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Young Goodman Brown Summary

This short story by Nathaniel Hawthorne features Goodman (which is an old-fashioned way of saying mister) Brown who lives with his wife of three months, Faith in Salem village during the time of the Puritans. He tells her that he must go on a journey, and he heads into the woods. Once there, he meets a man who tries to persuade Goodman Brown to go with him, but Brown is reluctant. The man says that he knew Brown's father and grandfather and helped them in wicked ways. It soon becomes clear that the man Brown is talking to is the devil. Goodman wants to stay true to his faith, referring to both his religious beliefs and his wife, which the devil finds amusing. He tells Brown that many "good" people have come to his side. Then they notice a woman nearby, and the devil goes to speak to her. Brown recognizes her as Goody Cloyse, an older woman who taught him religious education. He is surprised that this woman appears to be friends with the devil and seems to be implying that she is a witch. As Brown continues to protest going along with the devil, the devil encourages him to sit and rest awhile. Brown sits and hides himself amongst the foliage. Then two men come by on horseback. One was a deacon of the church, and they were discussing a meeting that would take place that evening at which a young woman would be taken into their group. Despite seeing religious men from town seemingly on the devil's side, Brown vows not to be taken in.

     Brown then wandered toward noises he heard deeper in the woods. He heard a woman's screams, saw his wife, and found her pink hair ribbon fall onto a branch in front of him. He declared that he had lost his faith, referring to both his wife and his convictions, so he decides to cross over to the devil's side after all. He raced toward blazing trees where many villagers along with Indians and others congregated in a sort of powwow. Goodman Brown came forward when called by the devil and saw Faith standing before the altar as well. They looked at one another as the devil was asking them to join his brood, and at the last moment, Goodman Brown looked up and told Faith to resist the devil's invitation. He did not know what she did, but he found himself back at home the next morning.

     As he walked through town, he shrank away from the people he saw. When Faith ran up joyfully to kiss him, he looked at her sadly and walked away without saying anything. He wondered if that which he had witnessed in the forest had all been a dream. Whether a dream or not, that night changed Goodman Brown into a depressed, distrustful man who lived out the rest of his life jaded by what he saw whether real or imagined.

     The story raises several questions, such as what did Brown actually see in the forest? Was it real? Did he dream it? Did the devil make him hallucinate it? Clearly, the answer is based partly on admitting that this story is a fantasy since he spoke to the devil. It also seems to say that all people have evil inside of them, the question is whether they give in to it or not. Brown didn't seem to give in to the temptation, but did Faith? Or was he just assuming she did or projecting his feelings onto her? It's a very ambiguous ending.

Story Analysis: Critique of Puritan Society

Like so many of Hawthorne's short stories and novels, 'Young Goodman Brown' takes place in Puritan New England, specifically in Salem, Massachusetts. You're probably already aware of Salem's grisly history as home of the infamous Witch Trials, during which dozens of women and men were accused of witchcraft, and many were executed. One of Hawthorne's ancestors was actually involved in the trials and sentenced several women to death. Some scholars have suggested that this family legacy may have been what sparked Hawthorne's interest in writing about - and criticizing - Puritan society.

At the beginning of the story, the Old Man reveals that he was present during two major events from Goodman Brown's family history: when Goodman Brown's grandfather whipped a Quaker woman in the streets of Salem, and when Goodman Brown's father burned an Indian village during King Philip's War.

Hawthorne drew these details from the actual history of Salem village. Founded by Puritans seeking religious tolerance, Salem quickly became a repressive society where those who did not follow sanctioned behavior were violently punished. The Quakers, the American Indians, and those convicted of witchcraft were among those brutally treated by the Puritans, and Hawthorne's story suggests that underneath Salem village's pious exterior, hypocrisy and intolerance prevail.

Young Goodman Brown

Overview of 'Young Goodman Brown'

Have you ever woken from a nightmare, only to find the heart-pounding terror stayed with you long after the dream was over? Or perhaps you've lived through a disappointment, after which the world - and you - felt far less naïve. Imagine the disillusionment of a child who discovers that the Tooth Fairy is really a parent, and now suspects that mom and dad may be hiding even more information. Often as we age, we begin to question the religious beliefs and political worldviews of our families and societies.

Most of us live through these kinds of experiences regularly, and even if they're painful, we figure out how to move on. Not so for Young Goodman Brown, the title character in an 1835 short story by Nathaniel Hawthorne. Young Goodman Brown begins with a rosy outlook, with unshakable faith in himself, his relationship, and his society. But all that changes on one fateful night.

Plot Summary

Young Goodman Brown is setting out from his home in Salem village, saying goodbye to his pretty wife, Faith, who's wearing her new pink ribbons. He has a little task to attend to that night, but Faith doesn't want him to go. She's afraid of the dark and of what might happen to her all alone. Goodman Brown tells her to say her prayers and go to sleep.

As he sets off into the forest, Goodman Brown meets an Old Man, who has an uncanny resemblance to Brown. As it turns out, the Old Man was good friends with Goodman Brown's father and grandfather. The Old Man intimates that he is the devil and offers to lend Goodman Brown his walking stick, which is carved in the shape of a snake. Goodman Brown insists that he and his forefathers have always been good Christian men.

As they go further into the forest, they come across Goody Cloyse, an old woman known in the village for her piety and good deeds. Goodman Brown hides so she won't see him, so he can avoid discussing why he is walking through the forest at night with the Old Man. However, she meets up with the Old Man in the forest, where she confirms that the Old Man is indeed the Devil and reveals herself as a witch. She's on the way to an evil ceremony, where two new converts will be welcomed into a dark cult.

More and more people from the village, including the preacher and the governor's wife, filter through the woods. Goodman Brown is shocked that so many seemingly upright citizens secretly practice devil worship. Grappling with this information, Goodman Brown looks up to see a pink ribbon float down from a branch. Crying, 'My Faith is gone!', he realizes that even his beloved wife has gone to the dark side.

In a clearing, a large crowd has gathered around a bonfire. They chant twisted versions of hymns and make ready to welcome the two new converts. A veiled woman is led to the fire, where she stands next to Goodman Brown. It's Faith. The two stare into each other's eyes as a dark figure says they have been initiated into the truth of evil: from now on, they will see the darkness lurking underneath everything. Desperate, Goodman Brown screams to Faith to look to Heaven and resist temptation.

Suddenly, Goodman Brown finds himself alone in the forest. It's morning. Had the whole thing been a wretched dream? He staggers back to the village, where he's disgusted by the sight of the preacher preparing his sermon and Goody Cloyse teaching a little girl her prayers. Arriving home, he refuses to speak to Faith, who is again wearing her pink ribbons. He lives out the rest of his life in suspicion and despair and dies a lonely, bitter old man.

the tell tale heart

This "Tell-Tale Heart" study guide starts off with a summary and then moves on to analysis looking at symbolism in Poe's story. It will raise some interesting points for any student reading the story.

· A Basic Summary

Before we begin our analysis of "The Tell-Tale Heart," Let's take a look at a summary of the story.

The story begins with the narrator telling us that he's not insane. He claims his senses are sharpened and he is able to hear sounds in heaven, Earth and hell (but he's not crazy). He then discusses his "idea." He's not sure how the idea entered his mind, but once it entered he had to kill the old man (remember, he's not crazy). He then concludes it was the old man's eye that prompted the murder.

The narrator opens the door of the old man's bedroom seven consecutive midnights. On the eighth night, he opens the door, hears the old man's heart, smothers him to death with a mattress and dismembers his corpse (but he's not crazy). It's apparent the narrator thinks he suspects that we suspect madness because he claims this next piece of evidence will convince us he really isn't mad: he places the dismembered corpse under the floor planks in the old man's room (I'm not convinced).

When the police arrive, the narrator invites them to sit right above the dead body. Everything is going well until the narrator hears the old man's heart and confesses (to the crime, not to insanity).

· Symbolism in the Story

The next step in our analysis of "The Tell-Tale" Heart is a look at symbolism in the story.

The Eye - There are many symbolic interpretations of the old man's eye: (1) The eye represents the "I"; that is, it represents the essence of the old man; (2) The eye holds mysterious powers, according to the narrator, and may symbolize the inability of the narrator to hide his secret sins; (3) The old man's eye is "pale blue, with a film over it," indicating a lack of visual clarity and reliability. In this sense the eye symbolizes the narrator in so much as all the information we receive comes through his distorted mind, much in the same way everything the old man sees is filtered through his distorted eye. Furthermore, the story is told through the narrator's perspective, who claims his actions are on account of the distorted eye, which suggests the point of view is literally and symbolically filtered through the old man's eye.

The Heart - Traditionally the heart symbolizes the emotional center of the individual. In "The Tell-Tale Heart," it symbolizes the narrator's guilt. He hears the heart twice, immediately before killing the old man and when the police are investigating the crime. Is it possible the narrator hears his own heart?

The Old Man's Bedroom - The narrator's intrusion into the old man's bedroom violates honorable conduct (especially when you take into account the whole murder thing). Speaking of violating someone, take a look at how the narrator describes his entrance into the room: "When I had made an opening sufficient for my head...I thrust in my head. Oh you would have laughed to see how cunningly I thrust it in! I moved it slowly--very, very slowly" (173). The narrator recounts on the eighth night, "I heard a slight groan...It was not a groan of pain or of grief--oh, no!--it was the low stifled sound that arises from the bottom of the soul when overcharged with awe" (174). What does this description sound like to you?

Watches - Poe loves clocks and watches (see "The Masque of the Red Death" and "The Pit and the Pendulum"). Clocks, watches, and time symbolize the approach of death. The narrator, who literally controls the time of death for the old man, compares himself to a watch's minute hand. He also mentions the "death watches in the wall." For those who didn't know, death watches are a species of beetles that live in walls and bang their heads to attract mates (see violating the old man above).

Becoming British

Imagined community :

-National identity is a form of identification .

-Horizontal relationships : are relations which contain a sense of belonging and nationalism ; relations which unite people from different ethnicities , races , and social classes under the name of community to cover the inequality on the vertical level .

-Vertical relationships : are the relations of inequality between the individuals in terms of social class , ethnicity , gender , and generation .

-The very act of reading a daily newspaper reinforces and reproduces a sense of communal belonging .

-Newspaper , novel , and media gives the needed imagination for the reader to be able to imagine him/herself as a part of the imagined community .

-Signification system : Raymond williams defined culture as a realized signifying system : means to define it as meanings that are hidden as ideas .They are only realized in social practice .This definition consists of the shared social meanings of a particular community , and it is involved in all kinds of social activity .It is important to all social life , because it is not only related to arts and novels but it is an aspect of all human activities .

-cultural shock : is a feeling or a sense of confusion felt by someone encountering and alien culture which has different national networks of meaning different from the natural or common sense of his/her national community .

-Hegemony : is the process of power in which a dominant group rules by the agreement of the community .

-An agreement in which a social group presents its specific interests as the general interests of the nation .

-It works by transformating potential contrariness into simple difference ; therefore , hegemony is a lived system of meanings and values ,which ,when they are practiced , constitute a sense of reality for most people , but it is a culture which consist of the dominant and subordinate classes .

-Hegemony tends to overfeed the public with meanings that support the dominant group .

-Hegemony is successful when it includes vertical realtions into horizontal by turning conflicts into simple differences .

Schooling :

-Compulsory schooling was until the age of 18 .

-Before 1960s : Only elite class had access to education , and that led to reproduction of social classes .

-Leftest said , “there are other social classes other than elites.”

-Conservatism wanted the elite culture to stay the dominant .

-The westerners think that the whiteness is the default .

Progressivism :

-The movement of progressivism believes that more education will lead to economy growth .

-Some changes were needed in the curriculum and pedagogy , because the quantity expansion was not enough . There was also a need for relevance and equality for the multicultural classroom .

-Newsom’s theme shows the unwillingness of both old working-class cultures and the new popular cultures of youth to engage with the kind of education offered .

-They showed their unwillingness to engage in the kind of education that only prepares you to be a workforce to increase the economy growth .

-Professional influence over the educational process increased .Reform was filtered and embedded through school-teachers , local authorities , and teacher educator to reach the individual child .

-A common working class culture appeared and its stories and speech were heard , they were a community that was disconnected from the powerful institiutions .

-Between 1969-74 the golden age came to an end .(elite culture)

-A series of working class protests against inequalities , asked for the right of recognition and participation .

-Questions of inequalities raised by movements forced their way into classrooms asking for the recognition of marginalized identities .

-These questions of inequalities raised inside the classrooms and outside the classrooms .

-1960s parents of colour (black and asian) protested against inequalities .

-1970s teachers developed anti-racist and anti-imperialist curriculum.

-1980s new era : cultural politics and classroom practices changed against racism .

-Imagining a common britishness (a divers one) .

Conservatism :

-Old conservatism :

-1949 Eliot claimed that educating everyone means lowering their standards , abandoning the subjects they used to transmit their culture , and destroy their edifices(achievements and beliefs) .

-Kingsley Amis ,two decades later , said , ‘more will mean worse.’

-After 1940s the old conservatism was challenged and displaced , because elite culture could not succeed in mass education and there were attacks on selectivity of students to programs .

-Eventhough conservatism was weakened by egalitarianism(equality) and cultural diversity .

-Neo-conservatism :

- they made a spectacular comeback through Thatcherism² .

-Thatcherism : is a system of political thought based on the policies of the former conservative prime minister of the United Kingdom Margaret Thatcher .

-They criticized the progressivism pedagogies and curriculum because education for all caused massification , and at that time education was struggling through a difficult process of transformation which allowed conservatism its second wind (chance) .

-New conservatism themes: traditionalist and xenophobic.
-That critique was widely spread by sympathetic media.

-1981/1993: conservatism destroyed the way in which the relationship between the culture and education had been configured post 1944.

-The program was one of construction and critique. They established a specific national curriculum, and they set up a system of regular examination to fund schools depending on their success in attracting students and bidding for government money(the payment is based on how many students they attract). The example of Massar in Morocco .

-This alternative was a failure because the importance was put on standard English and british empire and history(Standard English) . The aim was not to develop a program that fits to cultural and social change .

New Labor : ‘Tony Blair’

-New Labor offered a new vision to the economic change in relation to global policy.

- Resource constraints, high unemployment, and demographic downturn played a big role on the demand for education, and also on the perception of its role , and its contribution to social and economical development.

-Education expansion was no longer thought of to contribute to economic growth. It was seen as an investment in human capital .

-They criticized early school curricula (progressivism and conservatism).

-They criticized the long and still unfinished process of fixing school curricula.

-Government policies were servicing the requirements of a new stage of economic development at a low cost(less people and less cost of money) and maximum effectiveness.

-New Labor neglected the past education (Conservatism and egalitarianism) by instructing teachers that history of education began with the year ZERO, 1988 , when the conservative educational reform act passed(gone) , before that point education was a failure .

-The age of compulsory schooling became 16.

-Labor were indifferent to cultural differences and the only matter for them is achievements and being an effective member in the society.

-Drying up opportunities for school leavers.

-Student’s attitude changed towards schooling because they won’t have the opportunity to find a job they quit school.

-New traditions and rituals of schooling emerged .They focused on the annual release to students of their examination results. They pictured schooling around the experience of certification.

-Educational programmes developed by new labor was economized according to market economy.

Cultural Landscap :

Modernization , tradition , and schooling .

-Modernization is a loose and flexible concept that condense an evaluation of the past as a zone of exhausted tradition.

-Societies of EU are knowledge societies, in which competitiveness and wealth depend on innovation and flexibility.

-Education and training systems must provide an ‘intangible capital’ that is central to learn economies, but they can’t because their institutions and pedagogies are outdated.

-To enrich economy, schools must produce flexible and innovative students, and without independent schools which promote innovation, they cannot produce innovative students. School needs to be transformed according to market conditions to work with new partners especially from private sector (to produce students that will work in private sectors) .

- Modernized system has two main features:

First, system of data collection: it is a technology that compares data which is collected by pupils’ scores in examinations and tests which represent their schools that can be compared to those of other schools.

Creativity :

-New Labor brought a strong teaching force that has many goals (the main one is creativity)

–The implemented creativity since 2001 as an important element in the policy repertoire .

-In order to promote creativity , New labor linked creativity to so many fields in which a student can be creative .

-New labor through its education supported self-discipline and self-surveillance, which means the student no longer needs someone to control him/her .

-New labor did not develop any new curriculum or pedagogy to support creativity , but they provided the students with new tools like technology and communication to reach their targets .

Master Spoken English 08

The video series Master Spoken English - Feeling Phonics, is designed to train first-graders and full-professors, enabling readers to excel, and training speakers like professional actors. The nine-tape video series and book, "Master Spoken English - Feeling Phonics", was published in 1996 and is now in use in 57 different countries. Colleges and universities worldwide have recognized the need this training serves in enabling speakers of English to reach their full potential. Besides serving EFL and ESL needs, the series is used widely in learn-to-read programs.

تم تصميم سلسلة الفيديو ماستر سبوكين إنجليش - فيلينغ فونيكش لتدريب طلاب الصف الأول والأساتذة الجامعيين، وتمكين القراء من التفوق، وتدريب المتكلمين مثل الممثلين المحترفين. وقد نشرت في عام 1996 سلسلة من أشرطة الفيديو تسعة أشرطة والكتب، "ماجستير الإنجليزية - الصوتيات"، وهي الآن قيد الاستخدام في 57 بلدا مختلفا. وقد اعترفت الكليات والجامعات في جميع أنحاء العالم بالحاجة إلى هذا التدريب يخدم في تمكين المتحدثين في اللغة الإنجليزية للوصول إلى إمكاناتهم الكاملة. بالإضافة إلى خدمة الاحتياجات إفل و إسل ، وتستخدم سلسلة على نطاق واسع في تعلم القراءة البرامج.

difference between short story and novel

Main Difference – Short Story vs Novel

Short story and novel are both narrative fiction written in prose. The main difference between short story and novel is their length; a short story is generally shorter than a novel as it is intended to be read in a single setting. Short stories generally range anywhere from 1,500 to 30,000 words whereas novels start from about 50,000 words. This word counts are only mentioned to give you a general idea about the length; there is no strict rule saying that these two categories should stay within these boundaries. Due to this difference in length, some other significant differences arise between short stories and novels.

What is a Short Story

A short story is a brief narrative in prose that describes fictional characters and events. Short stories have no set length, but most publisher guidelines indicate the word range to be anywhere from 1,500 to 30,000 words. The most notable characteristic of short stories is that they are meant to be read in a single sitting and designed to produce a single effect.

Short stories have plots and characters, just as novels; however, they are limited in scope in comparison to novels. There are fewer characters and almost no subplots. The action or the events in a short story takes place within a short period of time. Therefore, it may only contain a single setting and few scenes.

The modern short story form emerged in the 19th century and was influenced by oral story-telling traditions, short moralistic narratives of parables and fables.

What is a Novel

When criticizing and appreciating a novel, special attention is paid to plot, characterization, setting, and themes. Since a novel is lengthier than other prose fiction, it can contain many characters, themes, and subplots which make the content more complex than other literary genres. A novel can also cover a long period of time; some novels span several generations. Unlike a short story, a novel can be divided into chapters and sometimes volumes. Novels can also be categorized into different genres such as supernatural, thriller, fantasy, romance, western, paranormal, etc.

Difference Between Short Story and Novel Length

Short Stories are shorter than novels.

Novels are longer than short stories.

Sitting and Effect

Short Stories are intended to be read in a single sitting and designed to produce a single effect.

Novels are not intended to be read in a single sitting and not designed to produce a single effect.

Plot

Short Story contains one basic plot.

Novels can contain many subplots and a complex main plot.

Characterization

Short Stories focus on one or two characters.

Novels can focus on multiple characters.

Time period

Short Stories generally cover a very short time period.

Novels can cover very long periods.

Master Spoken English 09

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Master Spoken English 04

Master Spoken English 03

Master Spoken English 02

Master Spoken English 01

المدرسة الوطنية العليا للمعادن بالرباط

ROYAUME DU MAROC

ECOLE NATIONALE SUPERIEURE DES MINES DE RABAT

AVIS DE CONCOURS

L’Ecole Nationale Supérieure des Mines de Rabat (Ex, ENIM) organise le 25 Novembre 2017 un concours pour le recrutement de d'un technicien 3^ème Grade en Electricité Eléctronique.

Le Concours se déroulera selon l’Arrêté du Ministre de l’Energie, des Mines, de l’Eau et de l’Environnement N°3103.12 en date du 10-08-2012.

Le Dossier de candidature est constitué:

- D’une demande manuscrite adressée au Directeur de l’Ecole Nationale Supérieure des Mines de Rabat (Service du Personnel) Avenue Hadj Ahmed CHERKAOUI, B.P.753 -AGDAL-RABAT;

- D'un CV.

- D'une Copie du Diplôme + BAC (légalisées)

Date limite de dépôt de dossier de candidature est fixée le 07-11-2017.

La Liste des candidats acceptés sera publiée sur le Site www.emploi-public.ma et le Site de l’ENSMR.

Story Analysis: Critique of Puritan Society

Young Goodman Brown

the tell tale heart

Becoming British

difference between short story and novel

Master Spoken English 01

المدرسة الوطنية العليا للمعادن بالرباط

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