Analysing Structure Changes due to Sony in Restructuring Mode

Analysing Structure Changes due to Sony in Restructuring Mode As directed by the Board of Directors of Sony, this report will analyse the structure of Sony Corporation from 1999-2005, the problems faced together with its responses and underlying rationales and recommendations for the benefit of the future directions of Sony. Being a multinational corporation in the electronics business, the company faces significant macroeconomic challenges. The decreasing trend in profits could be seen since 1998, possibly the main reason that prompted the need for an organisational restructuring. Whether the organisations strategy influences its structure or vice versa, the structure of Sony has to be evaluated first. In 1999, after the restructuring, the company became a tall hierachical structure with three main business areas electronic, entertainment and insurance and finance. Alongside with the unified dispersed model to face the constant market demands, the company became a divisionalized form with decentralization of dispersion of power to ease decisi on-making. The divisional structure of the electronics business is divisionalised due to its low interdependency level, adhocracy in entertainment business and professional bureaucracy in the insurance and finance business. In 2003, Transformation 60 saw a more centralised structure of Sony management-wise and financial-wise . It was found that Transformation 60 still had the company in a divisionalised form but a stronger pull to formalize in its technostructure. One of the problems faced include rapid evolution of technology causing top management to respond by investing heavily and restructuring of the organisation using a Value Creation Model and Transformation 60. Stiff market competitions resulted to partnership and takeovers for off-shoring purposes and to benefit the AV industry. The election of Howard Stringer as CEO will cause the problem in management style due to the differences in national culture. It can be concluded that Sonys management and business strategies affec t its organisational structure as it was the drop in profits that had the shareholders to pressurised the change of top management. Recommendations include the need to combine both Western and Eastern cultures under Stringer and comprehensive considerations in investment strategies. Contents Pages 1.0 Introduction 3 2.0 Business Description and Corporation Strategy 2.1 Key Figures 2.2 Correlation between Organisation Strategy and Organisation Structure 4-6 3.0 Organisational Structure 3.1 Structure of Sony in 1999 3.1.1 Internal Structure of Sony as a Whole 3.1.2 Divisional Structures of Sony 3.2 Structure of Sony in 2003 3.2.1 Divisional Structure of Transformation 60 3.2.2 Financial Structure of Transformation 60 7-12 4.0 Problems and Responses 4.1 Rapid Evolution of Technology 4.2 Market Competition 4.3 Differences in National Culture 13-16 5.0 Conclusion 17 6.0 Recommendations 18 Appendices 19 Bibliographies 20-22 1.0 Introduction As directed by the Board of Directors of Sony Corporation, this report will analyse the companys situation from 1999-2005. Sony, a world class consumer electronics makers, was facing serious concerns since the late of 1990s, such as Asian financial crisis in 1997, the tech bubble and the terrorist attacks in America in 2001. Besides, the ever increasing competition from competitors and rapid market changes are eroding the market shares of Sony. The top management confront their difficulties bravely and executed a series of actions to respond to those difficulties. This report focuses on the structure of Sony in 1999 and the restructuring in 2003, as well as the analysis of difficulties faced by Sony and how the management responded to those issues. The structure of the report starts with the business description and the corporation strategy which has significant relationship with the following sections. Then, the focus will move to structure 1999 follow with the restructuring of Sony in 2003 called Transformation 60. After the discussions about the business structure, the report will concentrate on analysing the issues associated with Sony and state the responses taken by the management and its underlying principle before concluding and with appropriate recommendations. 2.0 Business Description and Corporation Strategy Sony is one of the worlds top consumer electronics makers and employs over 167900 workers (Sony, 2010). The business operates in over 200 countries and covers the games, electronics, financial services, entertainment markets and others (ibid.). After 65 years of growth, today, the group has established a world class brand and the strong brand image can benefit its bargaining power and make the business move into new markets easily. 2.1 Key Figures Some key figures of Sony from 1997 to 2010 are listed below (Graph12). The Sales figure remained in the reasonably floating level before 2007. Unfortunately, the management and shareholders are unsatisfied with the profits, since 1998 the profits reduced nearly every year, this might have been the trigger to ignite the restructuring of Sony. Graph 1 Source: Sony Annual Report 2001, 2006, 2010- Five-Year Summary of Selected Financial Data Graph 2 Source: Sony Annual Report 2001, 2006, 2010- Five-Year Summary of Selected Financial Data 2.2 Correlation between Organisation Strategy and Organisation Structure Strategy and organisation structure are correlated to each other, even the debate of whether strategy or structure comes first is still in existence (Lynch, 2006). Therefore, to understand Sonys corporation strategy (Graph34) is significantly important before discussing the structure and restructuring of Sony. Besides, an essential portion of the study of Sonys actions is an understanding of the nature of business strategy for the Sony corporation as a whole (Mullins, 2010). Graph 3 Source: Sony Annual Report 1998 pp6, 7 Sony Annual Report 1999 pp26 Graph 4 Source: Sony Annual Report 2003 pp5-management discusses key issues 3.0 Organisational Structure This section is classified into two parts, 3.1 focuses on the structure of Sony in 1999 while section 3.2 concentrates on the restructuring in 2003. 3.1 Structure of Sony in 1999 Sony as a world class player in a diversified high-tech market was challenged with the fierce competition during the late 1990s (Sony, 1999). Therefore, the restructuring was necessary for Sony to survive in the competitive market. The group announced the organisations restructure plan in March 1999 to seize further growth opportunities in the new century and the Internet era (Sony, 1999). The structure of the organisation is determined by its age and size, technical system, power and environment (Mintzberg, 1979). Furthermore, in relation to the environment, the diversity of the environment will largely determine the structure of organization and directly affects the organisation functions into goal-seeking activities through the formal structure to achieve aims and objectives (Mullins, 2007; Mintzberg, 1979). In this diverse environment, different structures will be taken in specific department to meet different aspects of situation for Sony. 3.1.1 Internal Structure of Sony as a Whole The internal structure of Sony is a tall hierarchical structure as Sony consists of three main business areas which are electronic business, entertainment business and insurance and finance business (Graph 5). Besides, the setting up of the unified dispersed management model is to face the rapid change in market in the aforementioned pillars of Sony (Ravi, 2005). As a result, the overall structure of Sony in 1999 was divisionalized form. Schwartz and Thompson (1986) suggested that the divisionalization form can facilitate the various divisions to compete fiercely among them, with effective operations to face rapid changes in external environment. Graph 5 Source: www.Sony.net, Press Archive, March 29, 1999 Besides, centralization and decentralization depends on how organisational power is dispersed and is determined by the organization structure for decision-making and problem-solving (Schmidt, 2006). The structure of Sony in 1999 displayed Sonys trend to be decentralization to distribute the power yield. For example, Sony set up a unified dispersed management model which facilitates more functional and operational autonomy (Ravi, 2005). 3.1.2 Divisional Structures of Sony After the discussion above, the focus now moves to the structure of different divisions. The electronic business consists of various subsidiaries (Graph 6). Each subsidiary is responsible for its own different products and makes business decisions in different markets. There is little interdependence that exists between each other. Thus, the structure of electronic business was divisionalized form. Entertainment business displayed adhocracy due to its little formalisation of behaviour. Insurance Finance business displayed a Professional Bureaucracy structure due to its complex environment with highly trained skills and knowledge to offer standardisation of products and services (Mintzberg, 1979). Graph 6 Source: www.Sony.net, Press Archive, March 29, 1999 Each business division has the autonomous to make decisions in its daily operation. The Group headquarters concentrated on coordinating these business divisions to make a long-term business strategy. Nevertheless, under the complex, diverse and dynamic environment, perhaps the more organic and decentralized structure is more suitable for Sony. 3.2 Structure of Sony in 2003 Indeed, Sony restructured its organisation in 1999 into a more divisionalized and decentralised form using the unified dispersed model as a means of a Value Creation Model. Transformation 60 saw some changes in the architectural structure of the organisation with it becoming more centralised, management-wise and financial-wise. It was aimed to refining the organisational responsibilities in carrying out the operating strategies and restructuring the marketing strategies in profitable niches. The goals are to achieve more profit margins, reducing annual cost, and component outsourcing (Sony, 2003). 3.2.1 Divisional Structure of Transformation 60 Transformation 60 saw the convergence of the three pillars of Sony electronics, entertainment and financial as opposed to the unified dispersed model. The following are the divisional changes: In the electronics business, the management combined the Semiconductor Network Company, Home Electronics, Mobile Electronics and Information Technology (Sony, 2003). The entertainment business saw the joint of assets of pictures, music, game, electronics and services to enhance its position as a worldwide media company. The constructed financial holding company absorbed Sony Life Insurance Company Ltd, Sony Assurance Inc. and Sony Bank Inc. By these convergences, Sony clarified the operational structure and concentrated on the engineering, innovation and financial resources. According to the converging strategy, the new operation structure of Sony seems like a basic Machine Bureaucracy structure (Mintzberg, 1983). Although it is less dispersed than the structure in 1999, the pull to formalize by the technostructure of Sony could be seen in Transformation 60 (Mintzberg, 1981). The restructuring of Sony in 2003 was more centralised than before as a result of the serious convergences of several businesses. The tactical and strategic plans were permitted to each sectors, which points that the divisionalized form still existed. However, the power on personnel issues was controlled by the top management, as well as the supportive finance and the ultimate goal were allocated and formulated by the headquarters (Ravi, 2005). Moreover, the restructured Sony in 2003 did not belong to any specific structure of Mintzbergs pentagon t heory but the combined one (Graph 7). Graph 7 Sony organisational chart: electronics-related business (as of 1 April 2001) Source: www.sony.net, Press Release, 29th March 2001(a) 3.2.2 Financial Structure of Transformation 60 In the light of improving its fiscal position, the consolidation of fixed costs and the combining of assets reflected the change of a more centralized structure in Sony. The company aims to achieve an annualized cost reduction of approximately  ¥300 billion (Ravi, 2005). The cut in employees due to the off-shore strategy to China establish the Contribution equal to Compensation principal of paying for performances, as Schein (2004) stated that employees have worked well enough to be considered valid. Deactivating employees from Sony had cost the company financially and it might have explained the poor financial performance of Sony after the transformation was done. 4.0 Problems and Responses This section will discuss the problems associated with Sony alongside with the responses taken and its rationale. The difficulties faced by Sony have been separated into different categories mainly the rapid evolution of technology, competition in the market and the differences of national culture. 4.1 Rapid Evolution of Technology The rapid evolution of technology as pointed out by Idei (Ravi, 2005) has affected the electronics, entertainment and insurance and finance sectors of Sony. The constant improvements in technology have caused the company to respond to the demand of the market. The following are the responses made by the company alongside with its underlying rationale: Investments: Sony invested heavily in RD, capital equipment and facilities in order to meet demands and improve profitability. Technology for Inspiration and Shared Experience and Creating New Value are Sonys RD missions (Sony, 2011). The company believes that technology is capable of linking inspiration and shared experiences on top of creating new values and capturing emotions of customers (ibid.). Investment strategies link to the capability of top management of Sony. Organisation restructuring: The Company believes that the new group architecture can help gain market share besides increasing shareholders value (Sony, 1999). In this Value Creation Model, the unified dispersed management method saw changes in the electronics operations, establishment of Digital Network Solutions (DNS), changes in composition of workforce which could ultimately affect the morale of employees, implementation of new value-based performance measurement system and the separation of headquarters into two distinct functions (Ravi, 2005; Sony, 1999). Indeed, the model brings competitive advantage to Sony (Jayaranam Luo, 2007). In such a stiff market, it is understandable as to the measures taken to seize every opportunity. Unfortunately, in 2001, the September 11 attacks caused the consolidated drop in sales, affecting the fiscal position of the company (Sony, 2001b). This has proven that the Value Creation Model had loopholes, hence Transformation 60 took course. Severe cost saving measures were taken but by 2005, as a result of pressure from shareholder, a top management reshuffling with Howard Stringer as CEO (Ravi, 2005). This proves that investors of Sony began to lose confidence of the previous management team therefore it was necessary for the company to overhaul its board. 4.2 Market Competition Among Sonys competitors are LG, Samsung, Sharp, Dell and Canon. Each competitor seemed to have an advantage over Sony in different products. Below are among the steps taken by Sony to beat the competition in the market: Partnership with Solectron Corporation in year 2000 and off-shoring to China were to aid the outsourcing process of production of electronics was a step to help the company meet fluctuations in demands, cost reduction, quality improvisation and customer satisfaction (Sony, 2003; Sony, 2000). Outsourcing may be beneficial to the company as a whole but it could ultimately decrease the motivational level of employees, as there is a tendency of decrease of power of managers, and failure rate is between 40%-70% (Purse, 2009). This may explain the Sony Shock (Ravi, 2005) incident that happened in 2003 despite the laborious process of organisation restructuring. The cost-benefit consideration was not given much thought before the outsourcing was done. The takeover of Aiwa Co. Ltd. as a wholly owned subsidiary in 2002 was for the benefit of the electronics business of the company, particularly the audio and visual (AV) industry (Sony, 2002). The takeover became part of Transformation 60. It helped accelerate the structural reform of the electronics business of Sony on top of the creation of synergy as a result of the merger. 4.3 Differences in National Culture As Howard Stringer took over as the CEO of Sony in 2005, a major problem he would experience would be the differences in organisational culture. Culture refers to the way we do things around here (Sanchez, 2004). Being one of the few foreigners to be part of the top management in a Japanese company, Stringer has the responsibility of considering whether to impose the Western culture in a Japanese company. Azumi Mcmillan (1975) found that both the U.S. and Japanese culture are quite highly centralized and companys rules and procedures are abided. In Sony, although divisionalization form can be seen, the Headquarter still plays its role as a coordinator, meaning that ultimately, the decision-making process will need approval from the top management. Also, in Japan, traditional values that emphasises on hard work and details are a common practice due to its religion influences but in the U.S., creativity and innovation are the common values (Webster White, 2009). Hence, in U.S., risk-taking is very much observed. The open management style of Stringer, his understanding towards Sonys tradition and his international viewpoints could be the key to influence the cultural organisation (Sony, 2005). This can explain Stringers successes in streamlining Sonys movie and music businesses. 5.0 Conclusion Due to the external environment effect such as the Asian financial crisis, the ever increasing competition, as well as the internal business issues like the low efficiency, the profits of Sony has been reduced dramatically since 1998. Therefore the management had to execute some restructuring plan to respond to those concerns. According to the restructuring plan announced in March 1999, the structure of the group was divisionalized and more decentralization, in order to seize further growth opportunities in the 21st century. Besides, the group launched a unified dispersed management model to ensure that the business operate more efficiently and to be able to survive the rapid change of environment. Sony did a mass of changes to adapt to the market changes; unfortunately, the pace of the latter was overtaking the managements expectations. Consequently, Sony had to accelerate the reform plan and announced another restructuring plan called Transformation 60 in 2003. The change in 2003 s aw a stronger pull to formalize in the technostructure although it can be seen that there is a mixture between the machine bureaucracy and divisionalized forms. Convergences in the three sectors saw power being more focused at the top management. The change of technology, market competition and the differences in organisational culture, especially after the takeover of Stringer, were the main concerns of Sony. Organisational restructuring and investment strategies were among the solutions in coping with technological changes. Market competition forced Sony to deal with vast partnerships, joint ventures and mergers with other companies for outsourcing purposes. Finally, the change to a foreigner to lead a Japanese company spark concerns on the future of Sonys organisational culture. Nevertheless, based on the analysis that has been done, it can be concluded that Sonys management and business strategies affects its organisational structure. It was the drop in profits that led investors to force the overhauling of top management, as a result, the unified dispersed model and Transformation 60. Unfortunately, both measures failed to bring positive impacts to the companys fiscal positions. In light of the situation above, the new team led by Stringer with the probable change in organisational culture could probably help turn things around. 6.0 Recommendations Two main recommendations should be taken into account: Firstly, the future of the organisational culture of Sony has to be determined from two aspects based on the organization structure and the differences in national culture since the takeover of Stringer as CEO. Perhaps, Stringer could consider integrating the Eastern and the Western cultures to obtain the best of both worlds. Next, investment strategies of Sony may have to be re-evaluated again, as after the study of the company was done, there are hints of possibilities that failures in the companys fiscal position may have been caused by past investment decisions. Outsourcing may be beneficial but a thorough cost-benefit analysis has to be done. Investment decisions will reflect the capability of top management to stakeholders. Appendices Value Creation Model refers to the combination of intangible assets and monetary items to create additional value of the business for stakeholders, particularly shareholders (Qureshi, Briggs Hlupic, 2006; Haksever, Chaganti Cook, 2004). 2 The performance measurement system is capable of reflecting the current cost of capital of Sony 3 Before being elected as the CEO of Sony Corporation, he was the Chairman and CEO of Sony Corporation of America. Bibliographies Azumi, K Mcmillan, C (2004) Culture and organisation structure: a comparison of Japanese and British organisation, International Studies of Management and Organization. Vol. 5, no. 1, pp. 35-47. Available from: Business Source Premier. [Accessed 16 January 2011] Datamonitor (2010), Sony Corporation-Company Profile, pp4, 5 and 21, Publication date: 12 Mar 2010 Elkington, J. Masaki, T. (2004) CSR Report 2004, [online]. 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AIDS and Religion in Africa :: Free AIDS Essays

Introduction: Presently, somewhere between 34 and 46 million people live with AIDS worldwide. In total, Africa holds the highest number with just under 30 million people suffering from AIDS. Sub-Saharan Africa, by itself, accounts for between 25 and 28.2 million people. These numbers leave Northern Africa with just over one million people living with HIV/AIDS (UNAIDS). Any news you hear regarding the AIDS Epidemic, a main topic involves Sub-Saharan Africa. Besides a somewhat different climate, what else is special about Northern Africa that seems to keep the population’s HIV/AIDS prevalence rates low compared to the southern portion of the continent. Look at the two figures in the Appendix. One figure represents the religious spread including Islam, Christianity, Judaism, Hinduism and Indigenous Religions. The other figure illustrates the spread of AIDS in Africa. Notice the similarities in spread. High correlation exists between low rates and the Islam territory and with high rates and Christianity. Religion seems to have immense influence over the spread of AIDS. The history of African religion dates back centuries through original tribal religions, Islam, Christianity with some Judaism. Within this paper, I will briefly describe the spread of each of these religions including tensions between each other and the already present traditional religions. Following this description, I will describe the main ideas behind each religion in a theological viewpoint as well as any social implications. These tenets are long developed with distinct traditions and beliefs backing them through the centuries. Over the last 20 years, a new factor has developed in Africa exerting extreme pressure on many of these long-lived traditions. I want to explore the relationship between the rise of the AIDS epidemic and the subsequent public health campaigns challenges focusing on the traditions behind the main religions. I look to explore how some of the already present traditions aid and also hurt the fight against AIDS, some of the religions’ reactions to the epidemic and future predictions on how the epidemic will reshape religion in Africa and possibly globally. Islam in Africa: The actual definition of the word, â€Å"Islam†, â€Å"refers to the peace that come from surrender to God† (World Religions: Islam). The book of Islam is the Quran, an unedited version of The Holy Prophet Muhammad’s messages of Allah’s teachings. The Islamic religion’s main tenets involve the â€Å"affirmation of one God, with total repudiation of polytheism and all forms of idolatry, including the use of images† with importance stressed with overall justice, humility and submission (McCasland, Cairns and Yu, 328).

Adventures of Huckleberry Finn Essay

Characters: Huckleberry Finn – The protagonist and narrator of the novel. Huck is the thirteen-year-old son of the local drunk of St. Petersburg, Missouri, a town on the Mississippi River. Tom Sawyer – Huck’s friend. Tom serves as a foil to Huck: imaginative, dominating, and given to wild plans taken from the plots of adventure novels, Tom is everything that Huck is not. Widow Douglas and Miss Watson – Two wealthy sisters who live together in a large house in St. Petersburg and who adopt Huck. Jim – One of Miss Watson’s household slaves. Jim is superstitious and occasionally sentimental, but he is also intelligent, practical, and ultimately more of an adult than anyone else in the novel. Pap – Huck’s father, the town drunk and ne’er-do-well. Pap is a wreck when he appears at the beginning of the novel, with disgusting, ghostlike white skin and tattered clothes. Plot: The story is all about a young boy named Huck, and a slave named Jim. Huck had faked his death and left town and then met the runaway slave,Jim.The two of them travel on a raft up the Mississippi river and meet and have to overcome many obstacles which bring them closer together as they both learn lessons all the way through to the end. Conflict: When Huck’s dealings with Jim, as Huck must decide whether to turn Jim in, as society demands, or to protect and help his friend instead. Climax: When Huck considers but then decides against writing Miss Watson to tell her the Phelps family is holding Jim, following his conscience rather than the prevailing morality of the day. Instead, Tom and Huck try to free  Jim, and Tom is shot in the leg during the attempt. Denouement: When Aunt Polly arrives at the Phelps farm and correctly identifies Tom and Huck, Tom reveals that Miss Watson died two months earlier and freed Jim in her will.  Ending: When Jim is free, Tom’s leg is healed, Huck still has his $6,000, and Aunt Sally has offered to adopt him. Lesson learned: I learned that I learned that we should never judge people by their appearances. Adventures of Huckleberry Finn Essay The Adventures of Huckleberry Finn touches upon controversial racial issues that many people believe are not appropriate for young children. Understanding the novel’s satirical aspects requires a certain amount of intellectual maturity. Students below this level of aptitude may misconstrue the novel’s vulgar comments as racist, rather than an ironic portrayal of slavery. Some people feel that the elementary and secondary school students that read the book will only recognize the prominent issues of the novel and will overlook Mark Twain’s depiction that slavery is morally wrong. It is a fallacy that junior high students would be blind to Twain’s underlying references. The renowned literary work should be used as a way to educate students about the cruelty that occurred in our nation’s past. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school to familiarize students with important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curricula claim that its advanced material is not suitable for children of those ages. At this point, they argue, students have not matured enough to form their own views and are susceptible to negative influences. Reading Huckleberry Finn would expose students to acts of prejudice and belittlement of the black population. For example, the repeated use of the word â€Å"nigger† is disrespectful and students should not hear it used so frivolously. This word not only has a negative connotation, but it is a reminder of the inequality that once existed and alienates blacks. Furthermore, Jim, the black protagonist of the novel, is ridiculed and reduced to less than human by the novel’s conclusion. Jim’s character starts out as an enslaved black man oppressed by the white population. As he and Huck travel down the river, Jim gains confidence and the reader sees his true intelligence and compassion for Huck. Only shortly later, Jim gets drawn into Tom Sawyer’s extravagant plan to â€Å"free† him, where he is once again at the mercy of others’ cruelty. This vicious degradation of a human being far too advanced for young children to comprehend. Black students specifically may find this material embarrassing and discomforting. Young students of other ethnicities may have not yet had experiences that teach them the effects of this chauvinistic mentality and may see this behavior as acceptable. The Adventures of Huckleberry Finn uses language that is offensive and contains subject matter that illuminates the separation between races. Twain purposely shares these truths in order to denounce and ironize the entire institution of slavery. The belief that elementary and secondary school students cannot understand Twain’s underlying intentions completely underestimates their mental capacity. Discussing these issues could shape students’ ideas and thwart any preconceived derogatory notions. Leslie Fiedler, an advocate of Huck Finn praises the novel for, â€Å"enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery† (Fiedler, 1984, Huckleberry Finn: The Book We Love to Hate, p. 6). He sees the novel as a way to objectively address slavery and free our nation of its lasting burden. In a classroom setting with the help of an instructor, every element of the story would be explained. Teachers are important mentors that can guide each student to an understanding of the evolution and importance of human rights. Descriptive Outline Proposition: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. Plan: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. Paragraph 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 introduces the topic. Sentences 2 and 3 further develop the issue. Sentence 4 gives one view of the argument. Sentence 5 disproves the previous sentence. Sentences 6 and 7 support the latter side of the argument. Sentence 8 is the proposition of the essay. Paragraph 2: Says: Elementary and secondary school students will misinterpret the purpose of the racial slurs in Huckleberry Finn. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3 says the ultimate reason for this position. Sentences 4 and 5 state one reason that backs up this claim. Sentences 6, 7 and 8 state another reason for this claim with specific evidence from the novel. Sentence 9 connects these reasons to the proposition. Sentences 10 and 11 explain further the effects of this side of the argument. Paragraph 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentences 1 and 2 acknowledges the opinion in the former paragraph as a transition into the opposing view point. Sentence 3 challenges the concession in the preceding paragraph. Sentence 4 gives a general reason supporting the first sentence. Sentence 5 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentence 6 explains the quotation. Sentences 7 and 8 state two benefits of adhering to the proposition. Kaila McDonnell Concession Essay Second Draft February 19, 2010 Moral Education through Literature The Adventures of Huckleberry Finn touches upon controversial racial issues that many people believe are not appropriate for young children. Understanding the satirical aspects of the novel require a certain level of intellectual maturity. While the book is read in many elementary and secondary school classrooms, some people feel that these students will only recognize the prominent issues of the novel and will overlook the inherent moral value that Mark Twain wishes to convey. If only the immediate context of the novel is interpreted, the book could be perceived as a sanction of racism. Students should be aware of the cruelty that occurred in our nation’s past. It is a fallacy that students in junior high would be blind to Twain’s underlying references that denounce slavery and discrimination. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school because it educates students about important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curricula claim that the advanced material in the novel is not suitable for children of those ages. At this point, students have not matured enough to form their own views and are susceptible to negative influences. Reading Huckleberry Finn would expose students to acts of prejudice and belittlement of the black population. For example, the repeated use of the word â€Å"nigger† is disrespectful and is not something students should hear used so frivolously. This word not only beholds a negative connotation, but it is representative of blacks’ entire brutal struggle with inequality. Further, Jim, the black protagonist of the novel, is ridiculed and reduced to less than human by the end of the novel. Jim’s character starts out as a typical enslaved black man oppressed by the white population. As he and Huck travel down the river, Jim loses his slave persona as he gains confidence and the reader sees his true intelligence and compassion for Huck. Shortly after, Jim is involved in Tom Sawyer’s extravagant plan to â€Å"free† him, where he is once again at the mercy of others’ cruelty. This vicious degradation of a human being is far too advanced for children of a young age to comprehend. Black students specifically may find this material embarrassing and discomforting. Young students of other races may have not yet had experiences that taught them the effects of this chauvinistic mentality and may see this behavior as acceptable. The belief that students in elementary and secondary schools cannot handle the messages present in Huckleberry Finn is a complete underestimation of their mental capacity. Discussing these issues could shape students’ ideas and thwart any preconceived derogatory notions. Leslie Fiedler, an advocate of Huck Finn praises the novel for, â€Å"enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery† (Fiedler, 1984, Huckleberry Finn: The Book We Love to Hate, p. 6). He sees the novel as a way to objectively address slavery and free our nation of its lasting burden. In a classroom setting with the help of an instructor, every element of the story would be explained. Teachers are important mentors with their guidance each student could reach a full understanding of the evolution and importance of human rights. Descriptive Outline PROPOSITION: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. PLAN: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. PARAGRAPH 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 and 2 introduce the topic. Sentences 3 and 4 give one view of the argument. Sentence 5 serves as the link to the next idea. Sentences 6 and 7 state the other side of the argument. Sentence 8 is the proposition of the essay. PARAGRAPH 2: Says: Some believe that students are not mature enough at an elementary or secondary school level to see Huckleberry Finn for what it’s worth. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3 says the ultimate reason for this position. Sentences 4 and 5 state one reason that backs up this claim. Sentences 6, 7 and 8 state another reason for this claim with specific evidence from the novel. Sentence 9 connects these reasons to the proposition. Sentences 10 and 11 explain further the effects of this side of the argument. PARAGRAPH 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentence 1 disproves the concession in the preceding paragraph. Sentence 2 gives a general reason supporting the first sentence. Sentence 3 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentence 4 explains the quotation. Sentences 5 and 6 say exactly why the proposition is true. Kaila McDonnell Concession Essay Draft February 16, 2010 Moral Education through Literature The Adventures of Huckleberry Finn touches upon many racial issues that many people believe is not appropriate for young children. Understanding the satirical aspects of the novel require a certain level of intellectual maturity. While the book is read in many elementary and secondary school classrooms, some people feel that these students will only recognize the prominent issues of the novel and will overlook the inherent subject matter that Mark Twain wishes to convey. If only the immediate context of the novel is interpreted, the book could be perceived as a sanction of racism. However, now over a century since the first emancipation of slaves, the enactment of slavery should not be forgotten. Students should be aware of the cruelty that occurred in our nation’s past. It is a fallacy that students in junior high would be blind to Twain’s underlying references that denounce slavery and discrimination. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curriculums claim that the advanced material in the novel is not suitable for children of those ages. At this point, students have not matured enough to form their own views and are still susceptible to negative influences. Reading Huckleberry Finn would expose students to situations that are prejudice and belittling to the black population; for example, the repeated use of the word â€Å"nigger† in reference to blacks. This word not only beholds a negative connotation, but it is representative of blacks’ entire brutal struggle with inequality. Further, Jim, the symbol of the black community in the novel, is ridiculed and reduced to less than human by the end of the novel. This subject matter is far too advanced for children of a young age to understand its significance. Black students specifically may find this material embarrassing and discomforting, while students of other races may see this chauvinistic behavior as acceptable. The belief that students in elementary and secondary schools cannot handle the messages present in Huckleberry Finn is a complete underestimation of their mental capacity. At a young age, students should not learn to be blind to important issues, such as race relations. Leslie Fiedler, an advocate of Huck Finn says that he would have parents, â€Å"prize Twain’s dangerous and equivocal novel not in spite of its use of that wicked epithet, but for the way in which he manages to ironize it; enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery. † Prior to high school is when students are developing their own opinions and need to be guided to proper moral judgment. Huckleberry Finn addresses many relevant moral issues. In a classroom setting with the help of an instructor, every element of the story would be explained and each student could reach a full understanding of the evolution and importance of human rights. Descriptive Outline PROPOSITION: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. PLAN: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. PARAGRAPH 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 and 2 introduce the topic. Sentences 3 and 4 give one view of the argument. Sentence 5 serves as the link to the next idea. Sentence 6 states the other side of the argument. Sentences 7 and 8 state and verify the proposition of the essay. PARAGRAPH 2: Says: Some believe that students are not mature enough at an elementary or secondary school level to see Huckleberry Finn for what its worth. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3, 4 and 5 say why this position is plausible with specific evidence from the novel. Sentences 6 and 7 state the importance and relevance of the prior examples. PARAGRAPH 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentence 1 disproves the concession in the preceding paragraph. Sentence 2 expands upon the first sentence. Sentence 3 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentences 4, 5, and 6 say why in fact the proposition is true. Adventures of Huckleberry Finn Essay Ernest Hemingway probably summed it up best when he said, â€Å"All modern American literature comes from one book by Mark Twain called Huckleberry Finn† (source). We’re dealing with quite a book here. Published in 1885, Adventures of Huckleberry Finn, Twain’s follow-up to the Adventures of Tom Sawyer, carved new territory into the American literary landscape in several ways. As one of the first novels to use a specific region’s vernacular in its narration, the Adventures of Huckleberry Finn set a precedent for many other distinctly American works to follow. Some readers didn’t exactly â€Å"get† this new colloquial style, however. Accustomed to the proper prose of Hawthorne, Thoreau, and Emerson, some readers didn’t know what to do with Huck’s particular way of storytelling. Aside from the novel’s new style of writing, Twain’s decision to use thirteen-year-old Huck as the narrator allowed him to include certain content that a more civilized narrator probably would have left out. At first, Twain’s novel was labeled crass by some readers. The book was even banned in schools for its use of the n-word which is ironic, given that the novel is up in arms over slavery. Even today, the Adventures of Huckleberry Finn makes â€Å"Banned Books† lists. Look more:  social satire essay Twain’s novel jumped head first into one of the biggest issues of its day: racism. Although the Emancipation Proclamation had been signed over two decades before Huckleberry Finn’s original publication date, African-Americans everywhere were still victims of oppression and racism. They were technically â€Å"free,† but often by name only in Reconstruction-era America. Many southerners were bitter about the outcome of the Civil War. By guiding his characters through several states of the Confederacy, Twain was able to reveal the hypocrisy of many pre-war southern communities. As a southerner himself, Twain had first-hand experiences to draw on, and he was able to walk the fine line between realistic depiction and ironic farce. Not to mention, Twain created the now-iconic character of Jim, a runaway slave who convinces Huck that African-Americans are deserving of freedom, and that equality is a goal for which we all should be fighting. The Adventures of Huckleberry Finn is now considered to be one of the Great American Novels, mostly due to how it so heartily champions the American ideals of freedom, independence, and rugged individualism. Huck’s dedication to his own moral standards and his bold sense of adventure and self-sufficiency have earned him a place in the All-American Hall of Fame. In addition, Twain is a hilarious storyteller, and the plot of this novel is a roller-coaster ride of moral dilemmas – so trust us when we say that if you haven’t taken the ride yet, you probably should. Why Should I Care? Mark Twain wrote Adventures of Huckleberry Finn twenty years after the American Civil War. Slavery had been abolished, and the North and South were making up (albeit with some residual anger). So why publish a highly moralistic tale about a system that was no longer in place? Weren’t race issues a moot point once slavery was out of the picture? Hardly. Freedom didn’t mean equality by any means – not legally, socially, or practically. (See Shmoop History’s â€Å"Jim Crow in America† for more.) Actually, come to think of it, this isn’t an outdated notion at all. Rules and laws often don’t accurately reflect what’s really going on. From a legal standpoint today, we have equality of race; yet racism is still a problem. Men and women are equal, yet many still see a â€Å"glass ceiling† for women in the workplace, meaning they often have invisible boundaries to advancement. That doesn’t mean laws are useless. Laws may not immediately effect change, but we’ve seen that they do precede change. While laws can affect how people act, it takes more to change the way we think. We can’t rely on laws alone. That’s where The Adventures of Huckleberry Finn comes back into the picture. We need people like Mark Twain to remind us not to be self-congratulatory for starting a process in motion, but instead to realize that greater change is always necessary. Adventures of Huckleberry Finn Essay What Huck finally realizes is that life’s questions should be answered from the heart. He also decides that humanity has evolved into a corrupt species whose ideas aren’t worth the â€Å"headache†. His answer is to flee society and all of it’s constraints and live in nature where he is free from civilization. Holden has a tougher decision to make since he must completely reverse his thinking. The first step is to realize his hypocrisy which he was able to do. Even though he was able to achieve this, it couldn’t truly solve his problem and he was forced to seek professional help in the end. Fortunately, both characters ultimately progress onto the next step by some means outside the conformity of normality. The Journey towards Maturity and Identity Life itself is a journey full of bonding and experiences which lead to wisdom and understanding. Without maturity one may never have these life teaching experiences. This leads to an empty shell of a person never truly feeling passion, love or peace. In the â€Å"Adventures of Huckleberry Finn† by Mark Twain, Huck Finn is trying to find purpose and identity through his moral battle with society, while Holden Caulfield in The Catcher in the Rye by J. D. Salinger is an adolescent struggling to mature into manhood. In comparison they are both on a journey towards maturity and identity. Holden and Huck are similar in their threshold crossing, road of trials, and flee and return. The threshold crossing is the place or the person that the character crosses over or through into the zone unknown, being the place where journey into self discovery begins. Many times the call to their adventure includes going by desire, chance, abduction, or by being lured by an outside force. In the Adventures of Huckleberry Finn, Huck is forced with the dilemma of whether to stay with his father and continue to be abused or to leave. Huck leaves because he desires to begin his journey. He also realizes that he will be forced to choose between his morals and his conscience, and will have to decide which of these morals to hold true. Huck also witnesses a symbolic death. He sets up his fathers cabin to look like he was brutally murdered. He emerges from this as a runaway child and now must be careful of what he does so that he does not get caught. He tells people false aliases for himself so that no one knows his true identity. Every time Huck does this, he is symbolically dying and re-emerging a more experienced person. At this point, Huck is now on his way to begin his journey into self discovery. Just like Huck, Holden also crosses over into the zone unknown, but starts his journey in a different way. Holden Caulfield is a very privileged kid. Throughout his life, his parents were able to send him to wealthy private schools hoping he would mature and begin to learn more about his own self. His call to adventure comes because he is mentally torn between experience and innocence. It would seem to him that an outside force is luring him to do something, but in actuality he is beginning his journey because of his desire. It is evident that Holden cares nothing about school and about his own education. He wants to leave so he can begin the journey of self discovery and escape the phoniness that surrounds him. Holden’s symbolic death is very similar to Huck’s. Holden also uses fake names, but he symbolically dies through fainting, changing the position of his red hunting hat, and his association with bathrooms. The bathroom motif, or the reoccurring appearance of the bathroom, symbolizes death for Holden because he enters bathrooms with a neurotic and pragmatic frame of mind and exits with a cleared mind. The symbolic death is what gets Holden and Huck onto their journeys and into the road of trials, where they experience many things that will change them forever. The road of trials is where most of the characters journey takes place. It is on the road of trials that the character begins to experience different obstacles that will change his life forever. For Huck Finn, his learning adventure takes place on the Mississippi River. Huck finds freedom on the river and it is here that he truly learns about himself. However, he still faces problems with moral decisions of right and wrong and helping a runaway slave to achieve freedom. Huck’s companion’s in travelling is Jim. As anti- society that Huck is, you would think that he would have no qualms about helping Jim. However Huck has to have feelings that slavery is correct so we can see the ignorance of racial bigotry. Huck and Jim’s journey begins as Huck fights within himself about turning Jim over to the authorities, but he decides not to. This is a monumental decision because it shows that Huck has decided to turn his back on everything home stands for, and that his true moral identity is slowly shining through. Even though Huck has made his decision about Jim, early in the voyage we see Huck’s attitude change towards Jim as racist. Eventually Huck plays a mean trick on Jim, It was fifteen minutes before I could work myself up to go and humble myself to a nigger; but I done it, and I wasn’t ever sorry for it afterward, neither. Again, we see Huck’s attitude changing when later in the story Huck saves Jim from two slave catchers by tricking them to think Jim is Huck’s small pox ridden father. What is going through Huck’s mind as he alters his attitude on Jim, is unknown, however, his own identity is one that is truly caring and just. When Huck encounters the Grangerfords and the Shepardsons, he becomes aware of the hypocrisy of the family’s feud with each other. When attending church with them, he is amazed that while a minister preaches about brotherly love, both the Grangerfords and the Shepardsons are carrying weapons. When the feud erupts, Huck hides in a tree wishing he never came ashore. The river allows Huck the one thing that he wants to be, and that is Huck. It is the river and what Huck encounters on the river that helps him to mature and to find purpose behind his own true identity. As Huck learned his identity on his adventure, Holden does much of same on his, so as to mature and to accomplish the journey of self discovery. Holden Caulfield’s road of trials takes place from Pencey Prep to New York City. Holden deals with his own mental hallucinations, cognitive disotience, and his desire to stay innocent. At the start of Holden’s journey, he appears to be a very irresponsible person. When he is assigned to look after his schools fencing equipment, he leaves the equipment on the train. He does not care about what he has done and does not even want to go back and look for it. Also, his attitude towards learning are atrocious, and when he finally flunks out of school, he does not bother to tell his parents. Instead, he escapes to New York City where he begins to learn things about himself and about others. However before he goes, he decides to visit his social studies teacher, who flunked him, to say good-bye. Also, he visits his previous English teacher to tell him he has flunked out of yet another school. Maturity is evident because he is trying to persevere relationships with people he cares about. Along his journey, though, small changes suggest that Holden is growing up. He was once very selfish and did not like to share. However when he encounters two poor nuns travelling to another church, he gives them a large portion of his remaining money. This is a major step in Holden’s own self discovery. Holden requires much help to come to terms with his maturity. Even though he constantly speaks as if he is experienced in connection and bonding, they were always just facades. Even when in the city Holden feels he is superior to his environment because he has a false knowledge of it and it’s workings. This is shown when he wants to have a meaningful relationship with his old friend June but does not know how to come to grips on how. Despite of all he thinks he knows he is really only the faker he despises. While in the city Holden finds much comfort when with his sister Phoebe. When Holden first checks into the hotel, he is depressed and wants to call Phoebe but doesn’t because its too late. But I certainly wouldn’t have minded shooting the old crap with Phoebe for a while. In comparison, Holden and Huck in their adventures show that they choose to live in a decadent society in order to help other live as they wish to live rather than to withdraw in order to preserve their own scruples or force their own brand of salvation on others. The road of trials that both Holden and Huck experienced helped them to mature and find their own true identities. What Holden went through helped him to grow, and what Huck experienced helped him to mature. This now brings way to their flee and return where both Huck and Holden are forced to make decisions with where they want to go. The flee and return comes after the character completes his obstacles and is allowed to return to reality, the real world. At this point, the characters have now mentally grown and have shown new signs of maturity. Huck and Holden are both social misfits and want to escape civilization. After Huck frees Jim, he chooses to set out for new territory. He has arrived at maturity and self sufficiency and he is poised at the end in a delicate balance. So many things Huck witnessed like the cheating of the King and Duke, the lack of caring by the townspeople for Boggs, the naive of the Wilks’ sisters, and the lack of common sense by Tom Sawyer guided him to making the right moral choices. Throughout the adventure you have Huck Finn trying to find the one thing he could only find on the river, freedom, but a person can only stay on the river for so long, and so you have to go on land to face the injustices of society. As harsh as it seems its true. Huck may never understand why society is the way it is, but his flee is from all that’s wrong. However Holden Caulfield has nowhere to set out to. Consequently he is placed in a mental institution where he is forced to accept his own problems. Holden is fated at the critical age of 16 years, to fall from innocence, to experience the death of the old self and to arise a new Holden to confront the world afresh. The flee and return for both characters comes at the end of their journeys because now they have grown and have understood more about the society’s they each live in. Huck wants to just set out and find new territory. He wants to flee to nature where he is free from civilization. In Holden’s case, he has to realize his hypocrisy and accept that his problem forced him to get professional help in the end. Holden and Huck are similar in their threshold crossing, road of trials, and flee and return. Both Holden and Huck completed their own journeys to become more complete individuals. Children have an innocent perception of the world around them, but as adults we realize the world is not black and white but various colours. Huck and Holden’s journeys can be compared to the metamorphosis which a caterpillar goes through. The caterpillar starts out innocent (black and white) and goes through stages or obstacles to become a butterfly. In the end the caterpillar emerges colourful as well as more complete and experienced. Salinger has embodied in his novel a dream of innocence, of a sincere subtlety in the characters and has made it during general aiming at success and enrichment, and consequently, and on moral indiscriminateness. Holden Caulfield has become a kind of common noun, a person possessing the thinnest sense of what he called â€Å"falseness†, artificiality, a pose, self-deception and narcissism. And his hero was ready to leave school, lose privileges and material security in order to keep this granted to him the god vigilance to the truth. America has easily forgotten a moral climate of war. But Salinger with his military experience did not want to give in to vanity. In his works there are no absolutely any political implied senses. But his heroes always are in obstinate, though and not demonstrative opposition to authorities, including authority of opinions accepted by all. If this authority too presses on the hero, he runs away from it. Holden Caulfield has remarkable predecessors in the American literature – Huckleberry Finn in the XIXth a century and the hero of Hemingway – Jack Barns in the XXth. When Huck felt that he can’t bear any more the close frameworks of public establishments, he ran away on the river, in a wood, in the places which were yet not habitable by people. And Hemingway’s Barns left abroad – for France. But the uninhabited grounds are not present more. The abroad is inaccessible to the teenager, and for Holden Caulfield there is no place to leave, except for how to leave in itself. † Salinger’s works belong to the old American cultural tradition revealing discrepancy of the validity to democratic ideals, the contradiction between material progress and spiritual impoverishment of the person. The aversion of the world around is combined by Salinger with searches of strong values on which it is possible to build, as he said, a life which is† beautiful and peaceful†. The novel â€Å"The Catcher in the Rye† rejected the conformist like-mindedness and consumer way of life. Teenager Holden Caulfield sharply feels the dissonance in a society, school and family relations through the false world of adults. To a certain extent the novel has expressed moods of the writer and sociologist P. Goodman who has referred a phenomenon of public immaturity to that part of youth which did not wish to mature. The society is deprived of worthy purposes. However the writer did not become isolated in self-sufficing negativism. Freedom for Caulfield – it doesn’t not end in himself, and society seems to him hostile, first of all, because it does not allow make disinterested, kind businesses. The impossibility to reconcile with the existing causes confusion in Caulfield’s soul. Salinger accents infantilism of the hero that is not a tribute to a literary fashion, but conscious author’s reception. Defects of the bourgeois world are especially evident if to take a pure, natural glance from the country of the childhood. The generality of Caulfield’s picture of the world with a vital position of other â€Å"natural† people of 50th is doubtless. Honesty and freshness of a sight, and also the constant Caulfield’s â€Å"aspiration for revolt † (fighting, runaway from school, etc. ) gave to Salinger’s to narration a strong conflict background what made his novel rather popular. Huckleberry Finn of the Bilberry and Holden Caulfield undertake trip to self-opening. Huck also tries to find the worthy purpose and identity among inconsistent morals. While Holden Caulfield in â€Å"the Catcher in the Rye† is the teenager who is trying to find a maturity and courage. On comparison, both of them are on their way maturity and identity as the life is a long trip as well. Huckleberry Finn – a young boy deciding which of morals to follow. Searches of what way is correct are long and confusing. During his adventure he is compelled to choose between his moral and his conscience. When he faces hunters of generosity, he is compelled to make one of these decisions. He should choose whether to turn in his impetuous friend to the slave. Fortunately, his desire is strong, and he resorts to a complex lie in order to prevent Jim’s capture. Huck searches for a refuge in area where the lie does not exist and the beauty of a life will be what is really important. Bibliography 1. Salinger, J. D. â€Å"The catcher in the rye†. Little, Brown & Co. : 2002. 2. Christopher Brookeman, â€Å"Pencey Preppy: Cultural Codes in The Catcher in the Rye,† in New Essays on The Catcher in the Rye, Ed. Jack Salzman, Cambridge: Cambridge University Press, 1991, 57-76 3. Pinsker, S. , Pinsker, A.. Understanding The Catcher in the Rye. Greenwood Press, 1999. 4. Constant, P. Just Like ‘The Catcher in the Rye’. Seattle’s Only Books Section. 2006. Adventures of Huckleberry Finn Essay The name comes from the Biblical phrase â€Å"casting pearls before swine†. This shows how Hester felt about the people in town who judged her based on her mistakes. She never tried to hide Pearl. In fact, she did quite the opposite by dressing her in elaborate dresses. Hester basically cast her â€Å"pearl† before the â€Å"swine† of the community who condemned her for her wrong-doings. The author used several other symbols in his novel that all could have been and are seen differently in each person’s eyes. Mark Twain, much like Nathaniel Hawthorne, uses many different symbols in his Adventures of Huckleberry Finn. Huck and Jim travel along the river on a raft which symbolizes something like a utopian world. Before their journey began, their lives were hard. Jim was a slave, as he is a Negro; therefore he was treated as property, which is rather self-explanatory. Huck was living very unhappily as an orphan with the Widow. He felt somewhat â€Å"trapped† because he was being raised an entirely different way than he was meant to be. He wanted to be â€Å"free†, an impossible idea due to the way he was being raised. As they begin their journey along the river, the raft gives them a sense of hope. On the raft, Huck and Jim can be whoever they want to be. There is no one to tell them how to act or what to do. In their eyes, the life on the raft is perfection, in itself. The Mississippi River begins as the ultimate symbol of freedom for Jim and Huck. Literally, Jim is searching for freedom from his being enslaved. Figuratively, Huck is searching for freedom from living with fear of his father and from becoming civilized. They find this freedom as they float along the river. As time passes, however, the river becomes more of a symbol of life, in general, and all its misleadings and injustices. Despite their newfound freedom, they find they are not completely free from the evils and influences of the towns and the river’s banks. The river also brings them into contact with criminals, wrecks, and stolen property. This is the breaking point at which reality intrudes upon them and their raft paradise. The Mississippi River truly represents a false sense of freedom and the reality of life. Uncertainty of the future is seen in Jackson Island. On one hand, it symbolizes a life in which Huckleberry and Jim can live exactly the way they’d like to – free of scrutiny and judgment for the way they are. On another hand, however, life on the island would mean living in fear of being found and sent back to the wretched lives they escaped from. Again, like Hawthorne, Twain’s novel contains numerous other examples of symbolism and each can have a different meaning, depending on the examiner. There are so many forms of symbolism in today’s world and novels. Life, itself, can even be considered a symbol for something. However, no matter how many different types of symbolisms you come across in your lifetime, there will always be someone who sees their meanings differently than you. The old saying goes along perfectly with this idea. â€Å"Beauty is in the eye of the beholder. † Symbolism is in the eye of the beholder. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section. Adventures of Huckleberry Finn Essay Growing up, children are often told things that grown ups would question, as people grow they learn to question those things too. In the book The Adventures of Hucklberry Finn written by Mark Twain. Huck faces the challenge of either following what everyone is telling him is right, but he knows is wrong, or going against the grain and standing up for what he knows is right. Throughout the book Huck is unsure in what he believes and struggles to determine if what he is taught is wrong. The widow took over the role as guardian for Huck since his father and mother are both out of the picture. When Huck was being raised by his father he wasn’t taught any morals or values, so the widow took this as an opportunity to make Huck into a person whose life was all about morals. In the book the widow tells Huck that hell is bad and that heaven is good, but Huck is unsure that he should believe everything that she is telling him. Huck decides that going to â€Å"hell,† if it means following his gut and not society’s hypocritical and cruel principles, is a better option than going to everyone else’s heaven. â€Å"All right then, I’ll go to hell! (245). † This is Huck’s true break with the world around him. Huck faces the moral conflict of whether or not to turn Jim in because it is what society dubbed as the right thing to do. â€Å"I was paddling off, all in a sweat to tell on him; but when he says this, it seemed to kind of take the tuck all out of me (89). † Right off from the beginning, Huck wanted to turn Jim in because it was against society’s rules to help a slave escape and Huck knew it. But when Jim said that, â€Å"Huck; yous de bes fren Jims ever had; en you is de only fren; ole Jims got now (89). † helped Huck to grasp the concept that there is a friendship in the making. Even though Huck didn’t turn Jim in, he is till troubled by his conscience when the slave catchers were leaving because he knows it is wrong to help a slave. Still Huck cannot bring himself forward to tell on Jim, thus showing that his innate sense of right exceeds that of society. The con-men’s attempt to pose as the brothers of the late Peter Wilks is an important part of Huck’s moral development. The Duke and King try to take Peter’s estate, however, Huck decides to return the money to Peter’s three daughters. This action demonstrates further moral growth, as he does choose to abandon the two con-men. Huck learned that people can be nice and show each other that they care about one another. Women would walk up to Peter’s daughters and â€Å"kiss their foreheads, and then put their hand on theirhead, and looked up towards the sky, with the tears running down, and then busted out and went off sobbing and swabbing, and give the next woman a show (159). † Huck has never seen anything â€Å"so disgusting. † When Huck Finn sees one of the daughters crying beside the coffin, it makes a deep impact on him. Hucks religious beliefs and moral standards cross pathes as he handles the situation. When Huck says, â€Å"All right then, I’ll go to hell! (245). † He has decided to go against what society tells him to do by freeing Jim. Throughout the entire book Huck struggles with separating his own moral beliefs and what society tells him is the right thing to do. From the beginning of the book Huck showed that he did not always believe what people told and went against the grain when he said he wanted to go to hell instead of heaven. The moral development that Huck shows throughout the book causes Huck to develop other traits as well, such as compassion and sincerity towards others. Huck really came out of his shell and fully developed his moral beliefs when he gave the money back that the con-men stole to the three girls. It allowed Huck to get in touch with his emotional side of his moral beliefs and it told him what th right thing to do was.

Modest Proposal by Jonathan Swift Essay - 1490 Words

In one of Jonathan Swift’s most well-known works, A Modest Proposal, he is proposing a change in Ireland. By using symbols and outrageous language, Swift displays what he is trying to get across to people since no one will listen to basic facts about Ireland’s poverty; he throws in the eating of children. The proposal starts off by discussing the extreme poverty that has taken over Ireland and explains that no one will make changes and England is of no help. Swift’s tone could best be described as cold and rational as he is trying to get his point across. He briefly describes a ‘cycle’ of poverty in which parents are too poor which means their children will be too which leads to the suggestion of eating the poor kids. Jonathan backs up†¦show more content†¦Most of the Irish were illiterate and unskilled which means they couldn’t really function well enough to make livings and therefore became tenant farmers. There were many predictions made, some by Swift, as to what Irelands future would be like if changes weren’t made. â€Å"In 1750, 93% of the land was owned by non-Irish landowners and by 1770, this number was practically 100%. By then, the Irish had become a nation of tenant farmers. One visitor from France noted that nowhere in Europe h ad he seen such poverty as he saw in Ireland. ‘The Irish peasant is poorer than the lowest serfs in Poland and German,’ he said (Kinsella).† Swift wrote this proposal in order to avoid things like this happening in the future, but this is what Ireland had eventually come to. The life of an Irish was one of desperation and deprivation because they lived in small mud cabins without windows. The land owners who basically owned them would divide the land up and then increase rent; So, big families were crunched up together on sometimes less than 1 acre of land paying double the rent. Some people had never even tasted meat or bread; Just potatoes because that’s mostly what they farmed and some of the poor resorted to eating grass. In 1740 there was a period of famine, and 1741 was named the year of slaughter because hundreds of thousands of Irish died. â€Å"The overwhelming majority of the population was Roman Catholic, but the immigrant Protestant minorities had united withShow MoreRelatedA Modest Proposal By Jonathan Swift Essay836 Words   |  4 PagesIn Jonathan Swift’s â€Å"A Modest Proposal†, we are exposed to the timeless issue of homelessness and the state’s role in their social welfare. Swift was a fervent Irish patrio t who was disgusted by the flourishing trend of beggars and hungry children that flooded the streets of his beloved country. This topic is relatable as this is a social issue that plagues many countries in the present age. Swift presents a satirical argument in which he proposes Ireland adopt the horrific practices of eating theirRead MoreA Modest Proposal By Jonathan Swift1647 Words   |  7 PagesSatire in â€Å"A Modest Proposal† and Different Articles Jonathan Swift, author of â€Å"A Modest Proposal,† tries to present different ideas in order to change the situation of Ireland. Through his proposal, he is able to get people’s attention, and the way he uses satire throughout the article made his argument more successful. He wrote this essay to show how ignored and bad the state of Ireland and its social classes are. In â€Å"A Modest Proposal†, Swift effectively uses rhetorical exaggeration to expressRead MoreA Modest Proposal By Jonathan Swift982 Words   |  4 Pages Jonathan Swift, author of â€Å"A Modest Proposal,† tries to present different ideas in order to change the situation of Ireland. Through his proposal, he is able to get his point across. He wrote this essay to show how undeveloped and bad the state of Ireland is and the social classes. In â€Å"A Modest Proposal†, Swift effectively uses insincerity, sarcasm, and rhetorical exaggeration to reveal his annoyance of politicians, papists, and overall citizens of poverty-stricken Ireland in the late seventeenthRead MoreA Modest Proposal By Jonathan Swift813 Words   |  4 PagesJonathan Swift, author of the satirical piece â€Å"A Modest Proposal,† organized an outrageous proposal to the people of Ireland. In this pamphlet, Swift offered his personal views on how to overcome Ireland’s issue of overpopulation and poverty. By raising nationwide attention, Swift plan to shock the readers by emphasizing the idea of cannibalism as a way to deal with Irelandâ€℠¢s problems. Swift’s technique of audience, tone, and pathos help determine the advantages and disadvantages of â€Å"A Model Proposal†Read MoreA Modest Proposal By Jonathan Swift1333 Words   |  6 Pagesâ€Å"A modest proposal† by Jonathan Swift is an essay, which was written to elaborate the poverty of people in Ireland. Where poor viewed as having an absence of worth in the public eye, playing no essential part in more noteworthy else s benefit of the people. Swift uses situational irony in this essay which also represented a work of satire. By definition situational irony happens when the final outcome is opposing to what was expected. Basically his proposal was for poor children roaming around theRead MoreA Modest Proposal By Jonathan Swift860 Words   |  4 PagesI was informed to read â€Å"A Modest Proposal† by Jonathan Swift as an assignment for creating annotated bibliographies, I began to develop an interest on how Swift came about the matte r of his request into rebuilding Ireland s economy and way of life. I believed that Swift added cannibalizing children to the subject matter to give his proposal a more profound and eye-opening effect, but my readings further piqued my interests on the topic. As a result, I researched Jonathan Swift’s motives and styleRead MoreA Modest Proposal By Jonathan Swift1057 Words   |  5 Pages A Modest Proposal â€Å"A Modest Proposal†, written in 1979 by Jonathan Swift, is a fascinating sardonic, overwhelming hyperbole. He explores the miserable fate of poverty-striven Irish whose struggle in vain in an effort to feed their huge emaciated families. In the essay, Swift advocates that the penurious Irish should sell their babies to the rich ladies and gentlemen and obtain monetary power required to ease their economic predicaments. The straight-faced parody that features predominantly in theRead MoreA Modest Proposal By Jonathan Swift1340 Words   |  6 PagesA Modest Proposal was written in the year 1729 by the famous satirist Jonathan Swift. In his work he outlines the pros of eating unwanted children of Ireland for economical benefits in a time of great poverty. While the reader can obviously discard the idea of eating children, in his proposal, in a roundabout way, Swift speaks to hard pressing issues of the time. The state of Ireland is well described by Swift in this piece. He speaks of woman who â€Å"instead of being able to work for their honestRead MoreA Modest Proposal By Jonathan Swift1795 Words   |  8 PagesHave you ever thought about eating an infant to ease your economic hardship? You’re not the only one! Jonathan Swift wrote an entire pamphlet about it (satirically, of course). Satire has the ability to point out societal inadequacy and ridicule political policies in a way that is humorous in its absurdity while masking its true intent. In A Modest Proposal by Jonathan Swift, the author’s use of exaggeration and irony to draw attention to the meaningless lives of the Irish people to English ruleRead MoreA Modest Proposal By Jonathan Swift1032 Words   |  5 PagesJonathan Swift’s satirical pamphlet, A Modest Proposal, as a way to ironically find a way For the CommonWealth of Ireland to benefit from the starving children. He proposes the idea that an un wanted child should be fattened up then feed to landlords or have their meat sold in the market. In turn curing the nation’s problem of overpopulation and contribute to the economic well-being of the nation. Swift’s satire exploits the fundamental human function of eating. The need to eat is a driving human