The Fault Of Our Stars By John Green Essay - 848 Words

The fault in our stars is written by John Green, a popular American writer and vlogger. The novel is narrated by Hazel Grace Lancaster, a sixteen year old cancer patient. Her parents force her to attend a Support group so she can make â€Å"friends†. Hazel gets more than a friend from the support group. She befriends a 17 year old called Augustus Waters, the guy she ends up falling in love with. Augustus Waters really inspired me throughout the novel. He was a very strong character who had a positive outlook on life, even though he had cancer and consequently had to get his leg amputated to stop the cancer from spreading, ruining his dreams of becoming a basketball star. Augustus also always put others before himself, for example he went to the support group originally to help and support his friend Isaac, who was soon to be undergoing surgery that would consequently make him blind. Augustus is a selfless character, he puts others needs before his own. Augustus uses his cancer wish to take Hazel to Amsterdam so they could meet the author of her favourite book Imperial Afflictions. He went there knowing his cancer had come back but he went anyway postponing any treatment because he cared for Hazels best interests more than his. He knew Hazel would never get another opportunity to go overseas due to her health. Another time Augustus showed selflessness was before he met Hazel. He was dating a girl named Caroline Mathers who passed away with a brain tumour while they were stillShow MoreRelatedThe Fault in Our Stars by John Green624 Words   |  3 PagesOptimism is an emotion that inspires hopefulness and confidence about the future. Optimism propels people and novels forward. Optimism is a driving force in the novel â€Å"Lord of The Flies† by William Golding and the novel â€Å"The Fault in Our Stars† by John Green. In the novel â€Å"Lord of the Flies†,one of the most important emotions is optimism. Without optimism the boys would have no hope that they would make it off the island. At the start of the novel things are not going the boys way, their planeRead MoreThe Fault Of Our Stars By John Green1502 Words   |  7 PagesThe Fault in Our Stars, published by John Green in January 2012 is a professional, fictional narration of a sixteen year old girl named Hazel Grace Lancaster and her experience with terminal cancer. Hazel was prepared to die until a surgery followed by radiation and chemo at age fourteen shrunk her tumours and bought her a few more years of life. Hazel has a poor outlook on her remaining years with terminal cancer, she does not wish to form any close bonds due to the fact she is afraid of the impactRead MoreThe Fault Of Our Stars By John Green2013 Words   |  9 Pagesnovel, The Fault in Our Stars, John Green describes the hardships, endless love, and a tragedy, th at two teenagers must push through to find their forever. 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Most of the characters act like normal people you could just find everyRead MoreThe Fault Of Our Stars By John Green1023 Words   |  5 PagesThe Fault in Our Stars is a book written by John Green. This book has many themes like love for the ways that Hazel and Augustus treat one another. There is courage for the way that these teenagers battle cancer and are brave while doing it. Also, another theme is family for the way that Hazel and Augustus’s parents love them, support them, and comfort them with every decision that they make. The main characters in this book are Hazel Grace Lancaster, the narrator of the book who has cancer and knowsRead MoreThe Fault Of Our Stars By John Green1079 Words   |  5 Pages Augustus Waters once said â€Å"I’m on a roller coaster that only goes up, my friend.† (Green, John). Isaac once stated â€Å"There’s nothing you can do about it.† (Green, John). Augustus Waters and Isaac are fictional character from the popular book, â€Å"The Fault in Our Stars†, written by John Green. These quotes show a little bit of these characters personalities. The exciting and emotional book came out January 2012 and since then a movie was released based on it. (Wikipedia). It includes teens sufferingRead MoreThe Fault Of Our Stars By John Green1490 Words   |  6 PagesIn the novel, The Fault in Our Stars, the author, John Green, provides the reader with a theme that people tend to differ other people who do not appear to be the same as every other average human being. People would contradict this universal truth, but it cannot be denied. From the onset, Hazel is receiving extra care and attention from her parents and guardians. â€Å"‘Mom† I shouted. Nothing. Again, louder, â€Å"MOM!† She ran in wearing a threadbare pink towel under her armpits, dripping, vaguely panickedRead MoreThe Fault in Our Stars: John Green1819 Words   |  7 Pagesâ€Å"That’s the thing about pain†¦ it demands to be felt† John Green eloquently states in the tear-jerking novel The Fault in Our Stars. Ask anyone who read the book about the supporting character, charming Augustus Grey, and quickly witness an almost physical wave of acrimony and nostalgia pass over them. Green’s unique ability to demand compassion from the reader through his cleverly compiled diction forces the reader to feel the extreme pain his characters are faced against. Pain brings people togetherRead MoreThe Fault in Our Stars by John Green2159 Words   |  9 Pagesis invited over to his house to watch a movie. Although , he pulls out a cigarette and Hazel freaks out to which he explains that it is a metaphor, â€Å"You put the killing thing right between your teeth, but don’t give it the power to do its killing† (Green 20). Once at his house Hazel begins to feel not to different from other girls, yet by the time they say goodbye, she cannot get the thought of him out of her head. Hazel shares a book with Augustus and he shares one with her. She quickly reads throughRead More The Fault in Our Stars by John Green784 Words   |  4 Pages Hazel –Main character, has cancer, has to have an oxygen tank, likes Augustus from the start, semi-shy, and has a bit of a dark side, has a GED and goes to community college, but very smart and well put together, feels like shes a grenade. Augustus- Bold, straight forward, a bit of a dark side to, Isaac’s friend, gorgeous, used to be athletic, hasn’t been to school in a year, lost half of his leg to cancer , Hazel’s Parents-wants hazel to make friends, very pushy, caring, loving , worried

The Elementary And Secondary Education Act - 1526 Words

The The Elementary and Secondary Education Act (ESEA), was revamped in 2001 as the No Child Left Behind Act (NCLB). Due to the time period of the inception and now, there is a pressing need for reform. Even when the law expired four years ago, Congress continued to update the out of date NCLB Act was never seriously considered by the House Committee on Education and the Workforce until now. Since the Republicans assumed control of the House of Representatives, they have created and passed a series of reaffirmation bills out of the particular committee such as the Empowering Parents through Quality Charter Schools Act, which passed through the House of Representatives with a great bipartisan majority. This bill is part of the attempt to reform the outmoded NCLB Act. At inception, the NCLB Act was thought of as revolutionary, and in some ways it was. The larger use of data helped superintendents, school boards, and teachers identify students that were in need of additional instruction and offered parents a view of the quality of the schools. But, even with these innovations, the NCLB Act had some weaknesses. The Adequate Yearly Progress (AYP) is a â€Å"one-size-fits-all† standard that hampers states’ and school districts’ ability to appropriately gauge the learning done by the students and to tailor the schools’ curriculums to enable the students to graduate high schools successfully prepared for any postsecondary education or the workforce. The system of mandatedShow MoreRelatedThe Elementary And Secondary Education Act852 Words   |  4 PagesThe Elementary and Secondary Education Act (ESEA), brain child of President Johnson, was passed in 1965. 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Part of the ESEA was an attempt to close the gap which had been furthered by race and poverty, in order to improve the education of these students and theirRead MoreThe Reauthorization Of The Elementary And Secondary Education Act948 W ords   |  4 Pages Every Student Succeeds Act was a new law that was signed into legislation in 2015 by President Barak Obama. ESSA is a biparty educational reform law was designed from several aspects of No Child Left Behind. The United States Department of Education (2015) stated that ESSA focuses on factors such as, advancing equity for the nations disadvantaged students by investing more in preschool programs, local innovations, reporting student progress on all high stakes assessmentsRead MoreEducation Reform For The Elementary And Secondary Education Act877 Words   |  4 Pageshistory of education there has been many education reforms. According to Enrique Pena Nieto â€Å"Education reform has as its main purpose to make sure that the education delivered is of quality† ( (2015 BrainyQuote INC, 2015). Whether it be for primary and secondary students, higher education, low-income students, or teachers, there is always an improvement that can be made for the better. A comparison of educati on reforms that reveals some of the positive, negative, and needed changes in education. One ofRead MoreFederal Elementary And Secondary Education Act Essay719 Words   |  3 PagesAfter the report, A Nation at Risk (1983), the federal Elementary and Secondary Education Act (ESEA) of 1965 was reauthorized in 2001 as the No Child Left Behind (NCLB) Act (U.S. Department of Education, 2001). This reauthorization was a call to attain educational equality for all American students and to lessen the achievement gaps between and among ethnicity groups, children of poverty, and disabled populations (U.S. Department of Education, 2001). Additionally, because of this increased scrutinyRead MoreInclusion Of The Elementary And Secondary Education Act869 Words   |  4 PagesInclusion in education is when children with and without disabilities participate and learn together in the same class. One law that provides rights to students is the Individuals with Disabilities Education Improvement Act of 2004, which is a law guaranteeing special education services to all children with disabilities in the United States. Then there is the No Child Left Behind Act of 2001, which is a† United States Act of Congress that is a reauthorization of the Elementary and Secondary Education ActRead MoreElementary And Secondary Education Act Of 20011735 Words   |  7 PagesBy: Patrice Murphy English 122 Instructor: Stephen Rogers 8/18/2014 The current version of the â€Å"Elementary and Secondary Education Act of 2001† is â€Å"The NO Child Left Behind Act of 2001†. 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The most impactful legislation, I believe, that was a vital toward helping this sector, was Title VII of the Ele mentary and Secondary Education Act of 1965, signed into law on January 2, 1968 by President Lyndon Johnson. As a formal teacher, President Johnson was an avid believer in equal opportunities for those children of low-income families, of which many of the EL students were. Title VII I of the Elementary and Secondary Education Act of 1965 â€Å"promot[ed]

On Truth and Lies in a Nonmoral Sense Free Essays

string(193) " the unusual step of elaborating this metaphor in another direction, for what man reaps is â€Å"continually inflowing illumination†, a metaphor one would associate with a river, not a harvest\." 1. Introduction In the following I will consider Nietzsche’s essay ‘On truth and Lies in a nonmoral sense’.   First I will look at a small section of this to work out his views on language, then I will examine the whole of the essay in order to consider his use of metaphor, metonymy and anthropomorphisms in detail. We will write a custom essay sample on On Truth and Lies in a Nonmoral Sense or any similar topic only for you Order Now This examination will lead, by way of a consideration of the ways in which he uses metaphor and other devices, into a consideration of his arguments regarding the nature of language. I will put forward the view that his interpretation of the nature of language undermines itself as it seeks to put itself forward as a truth while denying that truth exists as such. 2. Truth and Language First, I consider the passage which starts â€Å"What then is truth†.   In this passage, Nietzsche wants to convey the flexible and changing quality of language.   The statements which we take as truth, straightforward and easy to understand, were in fact originally more akin to poetry in their relationship with how things really are. Language which was originally used in a metaphoric, metonymic or anthropomorphic way has lost the vital force of the original statements, the original power of the symbolic use of language has become lost and only a shell remains. Over time the non-literal original sense has become literal so we take the words as a straightforwardly true or false statement.  Ã‚   In the original use of language, people could understand that the terms were not meant literally but a rich and evocative picture of how things are. This richness has become lost and we are left only with the empty structural force of the language, which we interpret as simple truth. This is my overall understanding of this paragraph. However it is difficult to paraphrase accurately, due to the richness of the language Nietzsche uses. We could in fact say that his contention that â€Å"truths are illusions which we have forgotten are illusions† is couched in terms which are in themselves heavily metaphorical, rather than the propositions which would be easy to paraphrase. Truth, in the paragraph in question, is ‘a movable host’, an ‘illusion’, something which is ‘drained of sensuous force’ and a ‘coin’.   The associations of these are rich, but not necessarily reconcilable. A coin, for instance, is not an illusion as it is an everyday part of economic exchange.   Therefore, the most important facet of Nietzsche’s argument would seem to be that it is not a conventional argument; rather he uses poetry and metaphor to demonstrate the nature or language, rather than explain it in a step by step way. I now turn to the larger essay of which this quotation is a part.   There are a host of metaphors, metonymies and anthropomorphisms in it[1], and as pointed out in the question it is easy to overlook these.  Ã‚   I will pick out a few of these to discuss why it is easy to overlook them.   Part of the reason would seem to be that the text is simply so dense with them. In some sentences,   several of these devices being crammed into it. Take, for example, the first few sentences (1).   â€Å"World history† is described as â€Å"arrogant and mendacious†; an anthropomorphic device ascribing human characteristics to an abstract notion. Nature, likewise, is said to â€Å"draw a few breaths† which combines anthropomorphism with the metaphor of taking a while to pause.   Later in the same paragraph, nature is said to â€Å"swell up like a balloon† which again combines metaphor and anthropomorphism.   As well as the denseness with which these devices are packed, it is also the case that a more obvious device masks one in the same sentence which is less flamboyant.   For example, in the sentence quoted immediately above, nature is also described as â€Å"reprehensibleâ€Å": a quality which properly speaking should really be ascribed to humans only. This less noticeable anthropomorphism somehow comes across as a literal statement. I suspect this is part of Nietzsche’s intention, as it shows the way in which language can slip from being thoroughly poetic to less obviously so. The structure of his essay works to underline this. Passages of a less metaphorical or metonymic nature occur in between passages where the use of these devices, together with anthropomorphism, is dense.  Ã‚   For example, Nietzsche discusses (4) how metaphor is involved in every step of verbalization and conceptualization from sense perception to abstract terms. This discussion is couched in reasonably straightforward language without obvious use of metaphor and the like. Passages such as these are, however, set against ones in which the language is dense with poetic devices, where, as Nietzsche says there is â€Å"a moveable host of metaphors, metonymies, and anthropomorphisms† (5).  Ã‚   Such poetic passages require a different type of reading, one in which we are forced to recognize language as the dense and image-packed structure Nietzsche would have us believe it is in its entirety. In other words, I would contend that the mixing of metaphorical passages with more ’straightforward’ ones is a device intended to remind us of the inherently metaphorical nature of all words. Another way in which Nietzsche uses the devices reinforces the above. The metaphorical, metonymical and anthropomorphic passages provide a vivid and strong illustration of his points in the more straightforward sections. For example, he talks about man’s need for deception (2) â€Å"a continuous fluttering around the solitary flame of vanity†. The visual image thus constructed powerfully reiterates the later points he makes about the nature of truth and the value it plays for mankind.  Ã‚   He appeals, as it were, to both our intellect and our senses. Section two of the essay is rich   in unusual use of metaphor and other devices.   Perhaps the most dense passage occurs at the end, where Nietzsche talks about intuitive (as opposed to rational) man.   He piles device upon device to reiterate the way he portays intuitive man. He is said to â€Å"reap† â€Å"a harvest† from his intuition, but Nietzsche takes the unusual step of elaborating this metaphor in another direction, for what man reaps is â€Å"continually inflowing illumination†, a metaphor one would associate with a river, not a harvest. You read "On Truth and Lies in a Nonmoral Sense" in category "Essay examples" I believe Nietzsche compounds metaphors in this way in order to demonstrate that the sense of what he is saying is not straightforward but has depths and resonates in different directions. It is also unusual that these two metaphors hide another, at the beginning of the sentence, where man is said to be â€Å"standing in the midst of a culture†.   Here one could almost overlook the metaphoric nature of the expression, as it is close to a common-sense expression. I’d suggest that here Nietzsche is using the more unusual figures of speech as a way of alerting   us to the metaphorical nature of all expression, including cases like this where the metaphor has almost passed into ordinary use. Another remarkable passage starts section two. Here the scientist is described as building his â€Å"hut†, which is equated with his understanding of the world. The imagery here is particularly rich and evocative, drawing up a visual image of a towering structure.   It would seem that Nietzsche uses such particularly visual imagery to introduce his discussion of dreams, for the words evoke images akin to dreaming consciousness. A final point I would make about the use of metaphorical devices centers on his use of different metaphors (in this case with an animal theme) to reinforce his points.   For example, when talking about the development of conceptualization, he compares it to both building upon a spider’s web and to a bee’s building with wax (7).   Earlier in the same passage he talks of this conceptualization in the context of the Roman gods.  Ã‚   Because he repeats metaphors taken from levels ‘above’ and ‘below’ that of man, it is as if he is creating an over-metaphor which draws attention to man’s nature and its distinctness from the animal kingdom and that of the gods, which in turn serves to reinforce his notion of the subjectivity of language and perception. I now turn to the general points made about language in the essay as a whole. Firstly, I will give an overview of the essay itself before turning to a critique of Nietzsche’s points.   The essay divides into two parts, and the tone of each is slightly different. The first contains more argument of a philosophical nature, although in the context of rhetorical passages, whereas the second is more lyrical in tone throughout.   In part one, Nietzche discusses man’s intellect. We think we are the centre of the universe, and that our knowledge is a special thing, but so do the most lowly members of the animal kingdom. Our nature is inherantly deceptive, not aimed towards truth, however due to social constraints we feel it necessary to embrace truth in order to become part of a social world.   He then turns to the nature of truth, which for Neitzsche is inherantly illusionary and based on metaphor. Looking at the way in which we come to understand the world, this is based not on an actual coherence to things in themselves but an illusion,   even at the most basic perceptual stage.   Likewise concepts and abstractions have no inherant connection to the ‘real’ state of the world. The moral impulse towards truth is nothing more than a Darwinian survival of the fittest.   Man cannot escape the trap of his inherantly metaphorical viewpoint, which is also specific to the human species alone. However, to give ourselves a sense of security, we have to forget the metaphorical nature of understanding and take our experience as an experience of how things really are. Nietzsche concludes part one with a summary of the subjectivity of man’s experience. Part two has a different tone, being more poetical overall.   He starts by dismissing the claims of science to impart general truths which hold for all time. He reiterates that the drive to metaphor is the most important. Dreams are a way in which we can begin to understand the richness of the creative and metaphorical drive for what it is, a drive which is distinct from the scientific, rational one. In this section, Nietzsche seems to be hinting, against the first section, that through dreams and art man can perhaps come to an understanding of the role metaphor plays in language and truth. Nietzsche makes several general assertions about the nature of language in his essay. His foremost point is that language is inherently metaphorical.   As pointed out, he reiterates this by use of the type of device he believes is a model of language.  Ã‚   This, I think, is the central theme of his essay, and one which, by his use of language, he puts across most subtlety.   However, there seems to be a problem with his view point.   He seems to be taking the viewpoint of someone who can say what is true and what is not. He wants to say that truth as we perceive it is an illusion, but does not explain why we should believe his illusion rather than any other.   He does not merely want to suggest by poetic devices that truth is an illusion, but to argue that this is the case.  Ã‚   He wants to do philosophy, not poetry, and philosophy is concerned with using rational argument to put forward ones own case, and dismiss opposing views.   The problem is that any argument he uses to support his own view also works against this view. I believe Nietzsche’s other points are flawed also.   Man’s nature, he contends, is to deceive himself, and this, he postulates, is for a Darwinian end, the survival of the individual (2).  Ã‚  Ã‚   The first instinct of the individual is self-preservation, and hence to deceive. However, social forces come into play; if man wants to exist happily with others he cannot be seen to tell lies, that is, to disagree with the herd.   Therefore the desire for truth comes into play. Truth is useful to society. Man does not desire truth for his own sake, as the philosophers say, rather he â€Å"desires the pleasant, life-preserving consequences of truth† (3).  Ã‚   Nietzsche thus postulates a socially driven theory of truth, where the quest for knowledge is an illusion, and social reality the only reality.   My argument with this would be it fails to explain cases where individuals act in a way which they know will make their position in their social group uncomfortable and unpleasant, and do so because they want to find the truth. Nietzsche talks about the way in which humans develop language to argue that metaphor is always present from original sense perceptions (3-4).   He says â€Å"a nerve stimulus is transferred into an image: first metaphorâ€Å" (4).   After this, he says, each subsequent stage is also built upon metaphor. However, I would argue that in order to distinguish a metaphor as such, we need to have a concept of how things really are, in order that we can know when descriptions are metaphorical (that is, not literal).   If, as Nietzsche argues, metaphor exists from the very first act of perception, then how can we make sense of a distinction between metaphor and non-metaphor? There is also, I believe, a confusion in the essay about the status of what Nietzsche proposes. He suggests that man had to erase the understanding of the metaphorical nature of language from his consciousness in order to live with any sense of security, and also that if man could escape from the confines of this prison-like viewpoint, â€Å"his â€Å"self-consciousness† would be immediately destroyed† (8).   This suggests that man is permanently trapped in the view of language as a truth bearing vehicle, unable to see things as they really are. This is problematic in two ways. First, that Nietzsche obviously thinks he can stand outside this language trap in order to explain how others are bound by it. Secondly, he seems to suggest at the same time that man can come to the realization that the nature of language and indeed life is other than he believes it to be, which assumes that the prison of language is one that can, and should be overcome.   This confusion seems at least partly to derive from the two sections of the essay, which are different in tone. In the second section he seems to be saying that art is one way in which man can free himself from the confines of language and â€Å"confuse the conceptual categories and cells by bringing forward new transferences, metaphors, and metonymies† (10). 3. Conclusion In the above, I have attempted a brief analysis of Nietzsche’s essay. I have attempted to bring out his central point, that language is essentially metaphorical, and also to look his other discussions of the nature language and truth plays for man.   I have looked at the ways in which he uses metaphor, metonymy and anthropomorphism in different ways, each of which underline his central ideas about language.   I have tried to show that, for me, his arguments although subtle and dense are ultimately not coherent, as he tries to step outside the framework of metaphor to explain how things ‘really are’. I also suggest that although Nietzsche is attempting philosophy, to convince the reader that he has a valid thesis and to present the argument for this, it is difficult to answer his case fully as he uses the resources of a poet as well as a philosopher.   It is not within the brief to use poetry and metaphor to answer Nietzsche, so there’s a sense in which I am unable to answer him on his own terms. [1]   briefly, a metaphor is when one thing is compared to another by saying â€Å"a is b† or similar, for example â€Å"my heart is a fountain†, where b is something which a is not normally literally said to be.   Metonymy is where a feature of something is used as a shorthand for the thing itself. For example, a school child might refer to a particular teacher as ’big nose’.   Finally anthropomorphism is when human characteristics are ascribed to animals: Nietzsche’s use seems also to include the ascription of specifically human traits to an impersonal non-human world. How to cite On Truth and Lies in a Nonmoral Sense, Essay examples