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how to write argumentative essays The University of Westminster

The ending of the giver has been interpreted in a few different ways. Choose one possible interpretation of the ending and argue its validity, using clues from the text to explain your conclusions. The two major interpretations of The Giver ’s ending are that (1) Jonas and Gabriel have truly escaped the physical boundaries of their society and how to write argumentative essays The University of Westminster discovered a real village in Elsewhere, and (2) Jonas’s vision of the village is only a hallucination that he experiences as he and Gabriel freeze to death in the snow in the middle of nowhere. Both arguments can be solidly supported by references in the text. In order to how to write a research article institut montana zugerberg, argue that the two children freeze to death in the snow and that their vision of the village is only an illusion, we can rely on the uncanny similarity between the how to write argumentative essays The University of Westminster landscape Jonas sees—or thinks he sees—and the memories the Giver has transmitted to him in the past. It is extremely unlikely that Jonas would come upon a hill that looks just like the hill from his memory of the ride on how to write a compare essay chigwell school the sled, and then come upon an identical sled waiting to take him to the bottom of the hill. Given that for the last leg of their journey, Jonas has been relying on memories of sunshine to keep himself and Gabriel alive and happy, it would make sense that Jonas relies on the most pleasant memories he has when the cold and exhaustion grow too much for them. When Jonas admits that the music he thinks he hears behind him might be “only an echo,” he could be implying that the vision before him is an echo too—of his own memory. how to write argumentative essays The University of Westminster! Another point to consider is that it seems unlikely that Jonas could travel on how to write a written essay macromedia university for media and communication a bicycle further than search planes could fly and that communities that have not gone over to Sameness could be found so (relatively) close to Jonas’s own community. To argue that Jonas and Gabriel do survive and reach the village safely to begin a new life, we can explain that although the events of the last pages mirror events from Jonas’s memories, we learn toward the end of the coursework cover sheet goldsmiths university of london book that Jonas is losing all of the memories that were transmitted to him by the Giver. how to write argumentative essays The University of Westminster! The last memory that brings him joy is not a memory of sunshine, but a “real” memory of how to write a compare essay chigwell school people Jonas has met in his life—his friends and family. This suggests that the things Jonas sees in the world around him are really there, since he has lost the memories. The music that he hears is real, because music was never a part of his memory. The serendipitous appearance of the sled is strange, but not inconsistent with the atmosphere of magic and mysticism that pervades Jonas’s new life and his relationship with the Giver. Among other things, the coursework cover sheet goldsmiths university of london community in the giver eliminates most traditional distinctions between men and women, but occasionally stereotypes and customs still exist to distinguish male children from how to write argumentative essays The University of Westminster female children and men from women. What rules remain in place in the community that differentiate men from how to write argumentative essays The University of Westminster women? Why do you think these specific rules were retained while others were not? Even though Lowry seems to take pains to how to write argumentative essays The University of Westminster, eliminate gender stereotypes in the how to write a written essay macromedia university for media and communication society in The Giver , supporting the how to write a research article institut montana zugerberg idea that everyone in the society is how to write a research article institut montana zugerberg as similar to one another as possible, ideas about the differences between men and women still linger. Of course, it makes sense that girls are given “special undergarments” at age eleven, but it makes less sense that girls wear braids with hair ribbons until age nine. The hair ribbons are the only decorative element mentioned in the entire novel. Perhaps they are just used to distinguish girls from boys, ignoring the coursework cover sheet goldsmiths university of london original, aesthetic purpose of hair ribbons. Another vestige of gender roles is the structure of the how to write argumentative essays The University of Westminster family units: though the roles of “mother” and how to write a research article institut montana zugerberg “father” are not clearly defined, each family consists of a father, mother, sister, and brother. how to write argumentative essays The University of Westminster! Since no one has sex, and the parents do not produce children together, the persistence of heterosexual couples is how to write argumentative essays The University of Westminster either a meaningless echo of the traditional nuclear family or an effort to how to write a research article institut montana zugerberg, provide both male and female children with appropriate role models. In any case, the community seems to appropriate some of the gender distinctions of pre-Sameness society, but uses them for entirely different purposes. The Giver, however, seems to have more nostalgic, traditional notions about gender differences, or at least about femininity. His description of Rosemary emphasizes traditionally feminine qualities: she is beautiful, delicate, and how to write argumentative essays The University of Westminster sensitive. How to write a compare essay Chigwell School! He has trouble giving her memories of physical pain and suffering, although he gives them much more easily to Jonas. Jonas, too, associates femininity with gentleness and fragility, even though his father is clearly more gentle and nurturing than his mother. When the Giver tells him about Rosemary, Jonas thinks that he would never want his “favorite female” Fiona to suffer as he has suffered, enduring the difficult memories. how to write argumentative essays The University of Westminster! Perhaps the nostalgia that the how to write argumentative essays The University of Westminster Giver and how to write a research article institut montana zugerberg Jonas feel toward the pre-Sameness period extends to the pre-Sameness traditions of gender differences. In a book like the giver , which features a society unlike our own, to whom some concepts we consider ordinary would seem completely outlandish, the author must present familiar things—sleds, love, sunburns—with fresh eyes. Choose something ordinary that is described as extraordinary in the book, and evaluate Lowry’s success in how to write argumentative essays The University of Westminster, capturing strangers’ reactions to the familiar object. One of the first moments when Jonas encounters something familiar to us, the readers, but totally unfamiliar to him is how to write argumentative essays The University of Westminster the moment when the apple changes in midair. Not only is the moment significant as the first time we see Jonas experience something totally new, but it presents an interesting challenge to writing summary essay brighton college, both the how to write argumentative essays The University of Westminster reader and the writer: at this early point in the story, Jonas has not yet begun his training, and how to write argumentative essays The University of Westminster so he does not expect unusual things to happen to him. When the apple changes, Lowry must communicate the quality of its change without using any vocabulary or ideas that Jonas would not already know. Writing summary essay Brighton College! She cannot tell us directly that there is no color in Jonas’s world, since the how to write argumentative essays The University of Westminster entire story is told from Jonas’s perspective: he does not know what color is, so he does not know that color exists. Writing summary essay Brighton College! Lowry has to show us somehow that something is missing from Jonas’s world, so that we recognize the “change” that Jonas witnesses as the restoration of the sample for essay writing st. louis school missing quality. To accomplish this, Lowry places subtle clues throughout the how to write argumentative essays The University of Westminster story that call attention to the absence of color. When Lily describes the newchild’s eyes, for example, she mentions that they are “funny” like Jonas’s, without making any mention of their color. Jonas’s meditation about how to write argumentative essays The University of Westminster, his own eyes continues for a long time without any mention of their color, only how to write a research article institut montana zugerberg, of their shade, something that might strike us as slightly unusual. When Jonas takes note of all of the physical qualities of the apple after he has seen it briefly change, he mentions size, shape, and shade, but never the how to write a compare essay chigwell school color. how to write argumentative essays The University of Westminster! This clue is extremely subtle, since “shade” can be a synonym for “color.” The discordant element here is Jonas’s statement that the how to write argumentative essays The University of Westminster shade of the apple is “nondescript” like his tunic: we assume the how to write an article review washington academy apple is red, and few people would call red “nondescript.” In using subtle indications like these, Lowry allows us to participate in Jonas’s bewilderment at the apple’s change—we stretch our imaginations wondering how an how to write a written essay macromedia university for media and communication apple could change—and at the same time prepares us for how to write a compare essay chigwell school the Giver’s revelation that Jonas is beginning to see color.