Communication and Learners Essay Example for Free

Communication and Learners Essay Much of my research was carried out online and I have included my written research notes and sources. Teacher net (2010) says â€Å"Adopting an approach to your teaching which draws on research and evidence should help you in reviewing and developing your practice†. With this in mind I considered Maslows Hierarchy of Needs motivational model which we often refer to in teaching, although the original model was designed as a business motivational tool. Maslow claims that needs 1-4 are deficiency motivators and are generally satisfied in order when the previous need is fully or partially satisfied (Businessballs, 2010). If the lower level needs of the model are met then I can begin to help the learner gain the top level and realise their own potential however, in order to help others reach this level I must first achieve this myself, by researching I am furthering my own knowledge and developing myself on an ongoing basis. 1a Negotiating With Learners – 753 words Gravells and Simpson state that â€Å"Initial assessment of you learner’s skills, knowledge and preferred learning styles should take place before you begin teaching the programme content.† (Gravells Simpson, 2010, P17). Here they are saying ‘before the program content’, so an initial assessment is valid even if it is at the beginning of the session itself. I do however slightly disagree with the necessity to always know the learners preferred learning style from the outset. If we accept that learners are different then we must accept that we will be teaching learners during each session with differing learning styles, and must therefore accommodate those differing styles. I usually do not get chance to assess my learners for learning styles before a session so I must compensate using a progressive style of assessment, this enables me to adjust my teaching methods and styles to suit and include my learners. It is therefore not so important to know what the learning style of an individual from the initial assessment but, it can assessed as the teaching progresses. Learners enter the learning environment with varying needs and expectations; it is my responsibility as the teacher/tutor, through processes such as initial assessment, to ensure that the learner is on the correct path/course or at the right level. Failing this then I should be able to help the learner choose a more appropriate path. According to Walklin â€Å"It is important to assess all people seeking access to education and training opportunities, the purpose being to help them to plan their future education and training programme. Initial assessment helps the provider and the learner sort out what it is they wish to achieve†, (Walklin, 1993, p.290). The initial assessment is a way of evaluating what the learner will need to achieve the goals set and indeed a way of setting future goals with the learner. I have recently experienced this myself when an experienced teacher found that I was in fact following an unsuitable path, he was then able to change the course I had appl ied for, to a more suitable and achievable course. Having an understanding of a learners previous experience is also beneficial to the teacher, I myself train professional drivers who often have many years experience within the industry. Using a short pre-session initial assessment which consists of an informal one to one chat and note taking, and group introductory sessions allows me to make a connection with these more experienced learners, who often feel disgruntled by the process of having to train within an industry they feel they already know. It is important then to be aware that experience will affect learning and that it may have a positive or negative influence. After an initial assessment I can ascertain what the learners knowledge and skills will be to date and a learning action plan can be completed, this plan is specific to each individual leaner to ensure their needs as a learner are met. A tutor should spend time with each individual learner and agree learning goals and further actions. Further actions may include additional help that may be needed, for a student with learning disabilities for example. Once the learners needs have been identified and agreed the trainer would focus on the teacher/training cycle, Kolb (1984) which is made up of the following 5 points, keeping in mind that this is an ongoing cycle. * Identify needs and planning * Designing * Facilitating/deliver * Assessing * Evaluating Further actions that should be agreed prior to the course commencing is the establishment of ground rules. Ground rules are commonly referred to as, â€Å"the minimum necessary conditions for getting learning work done in the class.† (Atherton, J S 2009). I agree with Atherton here and would add that, establishing ground rules in a learning group can also be negotiated between the learners and the teacher. WestOne (2010) discusses various strategies for negotiating with learners, it suggests that It can often be effective to give learners some responsibility for rules, such as what time breaks and dinner is taken, these small items of negotiation will give learners a sense of control within the environment and encourage them to take part in the learning process as they will begin to have shared ownership of it. I would say though that to give too much away to learners may lead to a loss of control for the teacher, one must always consider the fine balance here. I looked at a company called Novadata, they provide training similar to mine but also have a larger portfolio of courses. Their main initial assessment is carried out over the telephone or via an online internet form. While I will consider the option of the online form in the future I do think it may be a little impersonal and I would have doubts about getting the right quality of information, telephone based initial assessment is however a possibility that would allow me to connect with learners better. 1b Inclusive Learning – 748 words Gravels Simpson discuss inclusive learning and suggest that â€Å"inclusive learning is about recognising that each of your learners is different from other learners in many ways†, and â€Å"you should plan your teaching and learning sessions to enable all of your learners to take part†. (Gravells Simpson, 2010, P25). There are various methods to ensure this, we can for instance use different teaching methods to appeal to the different learning styles, for instance VAK or VARK(Visual, aural, reader and kinaesthetic), kinaesthetic learners prefer to touch whilst visual learners will prefer to see demonstrations and, aural learners will be more attuned to a discussion while readers prefer the written word. In all of these cases it should be noted that any given learner may have a preference for learning but will to differing degrees have traits of all styles. I use this as the basis for any planning but keep myself aware that it is just that, a basis or starting point f or a flexible plan. It is once we begin to understand that learners are individuals with varying needs that we realise that relying on the VAK descriptions alone is inadequate in order to be inclusive. Inclusion UWE states â€Å"The aim is not for students to simply take part in further education but to be actively included and fully engaged in their learning† (2008). It may be that a particular learner is a kinaesthetic learner but for one reason or another cannot take part in an exercise. In order to agree with the UWE statement I had to recently change the way I carried out a practical exercise as one of my learners could not look at a small computer screen for very long, by pairing him with another learner and allowing them to use a projector connected to the computer they were able to complete the exercise together thus ensuring inclusivity. But inclusivity goes further than just planning sessions and resources. Huddleston and Unwin discuss how teachers must no longer be concerned with their own subject and transmitting knowledge but, â€Å"as managers of learning, teachers will need to seek the help and support of other professionals in their college, including non-teaching staff.† (Huddleston and Unwin,1997, P117). While I do agree in principle with what they are saying, for example, a student with problems of childcare can easily be helped by being pointed toward crà ¨che facilities within the learning establishment, I would also have to point out that it is important to facilitate a solution rather than be the solution. I think a teacher must maintain a certain distance from the student, so it is better to offer information on transport subsidies than to offer a lift. Another example of how we can be flexible to promote inclusion recently happened to me, When I arrived at a site to carry out training many of the delegates found that in order to start for their working shift the following day, they would have to finish 45 minutes early, as the requirements for the training to be completed meant they had to carry out a full 7 hours of training I could not legally cut the course short. We then came to an arrangement whereby tea breaks would be taken as we carried out practical exercises thus allowing for the full session to take place. By making this small adjustment I was able to cater to the individual needs of a few of the learners which again placed them in a position where they did not have to worry about working the following day and, could continue the learning process. Preparing to Teach Inclusively states â€Å"There are many issues to consider when identifying a students needs, but it is important to remember that they may fluctuate from day to day. As the course progresses, try to review with students whether you are meeting their needs.† (2006). Students needs do change constantly, it may be that a bus service is delayed and a number of students will be late by 10 minutes or another may have employment difficulties, while it is not the job of the teacher to fix these problems, it is the responsibility of the teacher to make provision for them and to suggest agencies or information that can help. A solution can be as simple as asking another learner to take extra copies of handouts and pass them on, whatever the action, the aim is always to enable the student to return to a successful learning environment. 1c – Integrating Functional Skills – 557 words QCDA says that â€Å"Functional skills are practical skills in English, information and communication technology (ICT) and mathematics. They allow individuals to work confidently, effectively and independently in life† (2010). Functional Skills are often given different names such as â€Å"Key Skills† or â€Å"Minimum Core†, but they all amount to the same thing, the basic integration of Maths, English and Information Communication Technology. Petty states â€Å"The alternative to integrating key skills is to teach them separately. The problem with this approach is that students tend to see them as an irksome irrelevance to their main course of study†.(G Petty, 2009, P538) Whilst I agree with his point and I agree with the methods and reasons for teaching Functional Skills in this way, I also believe that this statement pays little attention to those of us who would thrive in a situation where those key skills are taught separately, people such as myself, I trained as a chef when I was young, attached to this course I did a CG in communicating and in computer programming. I enjoyed having a separate learning session for this and was able to gain another certificate to be proud of; in conclusion I would say that this is again an area where we can see how people differ in so many ways. Gravells and Simpson state that â€Å"As a teacher, you should be able to demonstrate your own competence in the areas of literacy, language, numeracy and ICT.† (Gravells Simpson, 2010, P59). As a teacher I believe it is important to have a good understanding of Functional skills, spelling and maths mistakes within a handout or presentation will be transferred to learners, why should they not believe you if you are the teacher. To this end it is important as a teacher to continually give consideration to improving my own Functional skill on an ongoing basis. The embedding of these skills within a teaching session is not difficult but should be given careful consideration at all times, for instance, I recently had a learner who was dyslexic, I try where possible to provide printed material on different coloured papers as this can often help people with this condition. It turned out that this was the first time this particular learner had come across this aid to reading, so instead of just ignoring the reading exercise he became interested enough to ask about further help. I was able to give him a contact at Learndirect. This particular learner now has the confidence to learn to read and write at higher standards than he thought possible. It is this gaining of confidence and belief in oneself that will cause the attitude change that is conducive to learning. In order to integrate Functional Skills into any given session you could consider exercises such as multiple choice quizzes for reading, discussion sessions for language skills. By adding in maths questions to a PowerPoint presentation you can elicit answers from learners, by watching the reaction of other learners it is often possible to see if anyone is struggling with these concepts thus allowing you to go over the question in more detail until you are sure the learner has grasped it. ICT can be integrated in just as many ways, for instance asking learners to find and print a particular style of picture for the next session. 1d – Communication – 677 words Just out of interest I typed into a leading search engine â€Å"verbal non-verbal communication†, within the first five listings I found the following (MinorityCareerNet, 2010): â€Å"Nonverbal Communication According to A. Barbour, author of Louder Than Words: Nonverbal Communication, the total impact of a message breaks down like this: 7 percent verbal (words)   38 percent vocal (volume, pitch, rhythm, etc) 55 percent body movements (mostly facial expressions)† This is a misquote that can be found time after time in books, on websites, and more worryingly within training courses. In fact, this statement is based on the work of Professor Albert Mehrabian in the mid to late 1900’s. The research actually concentrated on the communication of feelings and attitudes, it has since been misquoted to define all types of communication. It is somewhat ironic that his message has been so misused and misunderstood. I raise the point of this because I am guilty of using it in the incorrect context, assuming that because those that have taught me use it, then it must be so. It really does not matter how I contort my face wave my arms in front of learners, unless I explain verbally or with written instructions very few of them will understand what I am trying to communicate. Different people respond to different forms of communication, when we teach we give consideration to the varying types of learners, Visual, Aural, Readers, Kinaesthetic (VARK), we try to design our lessons to include all of the styles. I asked myself the question, â€Å"Why do people learn in these different ways?† My research results led me to investigate a condition known as synaesthesia, in which one sensory input produces unexpected results for example, a synaesthete may see the colour red when they see the number 2 and blue if they see number 3, in some cases sound caused a visual effect for the synaesthete. It occurred to me that this may go some way to explain why one person responds better when information is given in a verbal format, another responds better if it is visual and so on. The connections between these different sensory areas of the brain mean that we all have our own unique way of perceiving what is being taught or communicated (please refer to my micro teach for more information). For me the advantage of this seemingly odd line of research had the effect of allowing me to empathise with learners of different styles and gave me meaningful reason to consider how I communicate to learners with differing learning styles. â€Å"Communication is the art of successfully sharing meaningful information with people by means of an interchange of experience. The important word is ‘successfully’, which implied that a desired behaviour change results when the receiver takes the message† (Walklin, 1993, p.164). I think what Walklin is trying to tell us is that it is not enough to communicate the instructions, it is also important to deliver praise or constructive criticism in order to encourage and guide the learner into new discovery, if you ask the learner to complete a task a feeling of accomplishment will encourage behaviour conducive to further learning. This is important to me when teaching as my own learners can often be hostile to the learning process, feeling it has been imposed upon them. It is also important to listen to the students, if you set tasks that are above the student’s current abilities then you are likely to create a barrier to communication whereby the student will close in on themselves not wishing to admit they cannot continue and the learning process will cease. Achieving two way communications with our students is not straightforward. Barriers can often present themselves. It is crucial that a teacher can identify barriers and help students overcome them. Petty (2009) suggests that inappropriate level of work, jargon, vocabulary and other use of language, environmental factors, fear of failure and an inapproachable teacher can be barriers to students learning experience. Whilst I agree in principle to this, I also believe that introducing new vocabulary and language usage is essential to the student’s further development. ATHERTON J S (2010) Learning and Teaching; Ground rules for the class (Online) Available: http://www.learningandteaching.info/teaching/ground_rules.htm (Accessed: 03 January 2011) Anne Gravells and Susan Simpson (2010) Planning and Enabling Learning (2nd Edition), Learning Matters Businessballs (2011) Maslow’s Hierarchy of Needs, (Online), Available: http://www.businessballs.com/maslow.htm , (Accessed: 15 February 2011) Inclusion Further Education (2008)(Online) Available: http://inclusion.uwe.ac.uk/csie/tmlnsn.htm (Accessed: 10 January 2011). Minority Career Network Inc. (2011) Non Verbal Communication, (Online), Available: http://www.minoritycareernet.com/newsltrs/95q3nonver.html , (Accessed: 15 February 2011) Open University (2006) Preparing to Teach Inclusively (Online), Available: http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/preparing-to-teach-inclusively.php (Accessed: 20th January 2011) Prue Huddleston and Lorna Unwin (1997) Teaching and Learning in Further Education (2nd Edition), Routledge Farmer. Petty G (2009) Teaching Today (4th Edition), Nelson Thornes. QCDA (2010) Introduction to Functional Skills (Online), Available: http://www.qcda.gov.uk/qualifications/30.aspx, (Accessed: 11 January 2011). Teachernet (2010) (online), Available:http://www.teachernet.gov.uk/research/Learning_about_research/ (Accessed December 15 2010), (Note-now removed) Walklin, A. (1993) Teaching and Learning in Further and Adult Education. Cheltenham: Stanley Thornes (publishers) Ltd. West One (2010) How to negotiate learning (Online) Available: http://www.westone.wa.gov.au/toolbox8/taa/elearn/toolbox/resources/e_space/e_sources/quickguides/interaction/negotiating/howto.htm (Accessed 03 January 2010)

Free Essays - The Seven Commandments of Animal Farm :: Animal Farm

The Seven Commandments of Animal Farm The Seven Commandments are the basic principles of animalism worked out by the pigs and described originally as "unalterable laws" by which the animals were to live. The Seven Commandments were written on the barn wall for all animals to see and read if they could. The original Commandments are: 1. Whatever goes on two legs is an enemy. 2. Whatever goes on four legs, or has wings, is a friend. 3. No animal shall wear clothes. 4. No animal shall sleep in a bed. 5. No animal shall drink alcohol. 6. No animal shall kill any other animal. 7. All animals are equal. Almost immediately after the Commandments are written the cows have to be milked. The milk they produce is taken by the pigs exclusively so the seventh Commandment seems to be undermined from the very beginning. When the pigs also start claiming the windfall apples, Squealer explains that they are not taking them as privilege but because science has shown that milk and apples are necessary for the pigs' "brain work". This at least satisfies the animals that they are equal to the pigs but it does not fool the reader. The first two Commandments are subtly broken in the first years of Animal Farm but there is no attempt to rewrite them. Snowball, the hero of the Battle of the Cowshed, becomes an enemy of the farm after his expulsion by Napoleon, while the resumption of trade via Mr Whymper causes some discussion but, as Squealer points out, trade was not banned in writing and Mr Whymper is not treated as a friend. The first alteration to the Commandments comes after the pigs move back into the farmhouse. The ban on sleeping in beds is changed in Napoleon's favour by the addition of the words "with sheets". At this point in the history of the farm the pigs do not quite have enough power to do what they like and Squealer is forced to change the Commandments to fit new circumstances. But sleeping in beds is a minor matter compared to murder, and the next alteration to the Commandments is far more shocking. After the failures of the winter and the collapse of the first windmill, the pigs use Snowball as scapegoat.

The Useless Morris Of Bram Stoker’s Dracula

Bram Stoker’s ‘Dracula’ is more a story of romance than it is of horror. What makes it very unique is that it is an allegory of the love affair of the soul, the body and the heart. In the novel, the most important love affairs are that of Mina and Jonathan and Dracula and Mina. Jonathan is the fist person in the novel to encounter Dracula and is also the lover of Mina at the same time. When Jonathan leaves for Transylvania to help Dracula purchase an estate, Dracula becomes aware of Mina, and soon becomes obsessed with the purity and devotion of this woman to her ‘would-be’ husband.Later, the vampire, Dracula, because of his obsession with Mina, pollutes her by tempting her to drink his blood. Dracula want Mina for himself, not as a victim, but as his wife; but because of the devotion of Mina and Jonathan to each other, Jonathan pursues Dracula and frees his fiance from the curse of one day becoming the queen of the undead. In effect, the novel illust rates the duality of purity; the purity of Jonathan and Mina’s love and the purity of Dracula’s love for Mina.While it is unfair to say that it is only Jonathan who has a pure kind of love for Mina, Dracula’s love for her is actually pure as well, but on a darker level, hence, at this point the novel shifts from a bizarre love triangle to a battle between good and evil. In the novel, there is mention of a particular character named Quincy Morris who is the third person to court Lucy, the best friend of Mina who also becomes a victim of Dracula. Morris is the ideal picture of the American gentleman. He is an adventurer and later gives up his own life in the battle against Dracula.Morris is in the original version of the novel by Bram Stoker, however, in later versions of the story, as well as in film remakes, his character is not included. Upon reading the original version of the novel, it is clear that the role of Morris remains anchored on three basic and very minor concepts – minor paradox, accessory, and auxiliary, hence his inclusion from later versions of the novel. Very simply, Morris is like the sugar flowers on the cake, and without him the cake would still have its icing, hence, his role in the story is one that can be easily dispensed with without affecting the direction and the plot of the story.Initially, let us tackle his role in being the ‘minor paradox’; this means that Morris is not part of the major paradox of the story, and so in later remakes, especially those from Hollywood, based on the principles of a classic Hollywood narrative, Morris no longer appears for the basic reason that in a classic Hollywood narrative, only the major paradox or source of conflict is actually considered. This particular thesis could be validated in the context of the original version of the novel itself. It will be noted that Morris is first mentioned in the novel in the letter of Lucy to Mina on the 24th of May.(Stoker, page 87) Morris here is introduced as one of Lucy suitors, and she writes Mina to tell her about the suitors who came to her that day, of which Morris was one. (Stoker, page 90) Lucy, in her letter, describes the attributes of Mr. Morris, and more importantly, very discreetly refers to a tender infatuation for the man, in the lines, â€Å"Well, he did look so good humoured and so jolly that it didn’t seem half so hard to refuse him as it did poor Dr. Seward. † (Stoker, page 91) Of course, because Lucy was in love with someone else, she refuses the courtship of Morris.(Stoker, page 92) So, it is clear, even from this initial introduction given to the Morris character, that although he is part and parcel of an accessory conflict, he does not really figure in the major paradox. The refusal of Lucy is even a foreshadowing of the gravity of the role of this particular character. The subtle dismissal of Lucy of his courtship is an indication that although Morris goes on to d o some pretty significant things in the story, he does is not actually of any significant connection to any of the major characters, more so, to a second level character like Lucy.In this same chapter, Morris also writes a letter to a certain Arthur Holmwood, (Stoker, page 95) who is the suitor favored by Lucy. In his letter, he simply invites Holmwood to a drinking session with Dr. Seward. (Stoker, page 96) To this invitation, Holmwood obliges. Consider here that Seward is the doctor who runs the asylum right beside the estate purchased by Dracula, so Morris now begins to worm his way into the story. What is to note in the invitation of Morris, however, is the fact that the topic of their conversations was going to be his being rejected by Lucy.There is a certain level of pain in his letter which was supposedly from Lucy’s rejection, hence the lines, â€Å"There are more yarns to be told, and more wounds to be healed. † (Stoker, 96) This particular invitation propels the role of Morris to being worse, not just that he is a part of a minor conflict, but with this letter, he also becomes a nuisance or a distraction in the story, as he now manages to enter the main stream flow of the novel through Dr. Seward and Holmwood. His role as an accessory is validate more when he is sent by Holmwood to visit the ill Lucy who was then under the care of Dr.Seward. (Stoker, page 237) In effect, his role is not relevant to the general conflict because what he does, is he simply stands in for main character or is an auxiliary to the main characters. As an auxiliary character, the text offers more validations in this direction. In the chapter where Van Helsing reveals his intention of cutting off the head of the corpse of Lucy (Stoker, page 329) the only comment that Morris offers is, â€Å"That is fair enough† (Stoker, page 329) in agreement of the verbal proposition of Dr. Morris.It will be noted, that although this is the only line offered by Morris in this section, it would seem that he is the only one in agreement of the plans of Van Helsing, therefore, making him an auxiliary to the thoughts of the professor. Later, when they all go to do what Helsing had in mind, as revealed in the journal of Seward, Morris begins by simply ‘seconding’ the doubts of the two other men that they were with, that Helsing must have removed the body of Lucy prior to the operation that they were going through, so, here again, Morris is an adversarial auxiliary to Van Helsing, but with his statement, then becomes an ally of Helsing.(Stoker, 333) Of course, later, when the actual act of re-killing Lucy is completed, Seward, Holmwood, and Morris, all become allies of Van Helsing in his advocacy against the undead, thus, confirming the auxiliary role of Morris in this particular novel. What is ironic though, is that these three men all had intimate encounters with Lucy, what set’s Morris apart from the three of them is the fact that d uring the time when Helsing was proposing to ‘re-kill’ Lucy, he was the one who offered the least resistance.(Stoker, page 329) He was also in the group not because he loved Lucy like the other two chaps in the group, but because of his sense of adventure; quite a superficial reason, if perused properly. Finally, to further strengthen the argument that later versions of the novel would not have been any different even in the absence of Morris, it would help to consider his accessory role – one which, according to the definitions of literature, is simply a role that makes it easier for the major characters to move towards the plot and the climax of the story.A role which also, all the more becomes very unnecessary in the classic Hollywood narrative because the struggles of the main characters towards the resolution of the plot are actually given more value than the act of making these struggles easier, defeating the steady escalation of conflict in the story. Morr is does just this in the story, he hitches the escalation of the conflict, and offers periods of respite for the major characters – a role that should not exist if reader or viewer excitement was to be the main issue of consideration.Morris remains faithful to this accessorial role again when he offers to go along with the ‘vampire hunting’ group to visit the madman, Renfield, who is a henchman of Dracula, in Seward’s asylum. (Stoker, page 387) Here, he poses no threat or favor, but rather is a mere observer; however, this particular scene moves Morris closer to meeting Dracula and, consequently, his demise. In this particular section of the story, Morris also witnesses the madman along with Jonathan Harker, the fiancee of Mina, hence, bringing him into the inner boundaries of the story.Later, in Harker’s journal, he reveals another pivotal comment of Morris, when he narrates how Morris makes a comment about Renfield, â€Å"†Say, Jack, if tha t man wasn't attempting a bluff, he is about the sanest lunatic I ever saw. I'm not sure, but I believe that he had some serious purpose, and if he had, it was pretty rough on him not to get a chance. † (Stoker, page 394) Here, Morris becomes accessory to Helsing and Harker’s plot to pursue Dracula by actually fanning the flame of the supposed connection between Dracula and the madman.However, this could have easily been done by Seward which all the more makes Morris assertion quite useless, and besides, even in the absence of this assertion, Harker and Helsing would have pursued their stance anyway. Later, with the accident of Renfield, Van Helsing is called upon to visit the asylum to help – then, by some turn of circumstance, Morris follows suit along with Holmwood. (Stoker, page 439) This sets the stage for other events that further validates the accessorial role of Morris.In the later parts of the novel, Morris correctly offers to use horses instead of the m ore elaborate carriages that might attract attention (Stoker, page 467); he also, along with Holmwood, performed accessory operations like burning vampire nests; accessory to the operations of the major vampire hunter, Van Helsing (Stoker, page 478); Morris also ordered to talk to nobility to ensure the smoothness of their missions (Stoker, page 538), he also helped to defeat the gypsies with his bowie knife, (Stoker, page 597) and finally, he also validated the minority of his role by being the one to herd the horses during their mission to save Mina.(Stoker, page 562) In the end, after all these laborious participations in the story, Morris is killed, and the only apparent payment for his death is the fact that the birthday of Mina’s and Jonathan’s first child falls on the date of the death of Morris. This is such a pathetic way to go for a character in the story who had done so much to assist the major characters, however, because his role was merely to complicate p aradox, to auxiliarize, and to accessorize the major characters in the story, his role was very dispensable.In the classic Hollywood narrative, the role of Morris would translate into added expense, added complication, and added actors for the producers. In later versions of the novel, his role served to take away focus from the main characters of the story. In effect, Morris was not only a useless character in the story, because although he assisted in the fulfillment of many pivotal circumstances, his participation could have been easily taken on by one of the major characters.Another significant effect of the presence of Morris in the story is his diminutization of the role of Van Helsing; instead of fortifying the capacities of Helsing, he served to show that Helsing was bossy and was unable to do things on his own, therefore, staining the reputation of this particular major character.In conclusion, the exclusion of Morris from other more recent versions of the novel, whether in written or movie form, could only have worked for the better. His absence has made the story clearer and aimed at a more distinct direction. After all, his role in the story is simply to contribute minor paradox, be an accessory, and be an auxiliary to the major characters, not directly affecting or influencing the outcome of the plot or the turn of major events.His affiliation with Lucy does not even count, and neither does his accidental affinity to Jonathan and Mina; Morris was there as a part of a team that already existed, that may have well done just as good even in his absence. Works Cited Stoker, Bram. Dracula. New York: Plain Label Books, 2001. 90-595. 26 Apr. 2009 .

The Life and Works of Edgar Allan Poe Essay - 1487 Words

Throughout the life of Edgar Allan Poe, he suffered many unfortunate events and endured several difficult situations. Some speculate that it was these experiences that helped to formulate the famous writing style of Edgar Allan Poe. His dark tales such as The Masque of the Red Death and The Tell-Tale Heart are horrific, and his poems such as Alone and The Raven show evidence that his life experiences influenced their dreariness. Poes story plots and his own life are undeniably related and this relationship is intricately defined in many of his works. Poe lived in poverty all of his life, never seeing enough money from his writings to allow him to live comfortably, and never seeing his writing arrive at the famed status that†¦show more content†¦Though he was not close with his father, he was very attached to his mother who died presumably of some illness such as pneumonia or tuberculosis. After the loss of both of his parents, Edgar and his brother and sister were split up into separate foster homes. Edgars foster father, Johnny Allan gave Edgar the middle name Allan, and not much more. This is one of many times in Edgars life when he felt truly alone. As he grew up his foster parents sent him to private schools, moved him to England and to Baltimore, and eventually sent him to the University of Virginia. It was around this time that Edgar finally separated himself from his foster father who meant so little to him. When Edgar was at school he became actively involved in drinking, drugs and gambling. His foster father re fused to help him pay his debts, so Edgar left his foster parents and went to find his family ( E. A. Poe Society of Baltimore Inc. Poe Chronology 1-4). Edgars poem, Alone, expresses his feelings of complete loneliness at this time in his life. The poem starts off, From childhoods hour I have not been as others were- . . .. This illustrates Poes trouble as a child, and his struggles through a time that most people are carefree and happy. The poem goes on to say . . . Then - in my childhood - in the dawn/Of a most stormy life - . . .. This is a foreshadow into Poes future that we now know will be even worse than his childhood. These two lines express how although EdgarShow MoreRelatedThe Life and Work of Edgar Allan Poe Essay550 Words   |  3 PagesEdgar Allan Poes style of writing is typical of the styles of writing during the Age of Romanticism. His poems and short stories were heavily influenced by his life experiences from a young boy to a well renowned writer. He lived his li fe in poverty, moving from one job to the other and from city to city, yet he is still one of the most widely read American authors today. Edgar Allan Poe was born on January 19, 1809 in Boston, Massachusetts. Poes home life was very unstable. His father, DavidRead More Edgar Allan Poe: Life and Works Essay2848 Words   |  12 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Edgar Allan Poe was a literary genius of his time. His works may seem eccentric but beneath the words and stories lies a solemn, alone boy whose only way of comfort and relief was through his pen. Of the critical reviews I have studied pertaining to Poe, never has such a varied difference of opinions been presented or suggested towards a writer. It is thought that his life had a major influence on his writing and by reading many of his pieces I agree with that statement. Edgar Poe was bornRead MoreEdgar Allan Poe: His Life and Works705 Words   |  3 PagesEdgar Allan Poe was born in Massachusetts in 1809 and was orphaned by the time by the age of 2 (Fisher ix). Edgar lived with his godparents, and excelled in school but he had an irascible temper and was prone to alcoholism (Fisher vi). He first began his writing career by entering several â€Å"fiction contests† that was being held by newspapers in New England, and went on to write and publish 1 novel, and several short stories and poems (Fisher vii). He married his 14 year old cousin in 1836 and supportedRead MoreEssay about The Work and Life of Edgar Allan Poe1994 Words   |  8 PagesA bit of Edgar Allan Poes life had been molded into each piece of his work. This provided his readers and critics with a better understanding of Poes life. Poe displayed his greatest lifes achievements and his worst disappointments in a series of stories and poems created throughout his whole life. It is the goal of this research paper to reveal symbolic facts about Poe?s life and define these hidden parallels in some of his most famous works.   Ã‚  Ã‚  Ã‚  Ã‚  Edgar Allan Poe was born on January 19, 1809Read More The Life and Work of Edgar Allan Poe Essay867 Words   |  4 Pages Edgar Allan Poe was born in Boston, Massachusetts, to parents who were traveling actors. His father David Poe Jr. died probably in 1810. Elizabeth Hopkins Poe died in 1811, leaving three children. Edgar was taken into the home of a merchant from Richmond named John Allan. The remaining children were cared for by others. Poes brother William died young and sister Rosalie later became insane. At the age of five Poe could recite passages of English poetry. Later one of his teachers in Richmond said:Read MoreEdgar Allan Poe : His Life Influenced His Work1093 Words   |  5 Pages Edgar Allan Poe: How His Life Influenced His Work Edgar Allan Poe was an American author known for his works of depression and misfortune. Throughout his lifetime, Poe would never gain fame. It was only after his death that the true genius of Edgar Allan Poe was discovered. Poe frequently used his life occurrences—as terrible as they were—to influence his writings. It is through his writings that one can delve into the mind of Edgar Allan Poe and discover how his life truly was. Edgar Allan PoeRead MoreBrianna Ruiz-Vannerson. Leonard Miller. Enc1102. Feb. 231548 Words   |  7 PagesMiller ENC1102 Feb. 23 2017 The Compelling Mind of Edgar Allan Poe Through: â€Å"Lenore† and â€Å"The Raven† Throughout the life of esteemed author Edgar Allan Poe, there have been many time that this extraordinary man’s life has been turned upside down with grief. His first encounter with this wretched demon was when he was no older than three years of age. The mother who birthed him dies and his father abandons them before her death (â€Å"Edgar Allan Poe†). He then is separated from his brother and sisterRead MoreEdgar Allan Poe; Fame Inspired by a Tragic Life865 Words   |  4 Pagespoet, Edgar Allan Poe, had been plagued by grief from an early age. He was an amazing poet and author who just happened to have a darker story. Many who have studied this prestigious man feel that his works, though magnificent, were extremely dark. Some believe it was nothing more then a fancy for him to spin such gruesome tales. Others feel his work was manipulated by the misfortune of his past. These people have actually found evidence that agrees with this statement. The works of Edgar Alla n PoeRead MoreEdgar Allan Poe Research Paper1195 Words   |  5 Pagesand Comp 1 2 December 2010 Edgar Allan Poe His works and life relating to â€Å"Annabel Lee† [pic] Many poets and story writers write their stories based upon events and aspects of their life. They do this because it is so relatable and easy to write about because there is some truth in the words. Edgar Allan Poe is said to be one of these because his stories actually relate to his tragic, love stricken life. 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