Throughout his novel Essay Example for Free

Throughout his novel Essay Reread the begging of section one of the novel. Write about the ways the writer uses details in this passage to make the reader think about the changes, events and ideas in the novel; in the way the writer uses detail in his passage to prepare the reader for the ending. Throughout his novel, Of mice and Men John Steinbeck presents many ideas about the bias system that prevents working class people from amounting to anything, and how the fates of ranch hands and particularly the character of Lennie are inevitable. His use of language and literary techniques in order to develop his character and setting are used to prompt the reader to consider these ideas. The vocabulary that Steinbeck choices to describe the brush in both sections one and six of the novel mirror each other. Steinbeck has Lennie repeating the actions from section one to make us think back to the beginning of the novella, and consider the characters that he has created. Steinbecks meticulous use of detail throughout the novel makes it more memorable to the reader and so when in section 6 Lennie appear[s] out of the brush they are instantly reminded of the opening, as though the novel has come full circle. Steinbeck chose to set the ending to Of Mice and Men in the same setting as he chose to set the first to show the monotony and routine of the ranch hands and despite the dreams they may have, the reality of the situation makes hopes impossible. We, as the readers are aware from the start that the text is likely to end where it began as Steinbeck has the character, Lennie repeating what George said about the brush so [he doesnt] forget it, consequently the repetition also had the phrase stick in the minds of the novels audience. So when Lennie remembers his instructions from George in section Six, so do the audience. Steinbeck sets section six of the novel after the sun had left the valley which mirrors the first section which was also set in the evening. However the night also serves another purpose of suggesting that at the end of the day also comes the end of Lennies life, making the reader consider what has happened in the novel between sections one and six to lead to this moment and the comments Steinbeck was trying to communicate. The language choices Steinbeck makes to describe Lennie are throughout often quite animalistic. Although to demonstrate his size when Lennie is described as a bear, these terms serve a secondary purpose of making Lennie seem more animal than human. The very end of the novel and Lennies death are foreshadowed by the events in section 3 when Candys dog is led away to be shot. Later on Candy reveals that he feels that he should have shot him myself, which is what George does in the way Carlson describes in the bunkhouse. These similarities make Lennie seem like an animal however the metaphor goes further, suggesting that people at the time were all treated badly or like animals as Lennie is in this novel. In conclusion, the details that Steinbeck presents the final section of the novel Of Mice and Men make the reader think about other sections of the novel, particularly the begging as much of the imagery used in the final section is either the same or similar.

Free College Admissions Essays: Psychology :: College Admissions Essays

College Essay about Psychology    Some say that mankind is complex beyond comprehension. I cannot, of course, speak for every other individual on this earth, but I do not believe that I am a very difficult person to understand. My life is based upon two very simple, sweeping philosophies: pragmatism in actions and idealism in thought. Thus, with these two attitudes, I characterize myself.    Pragmatism in actions. I believe utterly in one of those old cliches: we are given only a limited time upon this earth and every moment wasted is lost forever. Therefore, I do not engage in those things that I view as useless. The next question is obvious. What do I view as useless? In reality, perhaps too many things and definitely too many to address in one essay. However, I can indulge in the discussion of a few. Hate is a wasted emotion. Hate accomplishes nothing. It does not relieve hunger. It does not alleviate pain. It creates only avoidable aggression. I do not believe in any kind of hate, including prejudice and racism. My energies and time can be better spent elsewhere. Anger too. What does anger do? Nothing. It frustrates us and aggravates us, and we can avoid it. Being frustrated is not a pleasing experience for me. When I was young, or rather, when I was younger than I am now, I would explode at the smallest disturbances (I'm sorry mom and dad). Now, I have realized that anger is a waste of time, and I no longer have a temper to lose. I would much rather wallow in happiness. And in my happiness, I do not worry much over my image in the eyes of others. The important word here is much, for there are opinions of certain individuals about which I do care a great deal, but these are few. They include my family, my close friends, and those who possess the power to affect my life significantly (for example, university admissions officers). Otherwise, I pay no attention to whispers behind my back or vague rumors circulating in the air above. As long as I know the truth, however harsh it may be, and those that I care about know the truth, I am not troubled. The masses may think as they wish. They are entitled. As can probably be observed from this essay thus far, my outlook on life saves me more than a bit of stress.

Michael Ondaatje’s “Elizabeth” Essay

Michael Ondaatje’s â€Å"Elizabeth† portrays the life of the English Queen Elizabeth I. Ondaatje fuses prose and poetry, fact and fiction, realism and surrealism. The effect of this fusion creates a high degree of dramatic realism. It illustrates the progression and transition from childhood to adulthood. The Poem opens with a young Elizabeth harvesting apples with her father (King Henry VIII) and Uncle Jack (fictional character); preceded by a trip to the zoo. The atmosphere suddenly shifts from going to the zoo, to ice fishing with Philip (King of Spain) on a cold winter day. Abruptly, the atmosphere and time shifts again to describing Mary’s (Elizabeth’s stepsister) teeth. Then jumps to a dancing scene with Elizabeth’s confidant, Tom (Lord Thomas Seymour), which is followed by the execution of Tom. Finally, the poem ends with a rather short description of Elizabeth writing poems with another confidant, the Earl of Essex. The narrative lines and descriptive passages employed in â€Å"Elizabeth† do not flow logically and coherently from point A to point B. The names do not appear to be in historical and chronological order; however, they fit into a generalized image of the political mayhem, betrayal, and punishments of that time. Elizabeth’s stepsister â€Å"ËÅ"Bloody’ Mary Tudor, Mary’s husband Philip II of Spain, the unfortunate Lord Tom Seymour, and her late favorite, the Earl of Essex, were all executed. Ondaatje’s â€Å"Elizabeth† alters from child-voice through adolescent-voice to adult-voice, catching the tone of each stage of maturity. Ondaatje’s imitation of the tones shows how Elizabeth must, through debilitating maturity and complex situations, sacrifice passion to power, as how a young ruler would have to. For example in stanza three, Philip â€Å"broke the ice†(19) and â€Å"then he [Philip] kissed me [Elizabeth]†(22), suggests that love is deceitful, and is to be avoided. Furthermore in stanza five, â€Å"I kept the love in my palm till it blistered†(34) connotes that love is painful and not time-worthy. Death is present and apparent in last stanzas as both threat and momento mori (remembrance for the dead), even to the young mischievous girl who â€Å"hid the apple in my room/ till it shrunk like a face/  growing eyes and teeth ribs†(7-9). The symbolic references to â€Å"apple†(2) and â€Å"snake†(12) conjure up the relationship between Elizabeth’s life to that of Adam’s and Eve’s. The evil, deceptive snake in Adam and Eve convinces Eve to eat the apple, which in the end leads to her downfall. Elizabeth’s father, King Henry VIII of England, compliments and sides with snake in the zoo, by describing it as â€Å"Smart†(16). This siding of the snake might indicate to the readers of the residing evil within him. In stanza three, the image of ice fishing and eating raw, uncooked fish implies a primitive and uncivilized way of living. A primitive life is a dangerous one. The correlation between the snake, the father, and the primitiveness can lead to a sense of danger in Elizabeth’s life. Elizabeth senses the danger and evades it by becoming sly and controlling. This is indicated by the tonal transition in as she slides from thoughts of â€Å"Tom, soft laughing†(28) and â€Å"turning / with the rhythm of the sun on warped branches, / who’d hold my breast and watch it move like a snail / leaving his quick urgent love in my palm†(30-34), to his beheading, and finally to her later â€Å"cool†(44) flirtations â€Å"with white young Essex (45). Nevertheless, Elizabeth’s control of voice captures the readers’ attention. â€Å"Elizabeth† is one example of Ondaatje’s attempts to defy traditional poetry writing. And he achieves it in the incoherency of events, the un-rhythmic lines and the irregular stanzas.

University of Rochester Acceptance Rate, SAT/ACT Scores, GPA

The University of Rochester is a private research university with an acceptance rate of 29%. Located on the Genesee River on the outskirts of Rochester, New York, the University of Rochester has highly ranked programs ranging from the health sciences to music and optics. For strength in the liberal arts and sciences, the university was awarded a chapter of  Phi Beta Kappa, and due to its impressive research programs, the school earned membership in the  Association of American Universities. The universitys many strengths earned it a place among the top New York Colleges and the top Middle-Atlantic Colleges. The University of Rochester Yellowjackets compete in NCAA Division III athletics. The school fields ten mens and eleven womens intercollegiate sports. To apply, students can use the  Common Application or the Coalition Application. Applicants to the Eastman School of Music must apply directly to the program on the schools website. University of Rochester has an Early Decision program that can improve admission chances for students who are sure the university is their top choice school. Considering applying to this selective school? Here are the University of Rochester admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, the University of Rochester had an acceptance rate of 29%. This means that for every 100 students who applied, 29 were admitted, making Rochesters admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 21,255 Percent Admitted 29% Percent Admitted Who Enrolled (Yield) 24% SAT Scores and Requirements The University of Rochester has test-flexible admissions, meaning that applicants can choose to submit SAT Subject test scores, Advanced Placement exam scores, International Baccalaureate exam scores, and several international standardized tests in lieu of SAT and ACT scores. During the 2017-18 admissions cycle, 66% of admitted students submitted SAT scores. Note that beginning with application year 2019, University of Rochester will implement a test-optional application policy. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 640 710 Math 680 790 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of University of Rochesters admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Rochester scored between 640 and 710, while 25% scored below 640 and 25% scored above 710. On the math section, 50% of admitted students scored between 680 and 790, while 25% scored below 680 and 25% scored above 790. Applicants with a composite SAT score of 1500 or higher will have particularly competitive chances at the University of Rochester. Requirements The University of Rochester does not require the SAT writing section. Note that University of Rochester participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements The University of Rochester has test-flexible admissions, meaning that applicants can choose to submit SAT Subject test scores, Advanced Placement exam scores, International Baccalaureate exam scores, and several international standardized tests in lieu of SAT and ACT scores. During the 2017-18 admissions cycle, 28% of admitted students submitted ACT scores. Note that beginning with application year 2019, University of Rochester will implement a test-optional application policy. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 30 35 Math 28 34 Composite 30 34 This admissions data tells us that most of University of Rochesters admitted students fall within the top 7% nationally on the ACT. The middle 50% of students admitted to University of Rochester received a composite ACT score between 30 and 34, while 25% scored above 34 and 25% scored below 30. Requirements The University of Rochester does not require the ACT writing section. Unlike many universities, University of Rochester superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA for incoming University of Rochester freshman was 3.8. These results suggest that most successful applicants to the University of Rochester have primarily A grades. Self-Reported GPA/SAT/ACT Graph University of Rochester Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the University of Rochester. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances The University of Rochester, which accepts fewer than a third of applicants, has a competitive admissions pool with above average GPAs and SAT/ACT scores. However, University of Rochester has a  holistic admissions process involving other factors beyond your grades and test scores. A strong application essay and short answer response and glowing  letters of recommendation can strengthen your application, as can participation in meaningful  extracurricular activities and a rigorous course schedule. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school averages of A- or higher, combined SAT scores of 1250 or higher, and ACT composite scores of 27 or better. A significant number of applicants had perfect 4.0 GPAs. All admissions data has been sourced from the National Center for Education Statistics and University of Rochester Undergraduate Admissions Office.