English Literature

Section A
The two texts, Fanny Burneys Evelina and Jonathan Swifts Gullivers Travels, are examples of novels that were able to achieve significant market and critical success, . Both novels illustrate the role of novels as a form of social critique or commentary, partly in reaction to the censorship implemented in English theatres in 19th century. The formers focus is to provide commentary of the social systems that often are superficial and obsessed with maintaining appearances. The issue of social classes, whether they be based on gender or social economic status had been a dominant theme in English literature, particularly in popular literature. Thus, the adoption of such themes into novels is not surprising and would eventually become one of the main theses of the most popular novel writers.  Swifts Gullivers Travels has a similar purpose but the commentary may be focused on the imperialistic pursuits of European countries. The satirical voice of the story despite it being also designed for very young readers is considered to be an effort of the author to espouse critical thinking about social and political systems

Evelina presents a less modern take on the novel, the structure being a cross between drama and narratives. In contrast, Gullivers Travels, follows a descriptive narrative prose form. This is an illustration of the evolution of the form of novels. Early novels were very similar to the form of drama literature but as the novel genre, narrative descriptions were employed more. The shift can also be attributed to the development of novels not only for entertainment purposes but as academic writing. As political and social novels were strictly first person narratives, this presented the basis mid-range works to also adopt a combined form, a combining dramatic dialogue and descriptive narrative. As Evelina is a forerunner of the development of the novel as literary drama of the genre, Gullivers Travels is considered as a forerunner of both the modern novel and the proto-science fiction genre. Thus, it can be said that both novels were critical in the development of the novel genre an expanded the styles that could be used within the genre.

Similar to Defoes Robinson Cursoe, analysis of the Gulliver text echoes Smiths endorsement of Thomas Hobbes socio-political philosophies which was questioning much of the social institutions that were being endorsed in Europe. In this perspective, the novel has a distinct political dimension and can easily be extended to economic issues. At the same time, the novel marks a shift in world view Swifts view is more global. Evelinas is focused on the individual and class relationships similar to psychological or social psychological studies. Though this may simply be attributed to the authorship, this can also be seen as the social evolution towards internationalization. In both cases, there is reinforcement of how novels are socially motivated or have social references but in either case, the ulterior object of the commentary or critique is remain to be inferences.

Another key point of comparison between the two texts is the how drama is created or how the audience is being engaged. It can be said that both texts aims to appeal emotionally and intellectually to readers, the latter being more apparent in Smiths novel. Evelina is more suited for individual reading which follows the tradition of the novella predecessors of the novel. It also primarily communicates emotion from the dialogue of the characters. In the text provided for the analysis, the situation, the characters distress is communicated by the distress that they display through their dialogue and interaction with each other. At the same time, by the characters and their characterizations give authenticity to the drama or emotions of the story. In contrast, in Gullivers Travels, the drama is created through the narrative. This makes it more oral reading which may have been deliberate on Smiths part since the novel was indeed designed for children. Smith creates authenticity from the details that he provides and the engagement of the readers visualization of the textual imagery. Thus, given the need to communicate similar sentiments, Burneys text is, Poor Mr. Lovel, too much intimidated to stand his ground, yet too much enraged to submit, turned hastily round, and, forgetful of consequences, vented his passion by giving a furious blow to the monkey. While Smiths text for the similar situation is, I heard Glumdalclitch give a shriek at the moment he was carrying me out.The poor girl was almost distracted that quarter of the palace was all in an uproar the servants ran for ladders.... The first text is clear more emotive while the latter is using imagery to imply the distress of the situation.

In some ways, it can be said that directly comparisons of the two texts has a greater value in studying the evolution of novels rather than actual literary or text comparative studies. However, though the two novels are very dissimilar, particularly considering the example texts provided for study, they are both good examples of novel and can be a great resource in understanding how the genre developed. Their main similarity lies in their motivation to provide social and political critique using an entertaining or engaging form which is designed for a mass audience. In contrast, they are very different in form and structure. Because Smiths work has traditionally been directed to a younger audience, it may be interpreted that it is a less serious work but in fact, a study of its text reveals its satirical approach to its commentary. They also represent distinctly different periods of development of the novel genre. In conclusion, While Burneys work can be characterized as a prototype of the literary genre of early novels, Smiths novel marks the beginning of the modern contemporary novel. Thus, the main similarities between the two texts will be due mainly to the fact that they belong to the genre and their contrasts can be primarily attributed to the difference in their context, target audience, authors perspective and purpose for writing the material.

 Section B which account of the rise of the novel do you find the most convincing and why
Novels refer to long narrative literary prose that has been closely associated with the development of printing technology and the growth of the middle class. The term also connotes the innovative quality of the genre as literature designed for a mass market and not for an elite group. Its roots have been traced to both medieval and early modern romance genres, particularly to the tradition of the novella but the actual use of the word novel came into the vernacular only in the 18th century. Furthermore, the development of the novel has primarily been credited on the development of the genre in Europe though similar literary traditions also developed concurrently in Asia particularly in East and South Asia. Though some early novels were able to get academic recognition, much of the novels were considered as entertainment. In the middle ages, there was delineation between romances and the compilations of serial from periodicals, but more modern use of the genre encompasses a much wider scope. Developing insights on the rise of the novel is not only an important literary study but also provides critical insights into social and economic developments.

In many of the early examples of the novel, popular appeal was a key motivation. At the same time, the genre also became a platform for social political reform. Many of the novels sought to provide social, political and historical commentary, differentiating it from the romances that initially were made popular. Fieldings view of the genre shows that he considered the novel as an innovative form of literature that goes beyond literary value after turning to novel writing after under the pressure of prevailing censorship rules, he developed realistic novels that will serve as icons of the seminal novels of English literature. In retrospect, this also marks the development of novels for psychological a psychosocial studies which further reinforced the intellectual value of the genre versus other earlier literature predecessors. Ultimately, the implication is that the rise of the novel came about with the development of popular literature, growth in sociopolitical consciousness and censorship in other literary genre, particularly those imposed over theatric productions.

In Evelina, the purpose of the novel has a utilitarian purpose. One remarkable thing about the novel is that it is designed for women, whose reading materials were generally limited to romances or what were considered as trivial literature. In Evelina, the novel as a literary genre is recognized for its literary value but also developed a more intellectual value, primarily as instruction of proper or ideal behavior. Some can even consider books such as this as among early sociopsychological studies regarding the role and position of women in society. Essentially, this marks not only recognition of womens concerns and interests but also their buying power, which today, represents the bulk of current purchases of books published under the genre of novels.

As the novels became widely popular and more authors developed their own work, the genre developed value not only literarily but also in terms of social regards. This positioned the novels highly among popular forms of literature. This perception was further reinforced by the abundance of authors that utilized the genre from socio-political critique, character of psychological studies as well developing political and social theories through narrative studies. Thus, acquisition of novels became a status symbol of not only wealth but also of intellectualism and modernity. Thus, this created and legitimized the publication of novels as an industry not only for the masses but across social and income levels. This allowed for investment into industry improving production, operations and distribution, that by the 19th century, publishing companies were beginning worldwide distribution of novels, one of the major reasons for the intellectual revolutions that would be the foundation of much of the social and political reforms in Europe in late 19th century.

The rise of the novel illustrates how much development in literature reflects social and political changes. The rise of the middle class may have given rise to its development but the novels have sustained social development, political thought and the growth of economies and market based on increasing knowledge and human capacity. It has paved the way for determining the social value of individual members of society, creating the foundations for social emancipation, human rights social welfare perspectives that have in turn become the foundations of modern government, legislation and policies. As Ian Watt point out, novels were critical for society to question the systems that governed society, creating platforms of discussion that go beyond texts and creating competitiveness in developing thought and knowledge. In conclusion, the perspective presented regarding the rise of the novel are all valid and provide unique insights how it has grown as a plain form of entertainment to greater intellectual value. There is also insight on how it has now become a major industry and has created new ones through adaptations in cinema, theatre and televisions.

The inclusion of a public plan in the health care reform forms the basis of discussion in the analysis of this article. Gorin (83) examines this using examples of the problems and challenges that the Americans have been facing under the control of the private plans. By relating the situation to that of unfair market Gorin (83) clearly brings out the urgent need of the public plan. His opinion on the need of the public plan is backed by the estimate of the number of people that the plan would be able to cover in just a single estimate by one estimate, 40 million people could be covered through a new public option. This essay will analyze the viability of including public plan in the health care reform as discussed by Stephen Golan. The underlying argument in this article advocates for the inclusion of a public plan option in the Health Care Reform.

Why public option
It is due to the high level of contention on the health care reform and the possibly of including a public policy plan in the reform that the author arrives at this discussion. The press and the media have also contributed to the writing of this article since they are been accused of misguiding the public on the use of a public plan option in health care and causing many people to make uninformed decisions and conclusions on the benefits or disadvantages of the addition of the option.

The Audience
The article targets the American citizens, who are currently operating a health insurance policy provided by private plans as well as those who have not been able to access the services for the reason of high charges. Gorins major aim is to stir up the minds of the ignorant people and government in creating an informed awareness campaign for the public policy plan in the health care reform. He uses creative examples and illustrates his point of view using past experiences in the private plan in health care to come at a conclusion that the services by the private sector have never been at the interest of the citizens but rather for their own profit gains. This makes him a credible and valid author. Further, he ensures that the article addresses both the political and the socio-economic issues facing the country to bring out a balanced view of the importance of the public policy plan. On the political aspect, he relates the relevance of the topic of discussion to the earlier pledge by President Obama to create a national health insurance exchange which was later supported by Senator Max Baucus to include a new public plan option similar to Medicare in the health insurance exchange.

The aim of the article
The authors aim is to inform the general public about the public plan option in health policy and also how they can benefit from embracing this policy. He also aims at persuading the people to embrace the option because he states

Although the public plan approach is not perfect, it is a step in the right direction. Enacting it will be difficult, but embracing a single-payer system would be even more problematic, particularly because key segments of the Democratic Party, including the president, do not support it.

The contents of the article
To support and bring out the purpose of the article as the main issue of discussion, the author points out the strengths of the public plan option and discusses them in detail and then outlines the few demerits of public option but ensures that the strengths and arguments for the policy stands out and outdoes the challenges associated with it. He further makes his work effective and clear by providing a possible simple solution to the problem facing the application of the public plan option in the health care plan. He states that the extra expense that might be incurred in providing the services in a better way than the private sector would be to increase taxes on the high income bracket since they are not affected by lack of the facility in the country as they can easily afford it.

He also relates the relevance of the issue of public plan to the current uncertain economic times, stating that it calls for a national calamity like the depression to bring out universal health insurance. It thus comes out clear that the author has done adequate background study of the health care reform to enable him arrive at the conclusion that no other solution exists for dealing with the problematic private plans other than creating a public plan to work along with the private one that is already in existence.

A public health plan can control the total costs in a better way than the existing private plans. Using an example of the Medicares Prospective Payment System that was introduced in 2003, the private health insurance outlays per every enrollee had increased at approximately 8 per annum. Comparing this with 6 spending growth in Medicare per enrollee, it indicates that the rate of spending by the private plans has been left to grow and increase without any control on the increasing spending which is definite at the expense of the covered citizens. It is for this reason that the citizens are in dire need of a plan that will be more affordable and one that will enable them to spare some extra coins out of the health insurance plans.

As pointed out by Gorin (84) it is only competition (that is only possible through the creation of the public plan) that will cause the private plans to drive down their costs. However, this approach is only possible when both the public and private sectors are allowed to compete on a level ground. The creation of a level field calls for taking measures in ensuring that there is fair competition by banning of community rating, condition exclusions and risk adjustment mechanisms.

In the opinion of many, the public plan option may not be the perfect method, but it is however a step towards the right direction. And even though it will be a challenging issue to implement , it will be much better than putting in place a single payer system, which even the key democrats in the government do not support. It however has its own challenges and difficulties due to the fact that most people are not familiar with it and might consider it a failure.
 
Gorin considers the greatest challenge as being the implementation of the plan because it assumes that it will cost the government extra expenses, which might force it to increase taxes on the higher income group, a decision which is likely to result to objection of the plan by the affected group of people. However, he maintains a positive attitude that upon proper persuasion and campaign for the plan, it will be greatly embraced and hence transforms the attitude of the opposing group. In conclusion therefore, this articles analysis of the importance of the public opinion informs, persuades and criticizes the policy in a manner to convince a reader on not only the importance of the policy but also its urgency to health care reform. The author has used illustrations, direct quotations formal language data accuracy and diction to portray a positive message. This makes him a credible and informed writer.

Choosing the most appropriate method in teaching a second language has always prompted arguments among educators in the field. The earliest practice known as the Grammar Translation Method (GTM) has been overshadowed by Communicative Language Teaching (CLT) in many classrooms worldwide. This is due to the realization that communicative competence is much more important than linguistic competence as far as global competitiveness is concerned. However, several studies conducted abroad demonstrate that although governments have mandated the use of CLT, many teachers still opt to apply GTM due to their apprehension in using CLT. In this paper, we examine the differences between the two methods, and address issues relating to CLT in order to promote its use.

Language educators in the 19th century saw the need to study the structure of a language in order to promote its use. Hence, the development of Grammar Translation Method (GTM) aimed at promoting what Chomsky (cited in Nazari, 2007) called as linguistic competence. For grammarians, the best way to learn a language is to know its structure. This means memorizing vocabulary, translating text from the first to the second language, and constructing sentences following established rules. As such, a typical GTM lesson consists of the presentation of a grammatical rule, a study of lists of vocabulary and a translation exercise.

The teaching of grammar and translation emphasizes adherence to standardized structure of the language. However, considering that not all utterances follow grammar rules, educators saw the need to accommodate versatility of the language, thus giving birth to other methods. In the 80s and until now, the conception of CLT has overshadowed earlier approaches in the aim to develop communicative competence. Hymes defines communicative competence as the knowledge and ability to use the language with respect to whether and to what degree something is possible, feasible, appropriate, and done. In other words, he perceives communicative competence as the ability to communicate properly and appropriately. Communicating properly means constructing statements using correct syntax, while communicating appropriately implies conveying message in agreement with the intended purpose, means, degree, and effect.  Richards and Schmidt (1999) classify the major principles of CLT as follows
Learners learn a language through using it to communicate.

Authentic and meaningful communication is the goal of classroom activities.
Fluency and accuracy are both important goals in language learning.
Communication involves the integration of different language skills.
 Learning is a process of creative construction and involves trial and error.

What is the main difference between CLT and GTM
With communicative competence as its main goal, CLT seeks to make meaningful communication and language use the focus of all classroom activities. This is entirely different from a GTM classroom, which promotes linguistic competence through translation and structural knowledge. By strictly implementing grammar rules, GTM differs a lot in its treatment of students. It is more rigid and corrective, while CLT is more accommodating and considerate. Students in the CLT classroom are encouraged to speak their minds using the target language, paying no particular attention to grammar correctness. This leads to the issue that CLT prohibits the teaching of grammar.  

Does CLT prohibit grammar teaching
Richards and Rodgers (1997) state that the CLT approach pays systematic attention to functional as well as structural aspects of language, and the aim behind learning is gaining communicative competence that enables the students to use the language in different contexts. Thompson (1996) explains that CLT does not prohibit the teaching of grammar. However, it promotes teaching grammar inductively. Unlike in GTM where grammar is the core of instruction, the CLT classroom allows students to discover structures and initiate the discussion of grammar. The teacher should not design the lesson in such a way that students will feel obliged to construct sentences based on certain grammatical structures and rules as with the Grammar Translation Method. Instead, communicative activities should lead them to inquire about language issues. Only when students raise questions regarding structure, can a shift to a grammar lesson be appropriate. In this way, the teaching of grammar becomes incidental and sometimes nonexistent. Therefore, to balance instruction, teachers should develop among students the sensitivity to express meaning using correct syntax. This can be done by monitoring them closely, and clarifying grammar-related issues when necessary.

In addition to the grammar-related issue, some teachers also question the role of the teacher in the CLT classroom (Rao, 2002). CLT classrooms make extensive use of student activities where learners take the central role in the instruction. This is different from just participating actively as students do in a GTM classroom. In the GTM classroom, students are asked to do board work, give sentences applying rules, and analyze sentence errors. The translation procedures thus imply active participation of the students. However, in the CLT classroom, learners themselves provide direction to a later discussion of language functions by performing activities that require authentic use of the target language. Unlike in GTM where the teacher is at the center of instruction, teachers act only as facilitators in CLT. They lead and monitor learners in performing activities, and provide assessment at the end of each exercise. This suggests a big difference between the two classrooms in terms of physical structure.

How is the physical structure of a GTM classroom different from a CLT classroom
The CLT classroom relies mostly on student activities, such as role-playing, interview, discussion, etc. These activities usually require students to move around, work in groups, and perform in front of the class. Considering this, the CLT classroom should provide enough space where students can move freely. Chairs and tables can be arranged in a circular shape, allowing students to stay at the center when performing. In contrast, the GTM classroom requires students attention to be focused on the board, thus all of them should be facing front.

The nature of the exercises in the CLT classroom implies focusing on speaking skills. Does this mean neglecting other language skills

Oppositions to CLT include the concern that by promoting speaking exercises, CLT neglects the other language skills. Thompson (Ibid.) explains that this misconception arises from the fact that CLT was derived from approaches that gave importance to speaking skills. However, he also explains that CLT is not limited to speaking. It includes listening, reading, and writing skills. Listening easily comes along with speaking strategies, while reading and writing go hand in hand as learners write manuscripts or reflection papers based on what they have read.

By promoting the ability to communicate, CLT limits learners to doing paired exercises and role playing strategy. What are other strategies employed in the CLT classroom

Another misconception arising from the need to achieve a balanced instruction is that CLT is limited to paired exercises, which in turn implies the overuse of role playing. Thompson (Ibid.) addresses this issue by saying that to assess communicative competence, there is always a need to do paired exercises, but this does not always mean asking the learners to do role-playing. Instead, learners could work on problem solving and grammar exercises, argumentation, simple discussion, etc. Informal assessments such as answering worksheets, making scripts, or doing recorded conversations can take the place of role playing.

Al-Kwaiter (2001) provides a different view of issues relating to CLT. In his study conducted in Qatar, the author noted one teacher saying that with CLT activities, students tended to behave disruptively (Ibid. p.38), making it more advisable to adopt other approaches that did not require interaction among students. Another teacher questioned CLT strategies in terms of allowing students to decide activities on their own. He mentioned that this would only make them noisy, and would end up not accomplishing anything.

In China, Rao (2002) noted the preference of some English teachers to use GTM over CLT due to the fact that college entrance examinations and national tests contain a lot of grammar-focused items. In particular, high school students prefer to learn grammar because this will serve as their passes to their dream colleges whether local or international. Therefore, while many countries have adopted CLT, its use in China is still questionable. Raos findings suggest the need for orientation on the use of CLT not only among teachers but education administrators as well.

The many advantages that CLT offers make it the most commonly used method for second language teaching. Promoting overall competence in the target language, CLT has far exceeded GTM and other methods known. Today, many approaches and methods are patterned after CLT with some improvements on the strategies or devices used. In particular, the popularity of computer and Internet learning implies revisions to CLT principles in the next couple of years.

The movie lion king by Disney films was a true definition of the current America we are living in. The movie was like a future story of what would happen in the country. In the film, Simba can be related to barrack Obama of the current world. Just like Obama, Simba rises to save the pride lands which had been turned into a barren wasteland by his uncle Scar. That can be related to the situation George W. Bush had gotten the United States of America to. The word Simba means lion in Swahili (a common language in east and central Africa). Fairy tales and short stories present Simba or lion as a leader naturally. The confidence vested in barrack Obama presents him as a leader. The movie was also filmed at the place of origin of barrack Obama which is Kenya. The movie depicts Simba as having strong leadership skills just like the political aspiration and ambitions demonstrated by Barrack Obama. Obama is the most influential presidential candidate the history of United States has ever recorded. The Obama wave was felt by both races in the country and abroad just like the return of Simba to the pride lands.  This is one of the selling factors America gained by electing a black president.

The character of scar in the film can be compared to that of President Bush in the way he was violent and how he loved his leadership to be felt. The character of Mufasa can be compared to that of former president bill Clinton. Despite some controversies here and there brought about by the media, Bill Clinton is seen as one of the most successful presidents in the United States.

The return of Simba was greatly appreciated in the whole of the pride lands. The hyenas in the film present the neo republicans of the United States of America. The work of the neo republicans is to criticize the good work of any candidate. Despite some failures in some of his promises, barrack Obamas rule is only one year old and he still has another 3 years left to demonstrate his capabilities. On the other hand, the neo republicans receive kick backs from the haters of the Obama administration to bring him down. In the film, scar promised the hyenas lots and lots of food if they managed to bring down Simba for him.

After returning to pride lands, scar tells the pride that Simba was the one who killed Mufasa. That can be related to how the neo republicans are using the black water movement as a demeaning factor to bring Obama down. The black water is an underground army of mercenaries used by rich and influential people to either protect themselves or to execute their enemies. Scar used the hyenas to try and kill Simba. The neo republicans claim that the Obama administration supports and funds the black water army.

The movie although filmed at the plains of east Africa, carries with it a lot of American culture. The soundtracks in the movie bear songs of famous musicians like Elton Johns and Tim Rice. That demonstrates the way Americans love and promotes their culture. The American culture is widely emulated all over the world. The United States is home to the best actors and movies, basketball, musicians, American football and other many cultures. America holds the most interesting politics of the world. The pride lands are also seen to be one of the great territories in the region by their neighbors. American politics is liked for its transparent and open processes.

The movie interepreates the American culture as been very diverse and unique. It covers several aspects of the American culture compiled. The government of the united states upon noticing the way people craved to get a chance to live in the world super power decided to offer people abroad a chance for citizenship and work in the united states. This was a show of gratitude and appreciation to all the lovers and admirers of our great nation.

Nala in the film can be compared to the first lady of the United States. Just like Nala advised Simba to return and claim his throne, the first lady is also very much respected in America because she is perceived as the most influential and closest personal advisor to the president.

In the book, signs of life in the USA, the cover page illustrate the way of life of the Americans. The movie demonstrates the prides as lovers of peace and justice. The people of America just like the prides knew America needed change. They knew that Obama was that change just like the prides trusted in Simba. The movie demonstrates the good deeds of Simba in the way the pride lands turn green after he assumes power. That is what is expected to happen in the next few years of the Obama rule.

Drama has long existed in the times of the Ancient Greeks and the fact that the play of tragedy came from them (like the Oedipus Rex and Antigone and known as the Greek tragedy), proves this. It is not surprising then that the discussion of drama as a literature and as a subject matter which is scrutinized first came out in the teachings and lectures of Aristotle and his famous Poetics. The basic elements of drama which almost appears in humanities, literature and art textbooks and classroom discussions appears in this Poetics. The elements itself varies, for example, there are some who insist that it comprises only of six being the plot, theme, character, language, rhythm and spectacle (Kyshakes.org, n.d.). On the other hand, there are still others who consider symbol, point of view and irony as essential elements, foregoing language, rhythm and spectacle as part of these elements of drama.

Even if there are arguments arising over what are the basic elements of the drama, there should be no argument at all over what is the most important element since each and every element is important. Each element contributes to the totality of the drama in relation to its aesthetic and technical value. For example, the element of the characters are in no way more or less important to the setting of the dramaplay because the characters are the ones which would move the entire plot by their actions and lines while the setting would add   character  to the characters. In fact, in some cases, even the setting or the staging would be one of the characters (like in Becketts Waiting for Godot or Sartres No Exit). Every single element helps in the development of a drama and other elements does this. Like in the case of the elements of style and tone wherein their manifestation in the actions and lines of the characters, and the mood and atmosphere of the setting creating credence to the drama while keeping in breathing life to the dramas artistry in terms of technicality and creativity. In the collection of lectures by Aristotle (1996) entitled Poetics, it is mentioned that the plot and structure of the play is foremost the very basic element of the drama and this is very true since there can be no drama if there are no series of events which would flow from one to the other until finally reaching a conclusion or resolution. Thus, a plot is simply that, a series of events in the drama played by the characters which offsets another event and another event until finally it arrives to an end. A plot involves the conflict, another important element in the drama, because if there is no conflict, the plot and structure would not exist. Because of this conflict, it is distinguishable on what is the difference of plot versus structure the plot would be the order of events and the structure would be the  relatedness of actions  or relatedness of these events. Thus, the structure can only be wholly grasped when the entire plot is seen.

However, more important to note than this confusion over the elements of drama and their respective definitions is the thought behind what makes drama and such elements important to literature and to society as a whole. This can be explained by the fact that literature (such as drama) has been known to have two roles in relation to society as an entity and to the people as individuals. First is that it has some sort of function as a means to instruct people with the ways of the world or the realities of life while the second role being it serves as an example of creativity and aesthetic prowess of the people. Thus, dramaplays can either instruct humanity with the idea that there are peoplecharacters who are evil (like Shakespeares Iago), somewhat evil (Sophocles King Creon) and some things can happen to people that can change them and their entire lives (like Shakespeares Shylock). On the other hand, dramas can also serve as a vehicle for great playwrights creativity as what the likes of William Shakespeare would prove with his great character and plot development and witty (or dramatic)language use.

In conclusion, there are many other subject matters which are encompassed within drama and no mere short essay can fully explicate nor discuss what are these elements, what makes them so important to literature and what makes drama so important to humanity. But over all, there is one thing which can be said drama is one facet of humanitys face wherein both thoughts and emotions can be expressed and relayed not just by language but also by movement. In fact, even the absence of language and the nonexistence of movement can sometimes mean to be a form of message.

Coming to the University of Michigan from China was a shock for me in many ways. I was moving toward not only my education and future but away from my past and where Id once belonged. Id transplanted myself from the community of my childhood to a new and much smaller community as a student within a foreign country. However, I have been able to adapt. Ann Arbor is filled with students from all over the world, who like me, moved to Michigan to become students. We are from different culture, ethnicities, age groups, and geographic areas but we come together under a common interest of a quality education. We live together, work together, experience the world together. As a community, we are as connected to one another as members of a small town. It is a unique community because though it will always hold a history for us, it is not permanent. We will move on to other communities and ways of life but the time we spend as students in Ann Arbor will effect the direction of these lives. Until that time, I am proud to be a student here and part of this small community that exists in one form or another, all across the world.

Even though I have left behind the community in Shanghai, I still feel myself to be a part of it. It is a community that is familiar to me through language, culture, daily and historical challenges that have brought us together. It is the community of my family and my childhood. The campus community allows me and the other students to remain a part of our past communities while embracing new experiences. Even though we have moved into a new world, the temporary nature of our experiences lets us stay connected to our past. In many ways, the community at the university is not what would be considered a traditional community but is equally important. As a member of the community I am not bound to the other students, the faculty, or town by language, ethnicity, or a cultural and political history. However, we all find a place within the community of the University of Michigan as students who have a shared interest in our education and the area that we have come to in order to receive it. Though there are students from all over the world, the official language of the community is understood to be English. When I first came to the University of Michigan to study I was struck by the variety of people from across the United States and the world, all who had chosen to come here to study. I think in some ways it is the diversity of our backgrounds that helps to bind us together as a student community. We have each moved out of the safety of our old communities to embrace new people, new experiences, and, most importantly, new knowledge.

Once you get on campus, like any community, there are smaller groups who unite under more specific interests. There seems to be a group for just about any political, social, artistic, and ethnic group on campus. In these groups, we students can revisit our old communities and belong to new ones. In this way, the university is like a country. Like a country there are central unifying ideals that become more localized in particular regions and towns. A citizen of the U.S. thinks of themselves first by their country and then as a citizen of their hometown or area. In the U.S., a New Yorker is of course an American but they feel more closely linked to New York in their understanding of the world. The sounds and sights are familiar, the people and foods feel like home. They know how to take the subway and what to order off the menu at the restaurant down the street. On the University of Michigan campus it is similar we students are all part of the campus community but in our smaller groups were find familiarity through the types of language we speak, our future careers, our politics, and other activities. Though we see ourselves as part of these smaller groups, only on the campus is there any real distinction and even then we still are united in our dreams.

Thousands of miles away from my own country and community, the university has become a second, temporary community in my way through life. After graduation I will no longer be part of the same community I will be an alumni but no longer a student of the university. The routines of daily life that I and my fellow students associate with our lives here will be no longer. I wont go to scheduled classes to learn about history or biology and I wont eat or meet with friends and classmates at the student union. That my time in this community is only temporary is another thing that connects me to the other students. We serve each other in times of need and despite my being from a foreign country I have found the university to be accommodating to my differences. Community isnt just about the experience of being a student but the faculty and staff of the university that have shaped the experiences of individual students. In addition, the community of Ann Arbor and the University campus itself benefit one another as sources of income. Students help to fill jobs, they spend money at local stores and businesses, and the townspeople do the same, working at the university while also sending their children to the school. It is a mutually beneficial situation that helps to support the college and the town simultaneously. Students can also work on campus, becoming an even more integral part of the campus community by helping to support the services that other students rely on. In this way, the community economically supports itself and the surrounding area.

On a personal level, my relationship with other students and the wider campus community are important to me. Academically, I feel that Im part of a community geared toward a collective future. Through my professors, fellow students, and the resources of the university, Im not only able but encouraged to complete my studies and achieve my goals. This shows how the community supports my individual goals and dreams through helping me to achieve them. My friends here provide the personal support I need, being there when I need someone to share my life and experiences with and to help me in my time of need. Though we may appear, from the outside world, to be just another university campus who living and learn together, it is as a campus that we emerge as a community. As students, we are connected to the past and future of the university. The way the university is now is a result of its history and the history of education in the U.S. my achievements and experiences will also help to influence the future of other students here and their own experiences.

While the college experience is something shared the world over on individual college and university campuses, as a community we students are unique in our connection to the University of Michigan. Its symbols, such as school colors or mascot, help to identify us to the larger world. On a more personal level, the individuals and the surrounding community of Ann Arbor make the university community distinct to the many students who pass through campus. Our lives will be shaped by the education and personal relationships we develop here, though we wont be an involved part of the community once we graduate our association with the university will forever be a part of us. More importantly, while we each came here for the education and the experience, I personally feel Ive found a second home within this community. I have learned how to live and relate to this new environment because of my connection to the other students who share my present experiences. Like any community Ive found that the more Ive become an active part of it, the more it becomes a home to me. By reaching out to others like myself and those who are not quite so much the same, my place as a member in this community has become more and more an important part of my life and, I, a part of it.