Character Analysis

Carolyn DeGrazia Professor Gerald January 30, 2012 Character Analysis Willa Cather once said, “Where there is great love, there are always wishes. ” She makes this quote relevant in her Pulitzer-prize winning novel, One of Ours. One of Ours is a story about Claude Wheeler, a young man from Nebraska, struggling to find his purpose in life. Throughout the entire novel, he only has one consistent presence in his life that truly believes in him and that is his mother. Mrs. Wheeler, a Protestant Christian, has been married to Mr.

Wheeler for more than twenty years. Although she has birthed three boys, she has taken care of many others in her life due to the farm life of her husband. That’s exactly what she is-a caretaker. She was the perfect visionary of a woman during the time period of World War 1. She did was she was told and seldom complained. Claude Wheeler has always had a deep connection with his mother. In the beginning of the novel, Claude is forced to go to Temple, a religious university where his mother knows the headmaster. Claude and his mother give and take.

Although they may not agree on some of their choices, they support each other in every way. When asked her opinion of Claude’s self-fulfilling duty of signing up for war, “Mrs. Wheeler has quietly put down her knife and fork. She looked at her husband in a vague alarm, while her fingers moved restlessly about over the tablecloth. ” (pg. 172) She knows her place and understands that Claude has been disappointed to many times in his life for her to get in the way of his dreams of war. When Claude passed away, Mrs. Wheeler seemed relieved that he passed away overseas. He died believing his own country better than his. ” (pg. 336) All throughout Claude’s life, Mrs. Wheeler had sympathy for her son and attempted to understand and simmer his disappointment with the world. The connection between her and her son will forever go down in history. Her faith in God helped her through her grief of losing Claude. “And for her, He is nearer still—directly overhead, not so very far above the kitchen stove. ”(pg. 337) The love she has for her son is overwhelming and she wishes great things for him in life and in death.

The Adventures of Tom Sawyer by Mark Twain addresses how it was to be a kid when the author was a child. In this novel, Tom Sawyer the protagonist, and his friend Huckleberry Finn witness a murder. Both of the children swear to keep it a secret but eventually, Tom confesses because he cannot stand to see an innocent man put to death when he could stop it. Sawyer was a lively, adventurous, and tricky child who was given the opportunity to mature, and grow up because he had a touch with maturity after he witnessed a murder. Yes, but that’s different. A robber is more high-toned than what a pirate is – as a general thing. In most countries they’re after high up in the nobility- dukes and such” (280). This quote from the novel, by Sawyer is a wonderful example, which shows the boy’s adventurous side. The reader, just from reading the quote can get the feeling, this boy feels confident in his words. Meaning, this boy acts just like any other playful young boys, as if they know everything.

Assuming that the children that act like they know everything, like to show it, this quote supports the thesis about Sawyer, that he is lively and adventurous. Not only does the quote show how Sawyer would act, and present himself, but it also acts as an example to show the boys imagination and things he would get himself into. At one point in the novel, Sawyer and a few of his friends felt as if no one loved them, and decided to live an isolated, criminal life and be pirates.

They were gone for a while which caused their whole village to believe they were dead. Sawyer’s poor aunt Polly was completely torn apart trying to figure out what she had done to cause her lively, curious young boy to run away to die. But at the boy’s planned funerals, the three of them came strutting in as if they had not been gone at all. This shows that Sawyer would get into all kinds of adventures and schemes. They boy was not only lively and adventurous but very tricky and clever too.

Sawyer was forced to white-wash his fence on a Saturday and he really do not want to do it. As other young boys would walk by, Sawyer would act like he was having a lot of fun doing his job. This would intrigue the other boys and they started offering him things in order for them to have a try at the fun white-washing. When it was done, Sawyer did not have to work anymore, the white-washing finished itself and he gained a multitude of new things. This shows how smart and tricky sawyer could be.

Tom Sawyer was a young boy who wanted nothing but fun. He would have fun and wild adventures with his friends, act as if he knew everything about the world and use his tricky cleverness to get that he wanted. Even though Sawyer witnessed a murder, and could have used this opportunity to mature and grow up, he stuck to his innocent boy self. He was a lively, adventurous and tricky young boy who was almost forced to, but did not grow up even after his brush with the harshness of the real world.

Tran, Hillary John Steinbeck, “The Chrysanthemums” : Elisa Allen Elisa Allen is first portrayed as a woman who can take on any job as well as any man but in the end, becomes a woman of submissive femininity. The plot revolves around her journey of realization and conversion to femininity, which conclusively, labels her as a dynamic protagonist. She works in a garden and farms and cultivates just as well as a man and never fails to amaze her husband of her skills.

The story starts with her husband asking her to go into town for a nice dinner date night after he goes into the hills with their sun to look for some steers. As her husband goes off with the son, a stranger comes along their ranch and seeks for directions, as he is lost. His wagon cover reveals that he is a repairman for scissors, pans, and all other sorts of tools. He strikes a conversation and seems to be extremely interested in Elisa.

However, there is slight tension within their conversation because it is obvious that he is looking for work to feed himself for the night, but she does not want to give in to his marketing scheme. He advertises that he can make any old tool or pan look brand new and it will be of an advantage to Ms. Allen; it is not until he asks for her chrysanthemums as a gift to an old lady friend down the road that Elisa begin to loosen up. Flattered by his praise to her planting work and feeling as if she should owe him something, Elisa digs out some old aluminum stove pots for him to fix.

As he is repairing them, she asks him about life on the road and shows that she would love to live like a man despite his comments that it is dangerous for a woman to live like him. She pays him fifty cents and jokes that he might be coming along some new competition on the road because she too, can ring out the dents of any pots and sharpen scissors better than anyone else out there. They say their farewells and Elisa begins to get ready for dinner. She showers and glams up herself for night and her husband compliments her from looking “nice” to looking “strong”.

She questions when he first says nice because she would rather look strong, as she prefers to be portrayed. This marks her transition from a masculine woman to a woman of femininity. Later, as they ride into town, Elisa asks her husband about the entertainment fights, that do women participate and go watch as well. He answers yes they do and asks if she would like to go although he knows she probably will not enjoy it. She replies no and turns up her collar to weep silently “like an old woman”.

Her weeping symbolizes the end of her transition from a masculine dominant woman to a submissive female. Her transition seems to come from society rejection of the idea that woman are just as good as males. The society of Steinbeck’s story portrays women as not being able to take care of themselves – that they need a man to protect and do hard work for them. Ms. Allen knows that she can do work just as well as a man but she is continuously stricken down and discouraged by the comments from her husband and the repairman.

She feels that even though she has the skills to prove, she will never be seen as equal to a man because of her gender. She may be a strong woman, but she is not strong enough to rise against society. She can well prove herself to the world that woman can be just like men by riding around in a wagon by herself or participating in a fight, but her chances of proving herself are slimmer than her chances of being taunted and picked on by other males. This realization, is the motor behind her stepping down from an independent female to a submissive old woman.

The characters in “Stand and Deliver” went through a great deal in this movie and all brought something else to the movie. The star of the movie is Jaime Escalante played by Edward James Olmos. Escalante is the teacher of the students that quits his job with a computer company to teach at Garfield High School. He comes to teach computer science, but the school did not get the computers and he has to teach math.

He takes over the math class and expects a great deal of his students and challenges the faculty to allow him to teach Mr. Escalante encounters some opposition to teaching calculus from Mr. Molina, the principal and Raquel Ortega, a teacher. Mr. Molina is the principal of Garfield High School played by Carmen Argenziano. Mr. Molina laughs at Mr. Escalante’s idea of teaching calculus, but he supports him when the program gets under way.

Raquel Ortega, played by Virginia Paris, is not as helpful as Mr. Molina and she doubts the abilities of the students many different times throughout the movie. The students in the movie are very important and there are many that are central to the movie. Angel Guzman, played by Lou Diamond Phillips, is the tough guy of the school that chooses to cut class with his fellow gang members.

Mr. Escalante reaches out to him and through the movie we see his transition into one of the brighter students while maintaining his gangster image. Ana Delgado, played by Vanessa Marquez, is the quiet girl that happens to be brilliant. She is almost forced to drop out of school so she can work at her family’s restaurant full time, but Mr. Escalante intervenes and convinces her father to allow her to come back to school. Pancho, played by Will Gotay, is the least smart student in the class and lets everyone know it.

He considers not taking the calculus class to instead work at a factory and make money, but again Mr. Escalante convinces him to take the class and he passes the AP exam along with all the others. Lupe Escobar, played by Ingrid Oliu, deals with a great deal of responsibility at home and we see that she is responsible for getting her little brothers and sisters to bed and preparing her father’s lunch. The other important characters in the movie are the agents from the ETS (Educational Testing Service). Dr. Ramirez, played by Andy Garcia, and Dr. Pearson, played by Rif Hutton, are sent to Garfield to investigate the possibility of Mr. Escalante’s students cheating.

The ETS suspects the students cheated because of irregularities in the test, which they say many times in the movie, but they still come off as bad guys and Mr. Escalante even threatens Dr. Ramirez. Economic Culture The economic culture of these students was displayed throughout the movie to show that they came from poor families and neighborhoods. When people were trying to sell their goods on the street, such as bags of apples and having a taco stand, it was a symbol of a way of life and how people tried to survive. It was a traditional ritual for vendors to fill the streets in order to make money.

Another symbol of their poor economic culture was stealing, such as when Mr. Escalante came out to his car and found his stereo gone. While outsiders may view the students as thieves, they personally saw it as a way of life, and doing whatever was necessary to get money. The culture of the work was displayed in the students as they had to help their families in restaurants, fix cars, and tend to the needs of children. Ana had to help with her family’s restaurant. Mr. Escalante visited the restaurant to talk with Ana’s father. Unfortunately, her father did not take into consideration that Ana could excel in life with a college education.

The father thought that since everyone else was working in the restaurant, Ana would be fine working there too. She decided to drop out, but ended up rejoining the class. One of the students, Pancho, was skilled in auto mechanics. His uncle offered him a job on the weekends operating a forklift that would have paid time and a half. This would have been a good money maker for him and his family, and making money was a big deal in the culture of these families. Since this conflicted with the class meeting time on Saturday, he thought about dropping out of the class. Mr. Escalante showed Pancho how he could go beyond merely fixing cars.

One of the ways this was done was through showing Pancho technology that designed cars. Mr. Escalante told him that he could go to college and make more money designing cars. Mr. Escalante also took Pancho on an eye-opening drive. When Pancho had to make a decision about which way to go, he yelled “go right, go right”. Mr. Escalante continued straight and replied “all you see is the turn; you don’t see the road ahead”. When Jaime Escalante first agreed to teach at the school, he was expecting to teach computer science. He arrived on the first day of school to find that there were no computers in the school due to lack of funding.

Since he could not teach that class, he ended up teaching math. Mr. Escalante himself had a struggle with the economical culture within his family. He chose to teach, which was a low paying job in that neighborhood. He could have found a better job which paid more, but he chose to teach these students because he believed in them. Political Culture As in every school system, there is a political structure among the staff. Jaime Escalante had to go through higher authorities to get permission to teach calculus, have additional meeting times for the class, and encourage the students to take the exam.

They reluctantly gave him permission, although no one believed that he would be able to teach these students. The political culture gave higher ranked officials in the school the power. When Jaime brought up the thought of teaching calculus, he was laughed at. When the idea was finally considered, the department chair was upset that her objections were not listened to, and she left. She had mentioned that the students could not handle being taught calculus, and she said that what little self confidence they had would be shattered.

Jaime Escalante wanted to challenge the political culture of the school to change the way things had been handled historically. The authorities in the school’s political structure had been worried about their students’ low test scores, but Mr. Escalante was the one who took action towards that. The graffiti on the side of a building that said “we are not a minority” was a symbol of their struggle in life and how they are viewed as outsiders. The students in the movie were oppressed, and ended up being motivated to fight it.

As Paulo Freire mentions in Pedagogy of the Oppressed, “they [oppressed] will not gain this liberation by chance but through the praxis of their quest for it, through their recognition of the necessity to fight for it” (45). They wanted to show that they were just as capable of achieving goals as people of other ethnicities. Through taking the AP calculus test, they were able to do just that. Social Culture There are instances of social culture throughout “Stand and Deliver. ” We see cultural symbols like the language used by the characters and the environment.

The cultural rituals are shown in the characters homes and at school. The cultural ideology is seen in the attitudes of the students and the attitudes of the faculty. The social solidarity exists between the students and Mr. Escalante. “Stand and Deliver” takes place in East Los Angeles and there is a great deal of cultural symbols within the community. East Los Angeles is a Hipic community and we see that in the movie because there are many instances of Spanish speaking by characters throughout the movie.

Mr. Escalante’s first day in class shows that he has five or six students that do not even speak English and Mr. Escalante gives them Spanish instructions. When Mr. Escalante and his wife eat at a restaurant owned by a family of one of his students they say “mucho gusto” to her father, which in English means “pleased to meet you. ” Mr. Escalante not only teaches math at the high school, but he teaches English to Spanish-speaking adults in the evenings and there are many people in his class. Even one of the agents from the ETS in the movie speaks Spanish telling them that he came from their neighborhood. The environment of East Los Angeles is full of symbols that deal with the culture of the characters.

We see a pinata store and even see a man pushing a taco cart. These symbols deal with the Hipic culture, but there is another culture for these students and that is one of being poor. We see in the movie graffiti everywhere and the buildings are rundown with fading paint. Mr. Escalante’s stereo is stolen from his car and we see the secretary reporting a theft to a police officer. It is terrible, but these are cultural symbols for this neighborhood. The cultural rituals we witness in this movie are seen at school and in the character’s interactions at home.

A great deal of the movie takes place in the classroom because Mr. Escalante makes his students show up an hour early for school and stay late everyday and he even makes them come in on Saturdays. This changed the idea of school for many of these students that were used to slacking off in school. The students are part of this ritual because they want to pass the AP exam and Mr. Escalante expects them to show up. We witness the students taking quizzes everyday and having a quiz every Friday. They even come to school during the summer for five hours each day.

At home we see one student’s ritual. She is responsible for getting the kids to be bed because her father works at night and her mother works during the day. We see her pack her father a meal, tell him goodbye, put the kids to bed just as her mother gets home, and as she tries to do her homework her mother tells her to turn out the light so she can sleep. This is her ritual every night. The cultural ideology in this film is shown by the students and faculty. Many of these students do not take Mr. Escalante seriously because they do not think they can make anything of themselves.

One of Mr. Escalante’s students is almost forced to drop out of school so she can work in her family’s restaurant full-time. Her father’s ideology is shown when he tells Mr. Escalante that she cannot go to college or finish high school and that no one else in her family went far in school and they are doing fine. The faculty’s ideology in this movie is quite frightening. When Mr. Escalante brings up the idea of teaching calculus, the principal laughs out loud at him because he does not think that these students have the skills to take calculus.

He also has many interactions with another teacher that constantly tells Mr. Escalante that these kids do not have the ability to do well and when the class is suspected of cheating she does not doubt for a second that they did it. The social solidarity in this movie exists between Mr. Escalante and his students. Mr. Escalante works together with his students to teach them calculus and pass the AP exam. He develops a bond with these kids and constantly tries to motivate them to believe that they can do it. Many of these kids come from broken homes and in taking an interest in their life it really makes a difference when you are getting them to learn (Teaching Today).

They show up for extra hours to learn from Mr. Escalante because they believe him when he tells them they can do it. Mr. Escalante is always there for them when they need him. When one of his students is told to drop out of school, he talks her father into letting her come back and in the end we see how much they like him when they present him with a gift for all that he had done for them. Since he believed in them, they believed in him. Historical Culture Historically, the culture is challenged by Mr. Escalante throughout the entire movie.

He comes to teach at a high school where they do not expect much from their students and he completely changes that. He tells the faculty to allow him to teach calculus, which had never been taught at their high school before. He makes his students come to summer school, which had previously only been open for students who were behind in their classes. He constantly challenges the practices of this school and he succeeds in his challenges by expecting a great deal from these kids and not allowing them to give up because of their ethnicity or where they come from.

In keeping the standards high for his students he is the first to really challenge them and make them work hard, which is why he is so successful (Teaching Today). His constant motivation was the result of his attitude towards these students that they could succeed regardless of their background, which is why he was such an effective teacher (McCormack-Larkin, 410). Mr. Escalante did not let the past dictate what he did with his students. The most important thing that he did change was making these students think about making something of their life.

He was able to encourage the students to learn by the styles of his teaching. He was able to interest them in the subject. “It is a teacher’s infectious enthusiasm for learning itself, as much as the student’s own curiosity about the teacher’s subject, that is apt to captivate a student” (Banner 11). Revolutionary Thinking This thinking by Mr. Escalante was revolutionary. He went against what everyone was saying and completely changed the way these kids thought about themselves. Paulo Friere speaks of revolution as, “an equal effort by both sides leader and people not one more than the other” (Friere, 129).

Mr. Escalante is the leader and the students are the people because he presents his idea of teaching calculus and they follow him. What I learned “Stand and Deliver” was an excellent film and has really impacted the way in which I will teach when I become a teacher. Mr. Escalante always expected his students to do well even when others told him they could not. I feel that in teaching we have to expect our students to succeed if we want to be effective. It is my responsibility to convey my expectations to these students and encourage them to achieve this success.

Another lesson I have learned from “Stand and Deliver” is to work hard in the classroom, but have fun while you are doing it. By having fun you build relationships with students and building relationships is very important in reaching students, especially those that are disadvantaged (Teaching Today). I will also remember to constantly use dialogue with my students because dialogue is used to learn and know (Freire, 17). Academic Expectations [pic] Jaime Escalante was a math teacher and throughout the movie he met many of Kentucky’s Academic Expectations.

Sarah is going into the field of Elementary Education and all of these Academic Expectations are going to be met by her as well. Program of Studies Dennis will be teaching at the high school level just like Mr. Escalante, but he will be teaching History instead of Math. Both will have to deal with Program of Studies and one that meets the needs of both is SS-H-WG-CS-4 (Teaching Tools). This Program of Studies states that students will analyze how regions and places can have distinct cultural characteristics (Teaching Tools). Mr.

Escalante was from the same place as his students and knew all about the culture of East Los Angeles and how it was mostly Hipic. While this did not necessarily deal with his teaching of math it dealt with his ability to interact with the students. Core Content for Assessment As an Elementary school teacher, Sarah will be responsible for each content area, but social studies relates directly to Dennis as he is teaching history.

The core content area of social studies section SS-E-2. 1. 2 which says Elements of culture (e. g. language, music, art, dress, food, stories, folktales) serve to define specific groups and may result in unique perspectives, relates directly to the students in “Stand and Deliver” (Teaching Tools). The students had to accept how their culture stood out from the surrounding areas. When they were accused of cheating on the test, they knew that their culture was perceived differently than if they would have been Caucasians. New Teacher Standard As Kentucky teachers, Sarah and Dennis will have to meet certain standards when teaching and in watching “Stand and Deliver” we witnessed a very important standard.

New Teacher Standard 2: Creates/ Maintains Learning Climate, which states that, “The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge” (New Teacher Standards). Mr. Escalante gets the most out of his students because his classroom is a very effective climate. He supports them by constantly encouraging them and holding them accountable in everything they do.

Bibliography

• Banner Jr. James M. and Harold C. Cannon. The Elements of Teaching. New Haven: Yale University Press, 1997. Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 2000. McCormack-Larkin, Maureen. “Change in Urban Schools. ” Journal of Negro Education 54 (3) (1985): 409-415.
• New Teacher Standards. Educational Professional Standards Board. 21 Oct. 2005.
• Stand and Deliver. Dir. Ramon Menendez. Perf. Edward James Olmos and Lou Diamond Phillips. Warner Bros., 1988. Teaching Today: Weekly Tips. Glencoe Online. 15 Oct. 2005.
• Teaching Tools. Kentucky Department of Education. 21 Oct. 2005.

How is Dr Roylott presented to the reader in “The Speckled Band”? Through out the story, Roylott is overall presented as threatening, dangerous and a intelligent man. This can be identified through his appearance, behaviour and motives, there is also evidence of this personality in the story. Also, Conan Doyle uses various phrases and words to describe him which suggests the man to be dangerous. When describing Dr Roylott ,Conan Doyle uses strong words to mould an image of him in the readers mind to be a horrible person.

Phrases such as “a large face, seared with a thousand wrinkles, burned yellow with the sun, and marked with every evil passion” can suggest a lot of things. ” a large face” simply can give the image of quite a large or strong person, this can give the idea that Roylott is towering over everyone else and not someone who loses in physical or vocal arguments due to his threatening and fearsome build. ” Seared with a thousand wrinkles” can show a serious and aggressive man and if we were to go deeper on this point, it could therefore show that he may be a man who is impatient and has a short temper.

The word “seared” is normally used when something burns onto something else so when used in this context it adds a feeling of anger to Dr Roylotts character. “Evil passion” can suggest two things, one is that he is an evil man which can be supported by actions through out the story and “passion” shows he is someone who is quite relentless and sadistic because passion is often used to describe someone who is dedicated and interested with something. the door had suddenly been dashed open and a huge man had framed himself in the aperture” the words “suddenly” and “dashed” shows Roylott to be impatient, selfish and irrespective of others around him. He clearly isn’t scared of anyone as “suddenly” suggests him to be confident about him self as he doesn’t care about any one. “he has no friends at all save the wandering gypsies” this can show a sense of loneliness and recluse about Roylotts character. This can lead to the reader thinking he may be quite dangerous because if you have no friends you tend to not be a very nice person. Among some other quotes, apart from just being trong and threatening he is portrayed intelligently and slyly. Quotes such as “He is so cunning that I never knew when I am safe from him” shows as well as being strong and quite psychotic, he is able to keep his thoughts in order and not constantly be aggressive which makes him even more dangerous. “cunning” is often used to describe foxes and Roylott does not have any resemblance to a fox but this is what makes the quote so effective because it shows the variety of things he is capable of. Also, a quite simple observation of Roylott is he is a Doctor which shows he is intelligent and also supports the fact that he is cunning.

In the story, Roylott had beaten his native butler to death and narrowly escaped a capital sentence and this shows a large area of Roylotts character. The fact that he beat his native butler to death obviously shows he is not afraid of killing another human being but the fact that he escaped a capital sentence shows he is important and respected by some and also supports the point that he is intelligent as he’s clever enough to escape the sentence. The reason why Dr Roylott murdered Julia was the intention that he would gain money which shows his greediness and the extent he would go to to get what he wants.

Also, when he meets Holmes he treats him with hostility and bends a “steel poker” into a curve and throws it into the fire. He also calls Holmes “the meddler” and threatens him and tells him to keep out of his business. When he calls him “the meddler” it may show that although Roylott is intelligent, anger can drown his intelligent out because if he was intelligent he would not call Holmes “the meddler” and suggests he was up to something and didn’t wants Holmes to know anything about.

Generally Dr Roylott is portrayed very negatively and insecure through out the book in a way that the reader will grow to hate him, this creates the ending climax when Roylott is killed by his own crime and wrong intentions. Through out the book his character is slowly revealed to be bold, threatening, intelligent and strong, these merge to create his character and gives more possibility to the mysteries of the main events through out the

Gokce Aysen Akp? nar 05. 11. 2012 Is Love for Yourself Possible? In J. D. Salinger’s book “Franny and Zooey”, the character Franny is a 20-year-old college girl who comes from a very loving and intellectual family. She has a boyfriend who is handsome and in love with her. Moreover, she used to act in a TV show named “It’s a Wild Child” with her siblings when she was a child. To put it in a nutshell, it can be thought that she is supposed to be a very happy young lady; however, she is not. Actually, Franny has lots of reasons not to be happy with her life.

When we look at the very beginning of the ‘Franny’ section, we see some gestures and mimics of Franny indicating that the relationship between her and Lane is based on appearances: “’I’ve missed you. ’ The words were no sooner out than she realized that she didn’t mean them at all. Again with guilt, she took Lane’s hand and tightly, warmly laced fingers with him. ” In this quotation, we see that Franny emphasizes the word ‘missed’ on purpose as if she wants to force herself to believe that she really missed him. The next sentence also supports this.

She doesn’t miss Lane, she says so only because those are the right words to say at that time. After realizing her own pretentious affection, she feels like these fake words are noticed by Lane and she holds Lane’s hand tightly to cover this pretentious act. Another quotation that depicts Franny’s before-breakdown condition is when Lane tells Franny that she is perspiring a little and Franny tries to find her Kleenex branded tissues in her bag: “Franny brought her handbag up to table level, opened it, and began to rummage through it. ‘I have some Kleenex somewhere. … Her handbag was a crowded one. To see better, she began to unload a few things and place them on the tablecloth, just to the left of her untasted sandwich. ” When we look at her actions in this quotation, firstly we realise that she does not ‘look for’ the tissues, she ‘rummages through’ it. Lane’s realization of her perspiration apparently annoys her, so she wants to get rid of the sweat on her forehead immediately. Also, the emphasize on the ‘just to the left of her untasted sandwich’ indicates her physical restless next to her spiritual one.

When it comes to the Franny, we can say that the objective of the character is to protect herself from the artificial environment in her department, in the play she quit, shortly, everyone around her. She finds everyone too pretentious, including her boyfriend Lane whom she calls ‘section man’. Although she loves literature and theatre, she is afraid to turn into someone pretentious just like the others, as a result, she tries to restrain herself from these people. In the respect of the superobjective of this character, Franny tries to find her own resurrection in a spiritual way.

She feels overwhelmed from the pretentious people around her and with the help of the green book, she believes she can find relief. The character Franny tries to fit in the society she is in which she thinks of as superficial. We can say that this is the most obvious goal of this character. While she tries to fit in, she cannot neglect the parts in people which she feels disgusted by. This is the main obsticle she comes across. Another obsticle could be her not being able to accept her elder brothers’ previous advice. However, after talking to Zooey thinking that she talks to Buddy, she finally finds the ultimate relief.

In Shakespeare’s Measure for Measure, Angelo emerges as a double-sided character; an appropriate focal point for such a ‘problem play’, as many of Shakespeare’s later works are considered to be. Shakespeare appears to have taken his inspiration for the story from sources such as Promos and Cassandra (George Whetstone) and Giraldi Cinthio’s Hecatommithi, both plays in which a self-righteous deputy, be it Promos in Whetstone’s version, or Angelo in Shakespeare’s, seduces a woman (Cassandra or Isabella) by promise of pardon for her condemned brother.

Scholars have argued for centuries whether Angelo, or indeed Promos, is a moral or an evil character. Those scholars who support the notion of Angelo as moral often cite the following factors in the play: the Duke obviously trusts Angelo; Angelo is disheartened enough by the end of the play to offer a sincere apology; and Angelo tries to resist the temptation that Isabella presents. On the other hand, others have argued that Shakespeare depicts Angelo as a purely evil man. These critics emphasise Angelo’s treatment of Marian, the Duke’s possible suspicion of Angelo, his desire for Isabella, and his broken promise to Isabella.

By examining Angelo in both of these circumstances, it will become apparent that the most successful interpretation of Angelo’s character is a combination of both of these facets. One of these critics, Leo Kirschbaum, suggests that the change in the structure of Measure for Measure is the result of a change in the characterization of Angelo. At the beginning of the play, Kirschbaum notes, Angelo is cruel and inflexible, but this is tempered somewhat by the fact that he is also noble in his consistent adherence to the law.

But in the end he is a character who is no longer noble but who is instead “small-minded, mean, calculating (and) vindictive. ” Therefore, a comprehensive analysis of the character and his significance is necessary to decide whether Angelo does actually deserve sympathy. Upon analysis of the early scenes, we, as the audience, would instinctively begin to consider Angelo a character not worthy of sympathy, as he has ostensibly fooled the Duke into trusting him enough to give him power over Vienna and then immediately condemns Claudio to death for impregnating his lover, despite his genuine love for her.

By telling Angelo “Mortality and mercy in Vienna Live in thy tongue, and heart”, it is apparent that the Duke trusts Angelo, even more than his own right-hand man, Escalus, who is overlooked to be the Duke’s deputy. This, however, is overshadowed by the Duke’s conversation with the friar in I. iii where he says “Believe not that the dribbling dart of love Can pierce a complete bosom” and “I have on Angelo impos’d the office; Who may in th’ambush of my name strike home … ; in both quotes we are led to believe that the Duke perhaps does not trust Angelo to the extent that is initially apparent. Instead, it appears to be part of a wider plan of which we are so far unaware. To make a moral judgement on Angelo at this stage of the play would be incorrect however; we have barely met him as a person, and only seen him in a brief exchange whilst accepting the position the Duke offers him. He is, however, “tyrannous” enough to promise Claudio’s liberty in return for Isabella’s virginity, such is his power in the Duke’s place.

These factors, along with his cruel treatment of Mariana, with whom he had plans of marriage which broke down because “her promised proportions Came sort of composition”, exposing his shallow and hypocritical nature, would point to Angelo not being worthy of the audience’s sympathy, and simply a cold, emotionless character (“whose blood is very snowbroth”) created by Shakespeare to reflect the promiscuous evil of Viennese society at the time.

For all the negative criticism of Angelo, there is in fact plenty of evidence to suggest he is a character with redeeming features who can be seen as reflecting the positive implications of punishment in a play so concerned with the theme of justice. His apology in the final scene is the prime example of his somewhat altered attitude, due to the events of the story. He is “sorry that such sorrow I procure And so deep sticks it in my penitent heart” – a quote which refers to the Duke’s analysis that “the dribbling dart of love Can [not] pierce a complete bosom”.

This apology, especially with its placement at the end of the play, does leave the audience with a slightly more positive view of Angelo than would be had otherwise. Angelo’s initial refusal of Isabella’s offering whilst carrying out the Duke’s plan is another factor of the play which would lead the audience to sympathising somewhat with Angelo and not considering him an entirely malicious character.

Despite the evidence of these two points, however, I firmly believe that Angelo is mainly a character undeserving of sympathy, whose reputation amongst the masses is well-founded by his selfish actions and hypocritical nature, as we learn that he has committed a crime far worse than Claudio’s – something apparently known by the Duke, who soliloquises at the end of Act III, saying “He who the sword of heaven will bear Should be as holy as severe”.

Although the best analysis of Angelo as a person would clearly be a combination of both malicious and beneficent, as many of the key characters in Shakespeare’s ‘problem plays’ would best be described as, he does appear to be vastly a malevolent being, not worth of the audience’s compassion.