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INTRO

Girl With a Pearl Earring does demonstrate the limitations of poverty on a person’s life, however it also demonstrates that money is not the only factor that can limit their choices. Girl With a Pearl Earring also establishes that the wealthy may also have some limitations in life. While Griet is limited by her family’s lack of money, her role as a woman in society, her low socials status as a maid and her own expectations, our wealthy protagonist Vermeer also has limited choice about his art making, his need to support such a large family and his debts.

Griet is limited by her family’s lack of money




Griet is a young woman confined by her family loyalty, her low social status and family’s new descent into poverty. As her father has just lost his job, the family now lacks the income to put food on the table. This new level of poverty for Griet’s family forces her to have to take a job as a maid to the Vermeer’s because “we need the money”. There is no other option for Griet’s family and they must rely on Griet to get this job to provide enough food for their survival “we have no choice”.

Griet is limited by her role as a woman in society

Being a woman in 17th Century Delft was another factors that were limiting Griet’s options. Unlike her brother Frans who was able to learn to become a skilled trades person, Griet’s only option to provide for her family was to become a maid.

Her unrealistic love of Vermeer was also tainted by her role as a woman in the society at that time. As a woman she would have only destroyed herself, and further limited her options by becoming intimate with Vermeer. The market gossip threatens to destroy any young woman, as seen through the story of the maid in the red dress.

Griet is limited by her low socials status as a maid

Its true that Griet is forced to become a maid because of her families lack of income and once in the Vermeer’s household has little to no power, due to her status as maid.

Griet’s limited power as a maid at the Vermeer’s house would seemingly limit all her options in life, as she fears she may never get out of her role as a maid.

Griet is limited by her own expectations

Griet places unrealistic expectation upon herself, by assuming that she can stay unattached and unmarried to Pieter.

Griet is also limited by her expectation that Vermeer would be able to have a relationship with her. She limits herself and ultimately threatens her relationship with Pieter by holding on to the hope that Vermeer feels that same passion she feels.

Vermeer limited by about his art making

Vermeer’s passion for his art making is limited by the expectations of his family. Both Maria Thins and Catharina demand that he paint faster to provide for their family. Vermeer limited by his need to support such a large family

Vermeer limited by his debts

Vermeer is indebted to Van Ruvjen and has no option but to paint Griet and ultimately ruin her life. He is indebted to the baker and must paint his daughter.

Catharina Limited in her inability to see what both Vermeer and Griet can see in the art world

While Griet has a natural understand and deep artistic perception, Catharina cannot see these things. She displays little interest in the wheel colour of vegetables, when they first meet Griet. Catharina cannot understand why Griet would need to ask if she was allowed to clean the glass. Catharina is kept out of Vermeer entire love because a part of her can understand his art world.



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Why Hamlet delays

Hamlet is an emotional person. He feels guilt, remorse and has responsibilities, yet at the same time he feels pride and a sense of duty. He is also quick, in Act one, scene five to take on his role of avenger

“Haste me to know’t, that I, with wings as swift

as meditation or the thoughts of love, May sweep to my revenge.” I believe that there are many factors that contribute to hamlets delay in action.




Hamlet is passionate about his role and swears to “wipe away all trivial fond records” and to concentrate avenging his father’s death. However he is concerned with his mother’s betrayal “O most pernicious woman!” and this makes him hesitate.

This was not the main issue his father spoke of, yet Hamlet is troubled by the thought of his mother’s marriage to his uncle. Hamlet idolized his father so much that he would do anything to make him happy, to be the perfect son. However towards the end of the scene he starts to have some doubts, “The time is out of joint. O cursed spite, that ever I was born to set it right!” Although he feels it’s his duty, he says ‘cursed spite’ I think he is resentful of his evident fate and feels put upon to be made to do this terrible deed.

Hamlet tries to convince everyone that he is mad rather than plotting revenge. Although at first Hamlet feels the idea of acting mad is a good one, it becomes obvious that even Hamlet doubts his genuine sanity. In some parts of the play it is hard to tell if he is acting mad or he is really mad particularly in act scenes 4 when Hamlet argues with his mother. He was already accusing her of treachery and when talking to his mother he is threatening, Gertrude becomes scared ‘though wilt not murder me? Help, ho!’

When Hamlet murders Polonius he still seems to be troubled with his mother’s betrayal.

“A bloody deed-almost as bad, good mother, as kill a king and marry with his brother.”

There is a continuous theme of deceit within the play and Hamlet feels strongly about the deceit by his mother. His idolization of his mother being completely shattered may have thrown Hamlet into depression. Also

the death of his father and the sudden marriage is enough to make anyone depressed, so for Hamlet, who is a very philosophical and deep character these events may have tipped him into mad behavior.

Hamlet is battling with his conscious, he has become more aware of his sense of morality towards the end of the play. Hamlet lives in a society where it is thought wrong to kill, even for revenge, law forbids it, but he also lives in a society where duty and personal honor prevail. Hamlet tries to stir up his hatred for his uncle by speaking in harsh language, calling him a ‘bloody, bawdy Villain’ and a ‘remorseless, treacherous, lecherous, kindles villain.’ But this tactic does not work and he continues to dwell.

Hamlet’s ‘play within a play’ again shows some hesitation, there is no physical action-taking place on Hamlets part, however Hamlet is searching for some sort of truth in what he has been asked to do. In seeing Claudius’s reaction to the play that Hamlet has prepared Hamlet has some hard evidence. The ghost of his father, an apparition, has only told Hamlet of the murder. Hamlet wanted to concrete some evidence.

Despite all this, when the play is performed and Claudius’s reacts strongly, hamlet still does not kill Claudius. This is another opportunity Hamlet passes on.

Hamlet has another ideal situation where he can kill Claudius when Claudius is praying in the church, however, Hamlet is quick and realizes that if he were to die now, he would go straight to heaven as he has been purged of all sins. “A villain kills my father, and for that

I, his sole son, do this same villain send to heaven.”

He wants Claudius to suffer the same fate as his father did; he realizes that with the forgiveness Claudius has asked for he will end up in heaven.

Although Hamlet does finally kill Claudius it is the death of his mother that is the key to the murder of Claudius. Hamlet is so enraged and passionate about the death of his mother. The death of his mother leaves Hamlet with nothing left to live for and there is no longer any reason to hesitate as he has nothing left to loose.

In conclusion I think hamlets lack of resolve comes from his personality, he was too uncertain of anything including his own feelings to commit himself to action, he had too many conflicting ideas in his head including knowing that killing is wrong, revenging his fathers death, if there was any truth from what the ghost said, whether he really was mad and his mothers hasty wedding to his uncle. This is enough to put doubts in anybody’s mind.



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Under Jacks rule, the boys become uncivilized savages. They have no discipline. Ralph, however, keeps the boys under order through the meetings, which he himself calls. At these meetings a sense of order is instilled because the boys have to wait until they hold the conch to speak. When Ralph says, Ill give the conch to the next person to speak. He can hold it when hes speaking. (Golding 6) by making such rules as these, and by giving the boys the stability of an authority figure, mainly himself, he enforces his role of leader. He wins the boys respect and confidence in his leadership abilities. Ralph uses his authority to try to improve the boys society. By building shelters he demonstrates his knowledge of the boys needs. When he says to Jack, They talk and scream. The littluns. Even some of the others. (Golding 56) he is referring to why the boys need shelters; they are afraid. Jack fails to realize the boys need security, stability and order in their society. Ralph understands that by building the shelters, the boys will feel more secure. This illustrates his superior knowledge of people, which makes him a better leader than Jack.

Ralphs treatment of the boys demonstrates his understanding of how people should be treated. While Jack considers the boys inferior to himself, Ralph treats the boys as equals. Ralphs superior leadership qualities are reflected in his constant defence of Piggy. Piggy is the weakest of the group and is therefore treated unfairly much of the time. When Jack hits Piggy and breaks his glasses, Ralph calls it A dirty trick. (Golding 78) Ralphs compassion and ability to empathize with others thus illustrating his understanding of people; while at the same time demonstrates Jacks disregard for other humans. Ralphs government is a form of democracy which gives each boy equal rights and an ability to express themselves. Jack treats the boys, especially Piggy, as inferiors. When Jack gets meat from hunting, he gives everyone some except for Piggy. When Piggy asks for some, Jack says, You didnt hunt. (Golding 80) Ralph and many of the littluns did not hunt, yet only this treatment is directed at Piggy. Jacks contempt for Piggy shows his inability to understand people, while a good leader would take care of all of his followers. Ralph possesses this understanding and is therefore a better leader.

Ralphs common sense and ability to recognize what is best for the group as a whole further demonstrates his superior leadership skills. His main focus throughout the book is getting rescued and he puts much emphasis on this. He instructs the boys to make a fire and to keep it burning as a distress signal. When the boys do not share his enthusiasm for getting rescued, he becomes exasperated. The fire is the most important thing on the island. How can we ever be rescued except by luck, if we dont keep the fire going? (Golding 88) Ralphs determination to get rescued is not for purely selfish reasons, but rather, it is in the best interest of the group. When the boys join Jacks tribe; Jack only satisfies their short term wants and needs, such as the desire for meat. A good leader however, should look to the future and plan accordingly such as Ralph does. Although these choices may not always be popular, the better leader will carry out long term plans. When Piggy says Which is better - to be a pack of painted niggers like you are, or to be sensible like Ralph is? (Golding 1) he demonstrates how the boys; by not following Ralph, have been lead astray by Jack. Ralphs main priority, is getting off the island, a much wiser choice for the boys to follow. Unfortunately, the boys decide to follow Jack, whose main priority is to hunt and play games rather than try to be saved. Had they listened to the better leader, the novel may not have ended as tragically.

Ralphs clear understanding of people and their needs make him a far superior leader when compared with Jack. Ralphs understanding of the boys need for stability and order through government and rules prompts him to improve the society in which they are living. Jacks society was barbaric and savage and met none of these needs. Jack treats the boys as slaves and inferiors. Ralphs patience and caring with the boys shows his ability to take charge and rule in an effective, yet democratic fashion. Ralphs priority to get off the island demonstrates his wisdom and ability to make decisions. Although a good leader may not be as charismatic as a poor one, it is important to choose the leader who will meet the needs of the people. The popularity of an inferior leader soon disappears, yet the wisdom and guidance of a good leader will always remain.






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Character Analysis Essay

Every person has his or her own definition of what a hero is. The qualities that their hero possesses come from personal experiences. In modern times, a hero is defined as a selfless person who risks their life and/or liberty for the benefit of others. In an analysis of Gilgamesh and Beowulf using modern standards, Gilgamesh is not a hero, whereas Beowulf possesses many heroic qualities. Using the “Anglo-Saxon Ideal”, both possess the qualities the Anglo-Saxons valued. Looking at the two epics, Gilgamesh and Beowulf, we see similarities and differences between the two heroes; Gilgamesh is the prototype for the archetypal hero, but by modern standards, he is no hero at all.

Although Beowulf and Gilgamesh have different agendas when they defeated their “monsters”, they both have similar character traits. Beowulf fights and kills Grendel and the dragon for the safety of his people. He is strong, brave, loyal, courageous, generous, and he values friendship. Although Beowulf attacks the dragon, he did not go into the battle unprovoked. On the other hand, Gilgamesh goes after Humbaba to prove his bravery and strength to his people, show that Humbaba is not as strong as everyone believes, show his people that the boundaries set by the Gods are breakable, and to inspire the youth to become braver and stronger. Gilgamesh, like Beowulf, possesses the qualities of bravery, strength, and courage. However, unlike Beowulf, Gilgamesh’s primary motive to go after Humbaba unprovoked was a selfish one.

The “Anglo-Saxon Ideal” emphasizes courage over long life, strength over intelligence, loyalty to the lord and king above all, feasting, music, and storytelling. According to these standards, Gilgamesh is the archetypal hero. Gilgamesh is strong, brave, and courageous. In the 1400 years between the time Gilgamesh first appeared and Beowulf’s first appearance, the template for the hero did not change very much. The people had the same set of values, and they praised the same kind of heroic qualities. Gilgamesh is considered the prototypic archetypal hero. Many subsequent heroes, such as Beowulf, had many of the same qualities.






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If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on The development of the protagonist in English Literature. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality The development of the protagonist in English Literature paper right on time.

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The roots of English literature can be found in the late part of the first millennium in the year of the Lord. The protagonists of these first literary developments were generally kings. Over the coarse of several progressive centuries a diversely broader group of protagonists has been taken on. This group possesses more distinctive qualities than its predecessors. English literature’s main character has grown immensely since the beginning of its revolution and, it continues to thrive at the present day.



The epic Beowulf marks the origin of the evolution process. The protagonist in this story is Beowulf, the nephew of Higlac, king of the Geats. Beowulf is a great warrior with virtually no weakness when he is young. It seems that nothing can stand in his way. He slays horrific beasts with little effort and even battles underwater for hours at a time. He is equivalent to the contemporary comic-book superhero. As time passes, he inevitably grows old, and a dragon takes his life.

Literary works that follow Beowulf contain main characters with more advanced personalities and weaknesses while simultaneously and gradually lowering their social class. The short story “Sir Gawain and the Green Knight” and The Prologue to The Canterbury Tales, which were written in the Medieval Period, are magnificent examples of this improvement to the English protagonist. “Sir Gawain and the Green Knight”, encompasses a knight with a slight inferiority complex, and a fear of death. These qualities contribute to a more advanced plotline than Beowulf. Sir Gawain can face a wider variety of adversity than Beowulf does because of his limiting humanistic attributes. Attributes, such as those, are depicted in The Prologue to The Canterbury Tales written by Geoffrey Chaucer. The Prologue focuses on twenty-nine different characters of varying social class who each tell two stories on a pilgrimage they take to Canterbury. Chaucer describes these characters’ physical features, their attire and occupation, and their various eccentricities. He places great emphasis on their flaws.




After Chaucer, the English literary protagonist progresses in a notably similar fashion as “Sir Gawain and the Green Knight” and The Prologue to The Canterbury Tales did. That is, lower social classes and more advanced personalities are given to main characters. Other aspects follow. After males dominate the protagonist role for centuries, the opposite sex is taken into consideration by later authors. In 11, George Bernard Shaw features a female as the main character in his play Pygmalion. Eliza Doolittle, a poor flower girl with a detestable English dialect, is this central character. She desires to take speech lessons from a phonetics professor in the play. Her character shows a steadily increasing maturity throughout the play. The ability to mature and grow has developed greatly throughout the coarse of the English protagonist’s evolution. A character such as Eliza would never have been conceptualized in the time of Beowulf.

A character such as Winston Smith would not have been thought of in that time either. George Orwell conceives this character in his novel 184. Smith is a member of the lower social class in 184 called the Outer Party. He also possesses a rebellious and unethical personality. His unorthodox qualities allow him to indulge himself in behavior that is strictly forbidden by the current standing communist government, and they allow him to completely despise the Party’s world of false information. As a result, he joins the Brotherhood, an underground terrorist group, to help overthrow the Party.

The character Winston Smith has a very different and more advanced persona than Beowulf does. The basic evolution of the English protagonist starts with the stereotypical super-hero and moves to the unethical and rebellious anomaly. This anomaly has underlying motives and weaknesses. These characteristics were acquired gradually over the entire evolution of the English protagonist. Other aspects that were developed over that evolutionary time period are, and will remain to be, personality, variety in social class, and gender. There is still much more room for the English protagonist to grow. It does not show any signs of yielding to its current progressive motion.



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It is well known that when families, educators, and communities all work together, schools get better and students get the high quality education they need to lead productive lives. Parents are the essential link in improving American education but job and family demands leave little free time for many of them. Sending a report card home is not enough. Parents want to help their children succeed in school, and often need guidance on how to be most effective. Thus parents look to schools for help even if they do not or cannot make the first contact themselves. Making parents feel welcome in the school is the first step to helping them. That’s why as a forth grade Language Arts teacher, it is very important that I create an environment that fosters involving parents and guardians in student learning process. . One strategy I use to accomplish this educational goal is Parent-Teacher Conferences. The beginning of the school year is a key time to communicate with parents. All will want to know what to expect from schools and new teachers, and how they can help their children learn. Some of this information can easily be mailed to parents as a welcome letter with information about a list of basic subjects and broad plans for the year, a list of materials the child will need for class, a phone number and time when the teacher can be reached, monthly or annual calendars highlight upcoming school events and meetings. Next I will send a sincere invitation to first parent-teacher conference. In order to reach and develop a relationship with parents I create a comfortable and private physical environment with enough adult-sized chairs and no desk separating teacher from parent to generate a climate that invites collaboration with parents. Furthermore, I provide parents with opportunities to speak about their children and involve them in creating solutions to problems. At the end of the conference I classify concrete suggestions for how the parents and the teacher will together help the child, emphasize the parents role in the education of the child, and ways to assist them. Moreover, I present resources and materials such as booklets that families can use at home to build student skills.

. Parent-Teacher Conferences for all families are an essential building block of home-school communication where parents provide important perspectives and information that can be extremely valuable. Together, teachers and parents make a great team to help children get a good start for life.

. Another strategy I would use to achieve this educational goal is Ongoing Communications.

Imagine the impact when parents receive positive phone calls letting them know how much progress their children have made in recent weeks or asking if they need any information about school programs and expectations. Home-school communication is greatly increased through personal contacts such as this between teachers and parents .In addition, newsletters can provide a steady stream of information from the school to the home. To attract the attention of parents, my newsletters would be attractive, well-organized, and easily read with encouraging parents to write letter to this newsletter. Also, I will send home notices about special programs parents may want to watch with their children and suggestions for discussing issues that the program will highlight as well as recommended reading lists or suggestions about how to use household materials, such as newspapers and magazines, to encourage reading.




Ongoing Communications is very effective because it can be easily reenacted through the school year, hold ongoing training for groups of parents who want or need intensive help with home learning, builds partnerships with parents to jointly support home learning activities. Taking the time to read with children is the most successful way to encourage kids to read and is critical to a childs education.

Again, involving parents and guardians in student learning process is an important goal because it promotes clear two-way communication between the school and the family to the school programs and has a direct impact on student’s attitudes, behavior and academic progress. Parent-Teacher Conferences and Ongoing Communications are two strategies that ensure quality learning opportunities to all students in my forth grade Language Arts class.



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On first observation of the subject in question, Willy walked into my room a nervous, tired old man who had clearly entered the first stages of clinical depression and was near breaking point, mentally and physically. His weary limbs crashed onto my chair as if he had not rested in days.

He said that he had been working hard for the good of his family and said he was the one who people came to if they needed something in New England. His appearance told a different story though and it was quite clear that his optimism was merely a mask for a hidden agenda that he clearly did not want to reveal to me.

With further examination, I have come to realise Willy Loman is like an oyster; full of interesting issues waiting to be discussed, but always clams up when asked about more sensitive topics, such as his family and his overall status. From his notes, I am told he has two sons in their early thirties and a wife, Linda.




The eldest son Biff, is currently a farm labourer of sorts and was allegedly looked down upon by his father because of this job he undertook. When I confronted Willy about this, he seemed cold and spiteful about Biff at first, but when we tried to move onto the next subject, he immediately contradicted himself from what he said a few seconds ago and praised Biff for being a hard worker and not being lazy. This may depict a man, unsure of his own judgement and possibly someone who was willing to change his own opinion for the benefit of others.

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