Flannery O Connor :: essays papers

Flannery O Connor Biases and Stereotypes Add Reality and Relation to Literature An author’s personal bias is often expressed through their literature that is composed. In her short story â€Å"Everything That Rises Must Converge,† Flannery O’Connor is guilty of stereotyping on the basis of race. Through out this story her characters refer and respond to â€Å"Negroes† as an inferior race. This racial division surrounds the story’s conflicts and eventually results in the tragic climax. In the plot, a significant character only known as â€Å"Julian’s mother† is obviously prejudice and the author expresses her feelings clearly using stereotypes and biases, that animate the story. Her biasness is clearly demonstrated early in the story but is concrete during the seen on the bus, when Julian is taking his mother to the ‘Y’. Once she is seated comfortably on the bus she notices that there are only whites on board and states casually aloud, â€Å"I see we have the bus to ourselves.† This statement shows a complete bias and desire for separation between races by the author. The conversation on the bus continues between the white passengers and eventually turns away from race. However, while the conversation is taking place Julian purposely detaches himself from his surroundings. The plot revolves around a conflict of social acceptance between Julian and his mother. She seems to be stock in the past thinking she is higher on the soc ial ladder than the next person, when in reality the live on a street that was once well established, but is now in ruin while having little money. Julian is quoted early in the story stating that â€Å"Someday I’ll start making money,†- he knew he never would.† His mother’s attitude is despised by Julian along with her racial remarks. It is her racism that Julian uses to try to â€Å"Teach her a lesson.† When Julian chose to sit next to a colored man on the bus the climax of the story began to build. This action was taken by Julian as a way to annoy his mother. He even went as far as to ask the colored man for a light which was a gesture totally out of contempt because he had nothing to light. The way Flannery O’Connor describes the colored woman who enters the bus is a typical stereotype of a black mother. O’Connor’s first descriptive words of this woman are â€Å" large, gaily dressed sullen looking colored women - she was a giant women,† The author was able with those adjectives strip this woman of her femininity and create an eyesore.

US Immigrants’ Learning English and Mastering Content Goals

Bilingual Education is the teaching of two languages. This would also be the ability to speak two languages. During the 1920's testing among various groups of people began. These tests were conducted in poor testing conditions, overcrowded rooms, poor lighting, and large rooms with poor audibility. Many immigrants were categorized as â€Å"simpletons† for receiving zeros on the test because they were unable to speak English, could not read, and were unfamiliar with the American culture. The low-test scores confirmed white Anglo Saxon Protestant beliefs that immigrants were inferior. This gave the congressmen more reason to discriminate against the immigrants. In the 1950's, federal and state laws ruled that discriminatory testing was unconstitutional (What To Do About Immigration? p 327). Bilingual education did not originally grow from the pressures of immigration. It was started as a small, federally funded program to help Mexican-American children (largely native-born) in the Southwest. The purpose was to try to make Mexican-American children fully literate in English. Today, our expectations of bilinguals are very high. We expect them to learn our language fast and accurately. However, we do not teach them well. Instead of running away from this problem by abolishing bilingual education, we should find a way to improve this practice in order to make it a part of our culture. People with a native language other than English have two goals in school: learning English and mastering content. A very big problem is that bilingual education is taught in many different ways in classrooms. Often, students with limited English skills would be taught for no more than a year in special English classes before being moved to mainstream. Some students are pulled out of English as a second language. Others are placed in transitional bilingual education, which is intensive English-instruction. A portion of this class is taught in the native language. Maintenance or developmental, bilingual education builds the native language while improving English as a second language (http://www. edweek. org/context/topics/biling. htm). One solution to this problem is finding a one way to teach that will cover all aspects of the English language. After English is effectively taught, the students should be mainstreamed. Some say the curriculum is not the problem, but the poor teaching instead. The teache's want students to be proficient in a second language in one or two years. These days, there is also a shortage of well-qualified bilingual teachers. We can improve this by hiring teachers who are qualified and fully bilingual (http://www. edweek. org/context/topics/biling. htm). If we take a closer look at the educational system, we would notice that bilingual education is not the only guilty party in this stuation. There are many services available in different native languages; there is not much of an emphasis to learn English. There are newspapers, advertising, and even signs that will help immigrants of all cultures. Some people believe that in order to ensure that English is learned the government should make English its official language. I believe that people with another native language other than English should learn our language. This is not to say that they can not use their other language, but English should be used in offices and other work places. Today, the amount of bilingual immigrants entering our country is growing year by year. If solutions aren't found to the bilingual education problem, I fear what the future may hold for those looking to find new opportunities on American soil. In America, everyone has the right to dream.

Ethics Paper - 1121 Words

Everyday we each face questions of what we ought to do. We sometimes ask ourselves, â€Å"What if everyone did that?† Every time you decide to pick up a piece of trash because you want the city to look nice, you are not doing it because of the aesthetic effect of one piece of trash, but rather what the city would look like if no one picked up their trash. Kant uses this everyday question in his system of morality as part of the categorical imperative. For Kant, the morality of an action can be determined by the categorical imperative. Kant would like to determine the morality of stealing, therefore Kant wants to examine the morality of â€Å"I will steal anything I want to satisfy my desire for it†. Then Kant rephrases the statement to ask the†¦show more content†¦Under Bentham’s principle of utility, Act Utilitarians act always to promote the greatest happiness for the greatest number. An Act Utilitarian named Arthur is faced with a serious question of morality. Should Arthur steal an iPod left by a student in the library? Arthur knows that the student’s iPod is insured for the original purchase price and the student wants to get a new iPod. If Arthur stole the iPod now, he would satisfy his desire for a new iPod and the student would be able to buy the brand new iPod they want. The only pain caused by this theft would fall on the insurance company who would have accounted for theft in their sale of insurance and whose pain would be less than the pleasure experienced by the two 2 new iPod owners. Even Apple would profit by a sale of an iPod they would not have sold otherwise. Therefore, according Act Utilitarianism, it is moral for Arthur to steal the iPod since it will cause no pain and much pleasure. In Act Utilitarianism, the effect of the action if everyone always did it is ignored. The question of â€Å"What if everyone did that?† has no role in morality for Act Utilitarianism. 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