1984 Journal Reflection

George Orwell’s novel 1984 presents us two characters who are entirely different, but still complement each other entirely, the protagonist Winston and his love-interest Julia. Julia’s optimistic character highlights Winston’s fatalistic one. Winston believes he and Julia are compatible and can relate to each other because they share the same believes. They both detest Big Brother and want to rebel against the Party. While this is true, their similarities seem to end there.

Having eliminated all bonds of human connection between individuals, the Party intended that ‘the sex instinct will be eradicated… neurologists shall abolish the orgasm’ where the high modal declaration depicts the frightening measures imposed by the administration to prevent revolution. Thus, the relationship between Winston and Julia serves as an outlet of instinct but is also an expression of rebellion against the status quo: ‘their embrace had been a battle… It was a political act.’   Further, the ‘glass paper weight’ motif serves as a reminder of the past, a beacon of hope but in the arrest shatters, signifying defeat to the state. Ultimately, as Winston falls short of liberation, he disintegrates into a shell of his former self: betraying Julia and becomes a mindless vehicle of the Party’s propaganda for Big Brother.

One of the main characters I found intriguing in the book was Julia. Julia’s character contradicted the oppression and rigid control that the party wanted to subject the citizens too. Julia wanted to live life in the moment, and enjoy her life. She lived life reckless and with a care free attitude. “Life as she saw it was quite simple.

The significance he places with her position in his life is partially his fault, because that’s all he allowed her to be. He prepared himself for the loss and in a sense killed her off. By sending her away and not visiting her he left her without any connection to her old life and who she really was. Conclusion Restate main topics (main body paragraph

As a College freshman in his second semester, I have learned to deal with the challenges that I have to deal with peaceful, yet exhilarating moment when my mind engages with an author’s thoughts on a page. As John Dewey states “Education is not preparation for life; education is life itself.” What Dewey insists is from my early days in high school to my first year in college as a freshman, I wanted to know the full concept of English; however, I have now realized this subject would fill in my void of English with noteworthy complexities. This was not the case for most of my second semester in Montgomery College; I always had trouble in various parts of the subject, such as development in thesis statement, sentence writing and reflecting on previous essays. Writing a thesis statement had been one of my down falls in English.

Julia wasn’t much interested in reading, and Winston was surprised to discover that “the difference between truth and falsehood did not seem important to” (193) Julia. While Winston was greatly concerned about the party’s manipulation of truth, Julia was more interested in freedom of individuality. The clever thing was to break the rules and stay alive, whether it was a love affair, swearing, wearing makeup or obtaining luxuries on the black market. She took great pride in her ability to bring real sugar, real milk, and real coffee to her meetings with Winston (177). Julia’s desires to bring these prohibited items to their meetings, as well as her disinterest in exposing the part indicate that she rebels simply to undermine the party in her own small ways and gain individual freedom.

Juan Aviles 6172-10848-ENGL-1302 4/30/2017 Reflective Essay I became a student at Huston Community College in Houston for two semesters, and I believe that over the course of my stay I feel that. I have grown and learned more than I thought it wasn’t possible. I take my classes online to at Houston Community College already, knowing that I wanted to be a teacher; I had taken a few English courses and though I knew exactly what I was headed for-was I was ever wrong. Going through the English program special this course ENGL 1302 has taught me so much more than stuff about literature and on my own language, it has taught me how to be me.

English 102 Reflection During the course of English 102, I took this year of the spring semester. I have accomplished a variety of goals I once thought were impossible. I have not only grown as a writer and a student but as an individual as well. I feel that through my experience of this English course, I have achieved knowledge and self-confidence to step out into the real world.

Overall, this article helped me reflect on the novel’s theme and gain understanding of the author’s

Many a literary critic claims that the strongest aspect of the book 1984 by George Orwell is its plot. Indeed, there is some merit in this conclusion, as the entire purpose of Orwell’s writing of this book was not to create a literary classic, but to warn the public about the dangers of communism if it got out of hand, and what better way to do this than to write an engaging plot? Others may claim that 1984’s greatest strength is in its character development. This aspect, too, is quite strong in the book, as not only are the minor characters effected in serving the dystopian theme, but the major characters are believable and very human in their failings. Winston’s transformation from an oppressed office worker to revolutionary and finally to

Have you ever wondered whether a writer’s voice and the standard rules of academic writing can exist on the same page? According to Dr. Debra Pena, English Professor at the University of Texas at San Antonio (UTSA), and Mathew Teorey, English Professor at the University of New Mexico, Albuquerque, and the author of "Using Freshman Composition to Analyze What Students Really Know about Grammar", a writer’s voice and the process of academic writing can exist on the same page (Personal Communications February 13, 2017, Teorey 2). However, my first essay in Freshman Composition II was a Classical Argument on “Chronic Traumatic Encephalopathy (CTE): Is it the New Death Sentence for Future Athletes Playing Sports in America?”

My intro is not very good because I do not have a good thesis statement; my thesis statement was not very specific. My intro is not very strong and a little boring, if I was able to rewrite the intro I would make it more interesting for the reader. I would try to make the thesis statement stronger in order to make a more direct point for my paper. By rewriting my thesis I could make it clear to the reader that the theme of 1984 is the government controlling people. I could use the tiqatiqa format to help give direction in my writing and give a better reasoning and support. I did not answer an interpretive question; to help the reader better understand what the purpose of the paper is I could be more direct with my question.

1984 clas-sic: 1. a work of art of recognised and established value. Many things could be considered classics. Mona Lisa by Da Vinci, Odyssey by Homer, and 1984, a novel by George Orwell. Nineteen Eighty-Four, as it's sometimes written, was published in 1949 and since then has become an epitome of dystopian novels.

The senior class began the school year with a metamorphosis in the twelfth grade English program that would become the underlying theme for a busy and productive year. The students first focused on developing their college essay writing skills with attention on word choice, especially passive verbs and pronouns. The motto of the class became “Clarity is the goal!” After the shock of the a new teacher faded, the class studied the principles of psychology and the theories of Joseph Campbell through the various modern movies and the Epic of Gilgamesh. Next, the Honors class class delved into Kafka’s Metamorphosis and Shelly’s Frankenstein, while the World Literature class studied Egyptian mythology and various creation myths.

Another part of this disappointment was the sheer fragility of the arguments made. Numerous times, I did not relate my arguement back to the thesis which laft it in the dust. I received some wonderful footnotes from you Mrs. Immediato, including: “how does this relate to Romeo and Juliet”, and “Good, but how does this relate to your argument”. The second time around re-writing and editing, i noticed much more that you could have been picky about, thanks for not crushing my self-esteem. My first body paragraph started with a 1st grade level transition. . . . .