oedipus complex. Paul and his father’s relationship is destroyed early

Antigone not the tragic hero - 2077 Words

Antigone: Not the Tragic Hero Sophocles, a great tragedian, was the one who gave Greek tragedies their traditional form. An important part of traditional Greek tragedies is the presence of a tragic hero. All tragic heroes should have the characteristics of rank, a tragic flaw, a downfall, and a recognition of mistakes. The seemingly tragic hero is Antigone. She wants to bury her brother Polyneices even though this would be going against Creon, who is her uncle and the king. When Antigone buries Polyneices Creon sentences her to death because of it. In Antigone by Sophocles the tragic hero is not Antigone because she only meets the characteristic of a tragic flaw, hers being pride, but doesn t meet the other three characteristics of a†¦show more content†¦She does not believe those beliefs are right and stubbornly ignores them. By acting this way she is demonstrating pride because a prideful person does not take into consideration anything going against them and their beliefs. Also when she says that the laws of the gods mean nothing to Ismene she is showing her pride. Firstly it again establishes the importance she puts to the gods laws. In this time period it was important to respect the gods. By suggesting Ismene does not respect the gods Antigone is entirely discarding Ismene. Antigone s tragic flaw does not lead to her downfall, because of this Antigone does not meet the characteristic of reversal in fate otherwise known as a downfall. Creon’s pride is what causes Antigone s death. For example when Teiresias tells Creon to let Antigone go and to give Polyneices a proper burial because the gods are upset he does not listen. Instead he says to Teiresias, doddering fortune tellers...if your birds-if the great eagles of God himself- should carry him bit by bit to heaven, I would not yield( 44- 47). Creon is insulting Teiresias, a respected prophet, and says that he wouldn t do as Teiresias says even if the birds carried Polyneices body bit by bit to heaven. It is obvious tha t Creon is prideful because he has a high opinion of his superiority. This is shown when he refers to Teiresias, a highly respected prophet who has never been wrong, asShow MoreRelatedTragic Hero In Antigone948 Words   |  4 Pagesmakes them a hero. Heroes can help save the day, be strong against others, help people in tough situations. In Sophocles Antigone, the tragic hero proves to be worthy of these traits as she presents herself to be stronger than the rest. She shows several characteristics that help her achieve this title. Although it is a high honor she had persevere in order to get to this point and it wasnt an easy task. For these accomplishments, Antigone has earned the title of a Tragic Hero. Antigone seems to beRead MoreThe Tragic Hero in Antigone1018 Words   |  5 Pagesfirst established during the fourth century in the Poetics, where he defines what makes a tragic hero. Aristotle suggests that a tragic hero is a character who has a high social standing and embodies great nobility in his/her personality. They are neither a villain nor are they entirely good, but a person somewhat like us, raised to a higher position in society. In addition, the downfall of a tragic hero is caused by fault of their own, often through arrogance or pride, as the result of freeRead MoreThe Tragic Hero Of Antigone1118 Words   |  5 PagesThe tragic hero according to Aristotle is a man who is neither a paragon of virtue and justice nor undergoes the change of misfortune or leads to his or her own downfall or destruction through their journey as the characters analyze their â€Å"judgment error†. In the play Antigone, Antigone is a tragic heroine who stands up and fights for her moral duties to do what is morally right instead of being loyal to the state even if cost her her life. The plot of Antigone is quite predictable. But, it showsRead More Antigone the Tragic Hero Essay929 Words   |  4 PagesA Tragic Hero A tragic hero is a character who makes an error of judgment or has a fatal flaw, which combined with fate, results into a tragedy. The tragic hero must fall from good luck and well being to misery and misfortune. The tragic hero causes a sense of pity through the tragic downfall that weakens the character. In Antigone by Sophocles, Antigone follows her own beliefs by giving her brother a proper burial, even if she has to break the law of King Creon. Because of her innocentRead MoreEssay on The Tragic Hero of Antigone871 Words   |  4 PagesGreek tragic hero. In fact, Aristotle had Oedipus specifically in mind when he first set down the requirements for tragedy in his Poetics. However, in other Greek tragedies, the tragic hero isn’t always so easy to identify. For example, in the play Antigone, the reader may have some difficulty deciding who the tragic hero is. Nevertheless, a careful examination of the facts reveals that Antigone is the true tragic heroine because she ’s brave, flawed, and noble. Antigone is a tragic hero becauseRead MoreEssay on The Tragic Hero of Antigone568 Words   |  3 PagesGreece, Sophocles wrote the greatly admired tragedy, Antigone. Antigone includes many themes such as Freedom, Protection of Personal Dignity, Obedience to Civil Law, Protection of Community/Nation, Loyalty/Obligation to Family, and Observance of Religious Law. Many of the Greek tragedies that have been written include a tragic hero that has his/her tragic flaw. In Antigone there are two main characters; Creon, the tyrant king of Thebes, and Antigone, the daughter of Oedipus and Jocasta. One of theseRead MoreEssay on Antigone is a Tragic Hero823 Words   |  4 PagesAntigone is a Tragic Hero A subject of debate in Sophocles’ play Antigone is which character complies with the characteristics of a tragic hero. The qualities that constitute a tragic hero are, in no particular order, having a high social position, not being overly good or bad, isolation, being tenacious in their actions, arousing pity in the audience, a revelatory manifestation, and having a single flaw that brings about their own demise and the demise of others around them. Creon possessesRead MoreThe Tragic Hero Of Antigone By Sophocles1075 Words   |  5 Pagesof the Greek philosopher Aristotle, â€Å"A man cannot become a hero until he can see the root of his own downfall.† Thus, according to Aristotle, the tragic hero must be able to discern how his actions caused his demise. The tragic hero has a tragic flaw, known as hamartia, recognizes that this flaw contributes to his misfortune because of an error in judgment, but is nonetheless deserving of sympathy. Creon, the hero of the dra ma Antigone by Sophocles, fulfills this definition. He exhibits hubrisRead More Antigone as a Tragic Hero Essay499 Words   |  2 PagesAntigone as a tragic hero The debate over who is the tragic hero in Antigone is unanswered. The belief that Antigone is the hero is a tough one. Antigone is widely thought of as the tragic hero of the play bearing her name. She would seem to fit the part in light of the fact that she dies for doing what she believes is right. She buries her brother without worrying what might happen to her. Unlike Antigone, Ismene says â€Å"And break the law, our death will be more shameful even then theirs† (pg.5Read MoreThe Tragic Hero Of Sophocles Antigone876 Words   |  4 PagesThis is true not only of Antigone, but also of Abraham Lincoln. While Abraham Lincoln may not be considered a tragic hero he is similar to Antigone because both were fulfilling a divine order. Antigone is the title character of Sophocles’ Antigone. She is the daughter of Oedipus, who coupled with his mother and murdered his father. As a result of her father’s fate she is a victim of circumstance. She is also considered a tragic hero. Aristotle s definition of a tragic hero is someone who starts

Traditional Methods and Development Free Essays

string(87) " constant surveillance and improvement on course design \(Purpura King, 2003\)\." Introduction Second language education has become a necessity in the modern world for refugees, immigrants, international students, individuals requiring advanced second language skills in their occupations and those receiving education or vocational training in a language other than their mother tongue (Long, 2005). The growing reliance on effective second language teaching programs has led to the need for more accountability in this educational environment and as such, has necessitated the evolution of the needs analysis as a means of curriculum and teaching development. The term ‘needs analysis’ or ‘needs assessment’ typically refers to a process of information gathering for the purposes of curriculum development to suit the needs of a particular group of students (Iwai et al, 1999). We will write a custom essay sample on Traditional Methods and Development or any similar topic only for you Order Now The effective use of a needs analysis in curriculum development will require three processes of inquiry. The first will be to understand what elements are required for an effective and efficient needs analysis, which will focus on what type of information is relevant for a needs analysis of this nature. This involves a thorough understanding of the relevant literature and purpose of a needs analysis. The second element will require correct implementation of the gathered knowledge. This requires an educator to be able to actually retrieve this information about their students. An important consideration in the implementation of a needs analysis is the highly subjective nature of the teaching environment. English as a second language may be taught in vastly different circumstances world over and as a result of this, the needs of learners may vary greatly according to these demographics. Consequently, there is a difficultly in applying a standard model of needs analysis due to the vast amount of variables in these circumstances. The final process will be to analyze the demographic of students and to develop the curriculum accordingly. This process is however generally met by restriction, as an individual needs analysis for the purposes of curriculum development is often not possible and therefore the implementation of the needs analysis may be reserved for selection of appropriate teaching methods and materials instead. The scope of this paper therefore will be to examine the evolution of means of conducting needs analysis, the relevant factors and considerations, as well as the essential elements for needs analysis primarily focused on the teaching of English as a second language. â€Å"Every language course should be considered a course for specific purposes, varying only in the precision with which learner needs can be specified† (Long, 2005: 1). Traditional Methods and Development The earlier methods of English for Specific Purposes (ESP) involved teaching in with use of the traditional grammar-translation method, however due to changes in the nature of psychology and linguistic studies that characterized the 1980’s, alternative methods focusing on different skills within language teaching developed, such as audiolinguilism (Malmir et al, 2011). The 1980’s saw support for the Communicative Language Teaching (CLP) rapidly increase which professed to have communicative competence as the central goal in language teaching (Richards Rodgers, 2001). â€Å"One of the most important phenomena of language learning-teaching process is to make students reach the intended language level in a shorter time and in a better way† (Malmir et al, 2011). To this extent, language teaching places a strong emphasis on acquiring information that will better help educators to understand the needs of their students to reach the goal of competency in most the most effective manner available. For most educators in these teaching environments, needs analysis will be informal in nature. This is to be contrasted to what can be described as formal needs analysis which is a relatively new concept in the field of language teaching (Iwai, 1999). Informal needs analysis however aims to assess what language points the particular students need to master (Songhori, 2008). The earliest development of a needs analysis model, the Communicative Syllabus Design (CSD), was pioneered in the late 1970’s and although heavily criticized, still has some relevance in modern second language teaching (Munby, 1978). This Munbian model of needs analysis is still considered as socio-linguistic base for language teaching as it takes careful account of language, culture and communication purposes, however lacks the important link with actual syllabus design (Le Ha, 2005). This is so because the Munbian model does not account for classroom dynamics, resources and act ivities in the implementation of the assessment. Plainly stated, Munby appears able to account for the relevant important factors essential in effective language teaching, however fails to apply these methods or recommend application as they apply for syllabus and course design. Despite these limitations however, the application of the Munbian model has been applied in numerous course designs and is credited for its contribution to the field of ESP teaching (Hawking, 1980). There is undoubtedly relevance for this type of model in course design as it requires the superficial or abstract needs of the students; however the actual needs of the students may still be explored by the educators and to this extent a more critical approach for needs assessment has developed taking account of these indicators or variables. Needs Analysis: Elements and Challenges Critical vs. Descriptive: The Jigsaw The purpose of the needs analysis in second language education needs to be clear: to survey the students to gather information on their background and goals, linguistic and behavioral demands, and preferred learning and teaching strategies (Jasso-Aguilar, 1999). This should provide a useful insight into what the needs of the students are, what they are trying to achieve through their second language education and what their preferred methods of learning are. The practical implications of consideration of this kind of information will have a vast effect on the teaching outcomes of the course as it may shape material design, learning strategies and classroom dynamics. It effectively takes account of the functional needs of the students and may well give a strong indication of the expected performance of those students in the course (Eslami, 2010). It must be emphasized that the process of needs analysis is on-going and calls for constant surveillance and improvement on course design (P urpura King, 2003). You read "Traditional Methods and Development" in category "Essay examples" It is highly important in conducting these analyses that one defines the needs or necessities of the students, as apart from their expectations and what they want. A critical needs analysis focuses on the current state and aims to bridge the gap between the necessities and the desires of the student. It constantly aims for improvement and is far preferable to a descriptive needs analysis for this very reason and acknowledges that informal needs analysis is equally important in improving educational outcomes taking account of the subjective needs of the students (Eslami, 2010). The difference between a critical approach and a descriptive approach to needs analysis can be explained by reference the Needs Analysis Jigsaw (Appendix A) (Songhori, 2008). A critical approach will take note of the Present Situation Analysis and the Target Situation Analysis, with the aim of reducing the disparity between these two situations. The proposed Jigsaw as a combined method of analysis also takes in to consideration the individual subjectivity of the students needs through the means analysis, learner needs analysis and deficiency analysis. These subjective elements, when combined with the descriptive elements of the Jigsaw will help to determine essential factors relevant to the second language education of the students. Descriptive Elements The Jigsaw represented in Appendix A is a proposed amalgamation of needs analysis models in second language teaching (Songhori, 2008). As noted, there cannot be a standard needs analysis for all teaching situations due to the variety and difference in demographic varying so greatly. The proposed Jigsaw with regards to needs analysis is therefore highly persuasive as an approach as it allows comparison between different models using the strengths of each to form a thorough and individualized analysis model. The Jigsaw takes account of more descriptive elements of the needs through Register Analysis which takes account of grammar and vocabulary needs of the students. This may take account of certain language and vocabulary trends, which emphasizes the important of flexibility in course structure and design, as even these formal elements will change with current social climate. This can be contrasted to the Discourse Analysis, which is similarly focused however utilizes the purpose of t he speaker as the defining characteristic, rather than current trends in lexicography (Robinson, 1991). Within the realm of descriptive analysis, one also finds a model based on genre which, like the discourse analysis, recommends language, grammar and vocabulary used based on purpose, i.e. the genre of the language course such as institutional academic or professional setting. Transference of these models into practice would clearly require some kind of assessment of the purpose of the student’s language studies, particularly in the realm of second language learning. It is often emphasized in literature that these methods of analysis have proved to be complementary rather than exclusive (Songhori, 2008). Some even go so far as to argue that a competent needs analysis will affect the most important element of the ESP-type language courses, namely material design and selection (Shamsaee Shams, 2010). Amongst the many stated advantages of correct material selection is the interplay between this selection and the immediate needs of the students. The importance therefore of a correct means of needs analysis is highly important in terms of practical considerations and therefore the actual academic model used becomes less important than the outcome thereof. Practical Considerations and Implementation Strategy The main practical restraint on the implementation of a needs analysis in these learning environments is that often educators will have little impact on the actual syllabus or curriculum design. The nature of second language English courses particularly are generally quite defined and have been tried and tested over time. Often these language courses will take care of the purposive part of the analysis as they may be offered with a defined outcome, such as a business language course for example. However for the vast majority of adult education second language courses, it could be suggested that an initial information seminar between educators and students take place. This could be used as an introductory lesson where students have the opportunity to interact with their educator on their expectations, desired outcomes and preferred teaching methods. In many cases, this could be included as a kind of questionnaire before tuition begins. Songhori (2008) through his advocation of the Jig saw, suggests that there is no one model of needs analysis, however Dudley-Evans and St. John (1998: 125) suggests a unified approach that will seek to answer the following practical considerations: It is debatable how the best method of gaining this information would be possible, particularly if one considers the typically overburdened workload of teachers generally. The best case scenario would allow the educator to have a consultation with every student in the beginning stages of the course. This would allow the educator an opportunity to personally assess the student. It is suggested that forms of written questionnaires would not be as effective as these students may not speak the same basic language as the educator and therefore information could be misinterpreted. However, these questionnaires would serve as a useful alternative to these private consultations, as teachers may not have time due to large student-to-teacher ratio. Standard Content Much of the needs of the students may possibly be gained by standard information that is already available to the educator. Very often, second language courses are designated in terms of the proficiency level of the students, grouping students with similar skill levels together (beginner, intermediate, advanced, etc). By so grouping students together in this way, it may negate the need for a skills assessment by the educator. Issues of culture and nationality will also need to be considered, particularly in methods of communication, personal and environmental needs. This too is available to educators by way of class demographic information that will be available through the education institution. Ways of determining material design and selection can be simplified by use of this information however this could be problematic considering the following two scenarios. Second language English teaching in Kuwait for adult learners would result in a certain cultural intake of people from a s imilar nationality, religion, education level and even possibly gender and age. Having a standard intake of students from similar demographic, would make material design and selection comparatively simpler as there is a limited perspective to consider. Contrast this however to a second language English teaching program in London, England. As an English speaking nation, the class will be likely to represent immigrants of various nationality, ages, education levels, gender, etc. It is in such a scenario more difficult to predict the type of cultural idiosyncrasies that may exist in such a situation. However this also has an impact on the types of materials that are available for students to learn from, such as authentic material sources e.g. television, radio and newspapers. Additionally, this may affect the way that students learn. Geography, often indicative of nationality and culture, therefore is very important in a needs analysis and depending on the exact specifics of this information, more or less private consultation with students may be required to obtain the necessary and relevant information for the needs analysis. Fortunately, for educators in situations such as our example of teaching in London, these tend to be courses with private tuition and therefore the teacher-student ratio is more favourable potentially allowing more occasion for interaction with one’s students in the beginning of the course and by holding such consultation with students in the beginning stages of tuition, educators will be occupying time that would otherwise be taken up by course work marking later on in the academic term. The importance however of gaining this subjective information from the students, howsoever this is effected is a vital part of an effective needs analysis as it will give critical insight into the most effective means of communication and educational strategy (Eslami, 2010). Conclusion It is clear that there is no particular academic consensus on the best approach to a needs analysis in second language education. Indeed, the most recent literature on the topic advocates different positions and an amalgamated outcome-based approach to determining a needs model (Benesch, 2007). It is clear that the educator needs to have a sound knowledge of the purpose of the course, the particulars of the students and an analytical and flexible approach to course design in order to be affecting the most favourable outcome. This information can be gained in a number of different ways, not least of which is the information required by education institutions for enrolment in a certain course. This can give biographical data on the students, such as nationality, race, religion, gender, age – all of which have important cultural bearing on the study of English as a second language. Having been given this information, an educator then should have the discretion to decide if they r equire any further information, where after they may seek private consultation with the student if necessary. By following this approach to a needs analysis, the educator will be using the information available, therefore not spending unnecessary time on certain students where this information may not be the most relevant, and can streamline the on-going process of assessment of the students. It is highly important to realize that the most relevant factor in needs analysis is the ability to have a flexible approach to teaching style, as the needs of the students may develop over time or be varied greatly necessitating the adoption of a highly flexible teaching method. Alternatively, this topic may prove to be a useful tool for teaching in the foundation phase of the course as it could form the basis for a lesson in itself to encourage interaction with the other members of the class, as well as with the educator. This has the potential for a positive effect on the classroom dynamic, which in itself is an important factor in a good needs analysis. References Benesch, S. (2007). ‘Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach’ TESOL Quarterly, 30(4), pp. 723-738. Dudley-Evans, T. St John, M.J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press. Eslami, Z. (2010). ’ Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach to English for Acadmic Purposes (EAP) in Iran’ English Language Teaching, 3(1), pp 1 – 11 Hawkey, R. (1980). ‘Needs analysis and syllabus design for specific purposes.’ In H.B. Actman and C.V.James (eds).Foreign language teaching: meeting individual needs. Oxford: Pergamon, pp 81-93 Iwai, T., Kondo, K., Lim, D., Ray, G. Shimizu, H. Brown, J. (1999). Japanese Language Needs Analysis [pdf] Manoa: University of Hawaii. Available at [Accessed on 18 May 2012] Jasso-Aguilar, R. (1999). ‘Sources, methods and triangulation in needs analysis: a critical perspective in a case study of Waikiki Hotel maids.’ English for Specific Purposes, 18(1), pp 27-46. Le Ha, P. (2005). ‘Munby’s needs analysis model and ESP.’ Asian EFL Journal , 6 (1). [e-journal] Available through Asian EFL Journal Online. [Accessed on 18 June 2012] Long, M. (2005). Second Language Needs Analysis Cambridge: Cambridge University Press Malmir, A., Sarem, S. Ghasemi, A. (2011). ‘The Effect of Task-Based Language Teaching (TBLT) vs. Content-Based Language Teaching (TBLT) on the Iranian Intermediate ESP Learners Reading Comprehension’ Iranian EFL Journal, 7(6), pp 79 – 94 Munby, J. (1978). Communicative syllabus design.London: Cambridge University Press. Purpura, J. King, G. J. (2003). ‘Investigating the Foreign Language: Needs of Professional School Students in International Affairs.’ Working Papers in TESOL Applied Linguistics, 4 (1), pp 1-33. Richards, J. Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Robinson, P. (1991). ESP today: A practitioner’s guide. Prentice Hall, U.K: Prentice Hall International (UK) Ltd. Shamsaee, S. Shams, M. (2010). ‘ESP Teachers’ Pedagogical Agenda vs. University Students’ Educational Agenda A Needs Analysis Project’ Journal of Technology and Education, 4(4), pp 267 – 273 Songhori, M. (2008). ‘Introduction to Needs Analysis’ English for Specific Purposes World, 4, pp 2 – 25 Appendix A: Needs Analysis Jigsaw How to cite Traditional Methods and Development, Essay examples

Analytical Essay of The Castle free essay sample

The film, ‘The Castle’, directed by Rob Sitch, is an Australian satirical movie about the triumphs of an ordinary working class family. It is a comedy, and foregrounds the importance of family and loyalty, which are considered important in today’s Australian society. Although the audience is positioned to feel sympathy for the Kerrigan family because of their unfortunate situation, their story is told in such a comical manner that the audience can’t help but find it funny. The story is told through the perspective of Darryl Kerrigan’s son, Dale, but so much emphasis is put on Darryl that it is clear that he is the star of the story. The film uses techniques like camera shots, language and the use of narration to develop conflict between a decent, old fashioned suburban family, the Kerrigans and seemingly evil corporation called Airlink. Feature films like ‘The Castle’ are cultural products because they use attitudes, values and stereotypes about what it means to be Australian. In this film, an Australian family living in their beloved home, situated at the end of an airport runway, are faced with a touch challenge as the faceless company Airlink threaten to take away their house, and the houses of their neighbours. Darryl Kerrigan (Michael Caton), the head of the house, is outraged, and hires a pathetic lawyer, Dennis Denuto, to help defend his and his friends’ homes. After a feeble attempt in court to convince the judge that the taking of their houses was, â€Å"against the constitution†, that it was the â€Å"vibe of the thing† their case was turned down, and all hope seemed lost. This caused great sadness within the Kerrigan home, and Darryl had fallen silent. After the Kerrigan family had completely given up, they got a knock at the door from Lawrence Hammill, QC who had met Darryl at the court house and felt empathy for his case. He told Darryl he would defend his case, free of charge, and they set their sights on High Court. This film was set in Melbourne, near the Melbourne Airport. The fact that the Kerrigan household is located so close to the airport positions the audience to think that the house is cheap and invaluable, which is emphasized when the audience is shown the huge power lines situated almost in the Kerrigans’ backyard, as well as the â€Å"dodgy† extensions on the house Darryl has done himself. This being said, Darryl loves his house, and couldn’t bring himself to leave it. ‘The Castle’ puts heavy emphasis on gender construction. The male roles in the movie are stereotypical. Darryl Kerrigan is a family man, which is shown when the audience sees the extensions on the house, and also when he stands up for himself and his family’s rights in court. Darryl is typically always thinking about projects he can begin, which is very stereotypical in today’s Australian society. Dale Kerrigan likes to go fishing with his Dad, which is considered a stereotypical male activity. The males in the film generally do the work and protect for the women of the family. The females are positioned to look as if they need to be taken care of. This film is full of stereotypes. Some of these are challenged, so as to avoid ‘The Castle’ becoming another clichà ©. One stereotype that is challenged is that of a wife; that she should stay at home, while her husband works. This is challenged by Tracey Kerrigan. She has her TAFE certificate of hairdressing, and works as a full time hairdresser. Although this stereotype is challenged by Tracey, it is perpetuated by Sal Kerrigan. She is the stereotypical housewife, and stays at home doing housework, cooking, and craftwork. Another stereotype perpetuated is the typical Lebanese man, represented by Farouk, the Kerrigans’ neighbour. His stereotype consists of talk about bombs and cash being carried at all times. This is perpetuated when Darryl and Farouk are talking about the aeroplanes flying overhead and lowering the value of their houses, and Farouk says, ‘Plane fly overhead, drop value. I dont care. In Beirut, plane fly over, drop bomb. I like these planes’ and also when he mentions, ‘You have friend, I have friend. My friend go to your house, put bomb under your car and blow you to sky!’ Darryl Kerrigan is seen as a stereotype from when he first appears on screen in a midshot, with a hose in his hand, wearing a flannelette shirt and jeans, and looking up at the powerlines situated behind his house. Throughout the movie he is shown as a strong and silent type, as is the stereotypical Australian man. The whole Kerrigan family, for the most part, perpetuate the stereotype of the typical Australian Family. This is shown in their closeness, their loyalty, and their willingness to help each other. Many people and issues are silenced and foregrounded in this film. Airlink and its opinions are silenced, so as to position the audience to view the company as faceless and evil. All the audience sees of Airlink are a few lawyers intent on taking the Kerrigans’ home away from them. In contrast, the Kerrigans opinions are heavily foregrounded. The audience sees all their emotions and arguments as they fight for their precious house, which encourages the viewers to feel empathy. Wayne Kerrigan’s opinions are also silenced. All the audience sees of him which may influence their empathy is the medium long shot of him lying in bed looking up at the photo of his family stuck to the wall. Class and power is shown in different ways throughout the film. Airlink’s power is shown through professional lawyers, in contrast to Dennis Denuto and his incompetence. This contrast is shown when one of Airlink’s lawyers walks into Dennis’ office, while Dennis is struggling with a broken copying machine, swearing, on his knees. Darryl Kerrigan’s power (within his family) is demonstrated in the way that Dale Kerrigan admires him, and focuses his story so much on Darryl instead of telling the story more from his perspective. Darryl is, as Dale says, â€Å"the backbone of the family† and this is shown as Darryl compliments his wife on her cooking each night, and encourages his family to do their best. Different class power discourses are shown throughout the film. The Kerrigans’ class discourse is shown in many ways. Speech is a main part of the discourse. While in High Court, Darryl’s outburst of â€Å"suffer in your jocks!† shows that he doesn’t know how to act in court, as higher class and more educated people would. Again this is shown when he is in court being represented by Dennis Denuto, and yells in excitement when he thinks he’s won the case. Even in the way he speaks, his thick Australian accent, and the way he uses colloquial terms shows the audience his class. Lawrence Hammill’s class is almost immediately known, though it isn’t directly shown when he is first shown in the movie. The audience realizes that he is of higher class than Darryl, because of his language, and by the fact that he doesn’t use colloquial terms. Throughout the film, different camera angles and shots are used to position the audience in different ways. For example, when shown Darryl’s Pool Room, close up shots of items on the walls and in cabinets (Tracy’s TAFE certificate, pictures and trophies) make it obvious to the audience what possessions Darryl treasures most. When Darryl, Dennis and Lawrence are standing in front of the High Court, before they go inside, the camera is angled upwards, in a medium close up, from the ground. This positions the audience to believe the three look ready, powerful and prepared. Another shot that positions the audience is the long shot of Darryl is admiring the power lines behind his house. This makes the power lines look bigger, greater, and more significant. The ideologies foregrounded in this film are those of the underdogs. If the directors were to show the ideologies and opinions of Airlink the audience may not have felt such empathy for the Kerrigans and their neighbours. The Kerrigan’s values are dominant in this film. They value family, loyalty, and justice. This is made clear by the way that the whole family sits down together to eat dinner each night, which is becoming more uncommon in today’s society. It is also made clear by how much time they spend together, talking, telling stories, and going on family holidays. Loyalty is shown by the way that Darryl unites with his neighbours, and cares about how they feel. An example of this is when Darryl tells them they need to get money together to pay to go to court, and how he offers to pay for Jack, because he is old and cannot afford it. Overall, this is a funny classic for all the family to enjoy. The use of foregrounding and silencing of opinions and ideologies positions the audience to feel strong empathy for the Kerrigan family, and encourages them to be on side with the family. The movie is a triumph of human spirit.